Child Observation Form - B for Play and Development

Record your interaction with children less than two years old using Child Observation Form - B for Play and Development. Get insights on child's interaction and language skills, play stage and parent feedback.

Child Observation Form - B
Certificate III in Early Childhood Education
Assessment Workbook 4
Child’s Name: William
Age: 2 years
Use this form to record your interaction with children less than two years old.
Follow the instructions below:
1. With the assistance of the parent, interact with the child.
2. Gather more information from the parent’s own experiences with the
child
3. Record relevant stories or anecdotal information from the parent
4. Use the form below to document your observations:
Observation Guide
Frequency
Comments
Never
Rarely
Sometime
Often
INTERACTION SKILLS
Child looks at the parent A child never looks at their parents
more often.
Child shifts attention from an object
or person to the parent
(demonstrates joint attention)
A child can rarely shift their
attention from things to their
parents which specifically denotes
the joint attention.
Child initiates to the parent
(verbally or non-verbally)
Child responds to the parent
(verbally or non-verbally)
Child’s interaction style:
Social | Reluctant | Passive | Own Agenda
Comments:
By the development of the interaction skills, children are able to increase their skill and develop a
positive surrounding around them. These are able to commutate with other with effective manner.
LANGUAGE SKILLS
Gestures:
a) Child uses a few gestures
(e.g. showing, waving bye-
bye)
Children uses gestures such as
waving their hands to say bye bye.
TEMPLATES BY:

Child Observation Form - B
Certificate III in Early Childhood Education
Assessment Workbook 4
b) Child uses lots of gestures,
including pointing
c) Child imitates gestures
Single words:
a) Child uses a few single words
b) Child uses lots of single words
c) Child imitates single words
Single words combined with gestures:
a) Child uses complementary
gestures (a word + a gesture
that represents the same
thing. For example, child says
“Daddy” when pointing to his
dad.)
By using specific gestures, these are
help to other to develop the
understanding of what they need to
explain.
b) Child uses supplementary
gestures (a word + a gesture
that adds new information to
the message. For example,
child says “Daddy” and points
to the ball he wants.)
By using supplementary gestures,
children can effectively able to
point over things such as pointing
towards water to drink.
Word combinations:
a) Child uses a few word
combinations
b) Child uses lots of word
combinations
c) Child imitates word
combinations
Child’s stage of communication:
Discoverer | Communicator | First Words User | Combiner
Comments:
This is the first stage of the learning style and help in the good communication and these are help in the
what happen around them.
PLAY
Child’s stage of play:
Functional Play| Constructive Play | Pretend Play
TEMPLATES BY:

Child Observation Form - B
Certificate III in Early Childhood Education
Assessment Workbook 4
Comments:
These functional play assist the child in repetition in their physical actions, the languages as well as the
operations of the objects which are associated with the requirements of the physical activity.
PARENT FEEDBACK
Provide examples of relevant stories or anecdotal information the child’s parent
shared with you about the child:
The evidence which the child’s parent has shared with educator such as children
often uses gestures as well as pointing towards the things which they want.
OVERALL COMMENTS:
William is able to increase their gross motor skill and increase brain development
by playing functional play.
TEMPLATES BY: