Curriculum Planning: Observation, Consent Forms, Child Information, and Milestone Planning Guide

The report focuses on curriculum planning for child development with observation, consent forms, child information, and milestone planning guide. It covers three children from different age groups and their behavior, learning, and social/emotional development. The report also includes consent forms, child information sheets, and developmental milestone planning guides for each child.

Curriculum planning

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
1: Observation of each children..............................................................................................1
2: Written permission of consent form...................................................................................2
3: Child information of the three children..............................................................................5
4: Two observation of each child...........................................................................................8
Developmental Milestone Planning Guide and one other type of observation record for each
child......................................................................................................................................10
5: Summative assessment summary.....................................................................................17
CONCLUSION..............................................................................................................................22

INTRODUCTION
Curriculum planning is defined as the complex activity which is usually associated with the
interplay of the ideas from the curriculum field which is related with the aspect of discipline. In
addition, the curriculum plan is usually defined as the concept or the ideas which is usually do
not consider any action and incomplete since the phase of leaning which is eventually learning
involve with the application which is being learned. In addition to this, the report usually
focusses on the three children from different age group which is from 1 month to 17 months. The
provided observation list, summative assessment and so on are used to filled for three of
children.
MAIN BODY
1: Observation of each children
Child one: The child is usually taking the service 4-5 day within the week. In addition, the child
is usually shows the aspect that firmly based on the learning experience, the child is 12-month
old from the Christian background. The children usually show their interest towards the leaning
framework which include puzzles and other thing which is available within the centre that is
comprehensive for the growth and development of children in effective ways.
Child two: In addition, the children is usually taking the service from the centre in the regular
ways. They also show aspect of leaning that is experience by service provider within the centre.
The children are 14 months old and they show their interest towards the learning of new things.
Child three: The child three is also taking service from the centre up to 4 days within the week.
In addition, they usually follow the learning activities which is prepared by the centre for the
growth and development. The child is 17 months old from the Islamic family that follow their
cultural practice in the appropriate ways.
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2: Written permission of consent form
For child one:
TAF14A Child Consent Form
As part of their studies in early childhood education and care, students are required to complete practical assessment tasks in the
workplace. Some assessment tasks involve observing and/or taking photos of a focus child during daily activities and play. Our student
seeks your permission to observe and/or take photos of your child for their assessment. Your child will only be identified by their first
name on any paperwork.
To be completed by Selmer Institute of Education student:
Student name: XYZ
Education and care centre:
Name of child being observed:
Signed by student:
Date:
PARENT / GUARDIAN CONSENT
To be completed by the parent/guardian:
I , hereby give consent
(PARENT/GUARDIAN’S NAME)
for to observe my child
(STUDENT’S NAME)
in the centre as part of their practical assessment for their early childhood education and care course.
I do / do not give the student permission to take and use photographs of my child for the purposes of completing their assessment/s as
part of their studies.
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For child two:
TAF14A Child Consent Form
As part of their studies in early childhood education and care, students are required to complete practical assessment tasks in the
workplace. Some assessment tasks involve observing and/or taking photos of a focus child during daily activities and play. Our student
seeks your permission to observe and/or take photos of your child for their assessment. Your child will only be identified by their first
name on any paperwork.
To be completed by Selmer Institute of Education student:
Student name: ABC
Education and care centre:
Name of child being observed:
Signed by student:
Date:
PARENT / GUARDIAN CONSENT
To be completed by the parent/guardian:
I , hereby give consent
(PARENT/GUARDIAN’S NAME)
for to observe my child
(STUDENT’S NAME)
in the centre as part of their practical assessment for their early childhood education and care course.
I do / do not give the student permission to take and use photographs of my child for the purposes of completing their assessment/s as
part of their studies.
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For child three:
TAF14A Child Consent Form
As part of their studies in early childhood education and care, students are required to complete practical assessment tasks in the
workplace. Some assessment tasks involve observing and/or taking photos of a focus child during daily activities and play. Our student
seeks your permission to observe and/or take photos of your child for their assessment. Your child will only be identified by their first
name on any paperwork.
To be completed by Selmer Institute of Education student:
Student name: PQR
Education and care centre:
Name of child being observed:
Signed by student:
Date:
PARENT / GUARDIAN CONSENT
To be completed by the parent/guardian:
I , hereby give consent
(PARENT/GUARDIAN’S NAME)
for to observe my child
(STUDENT’S NAME)
in the centre as part of their practical assessment for their early childhood education and care course.
I do / do not give the student permission to take and use photographs of my child for the purposes of completing their assessment/s as
part of their studies.
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3: Child information of the three children
For child one
Child information sheet
Child’s name: XYZ Date of birth: xx/xx/xx
Country of origin: United Kingdom
Language spoken at home: English
Does the child speak English?  Yes
What religious or cultural practices does the family want the child to observe at the center?
(Give details): The child is usually associated with the religion of Christianity and their
family want that the child must to know about the history of Christianity and follow the
aspect which is related with cultural practice of Christianity.
Identify other family members living in the child’s home:
 Older sibling  Younger sibling  Uncle  Aunt  Grandmother  Grandfather  Cousins
 Other, please specify:
Many families have unique family rules. Detail anything specific the family would like
the educators to know: In this, every family have their unique rules. In addition, the
family usually require proper gathering during the breakfast, lunch and dinner. Moreover,
the family member does not allow to visit during night time.
Are there any activities at the center, which may contravene the child’s family values or beliefs? If
so, identify below (e.g. Christmas, Easter)
In this some of the major activities which is performed in the center to contravene the child family
value and belief is by using the approach of practice that include baptism, the Eucharist that is
Holy communion or the Lords supper and prayer that include the Lord’s prayer.
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Provide any other relevant information about the child: The child is usually focus on the different
play activities. They usually identify the animal’s puzzles and try recognize the faces within home.
For child two
Child information sheet
Child’s name: ABC Date of birth: xx/xx/xx
Country of origin: United Kingdom
Language spoken at home: English
Does the child speak English?  Yes  No
What religious or cultural practices does the family want the child to observe at the center?
(Give details): The child is related with the religion of Hinduism that focus on the different
cultural practice which is wanted by family within the center. In addition, family want that
the children must aware about the prayers and symbols which is dignify the cultural practice.
Identify other family members living in the child’s home:
 Older sibling  Younger sibling  Uncle  Aunt  Grandmother  Grandfather  Cousins
 Other, please specify:
Many families have unique family rules. Detail anything specific the family would like
the educators to know: The family is usually working and they do not focus on the
children growth and develop. Child is usually learning from center.
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Are there any activities at the center, which may contravene the child’s family values or beliefs? If
so, identify below (e.g. Christmas, Easter)
The child is usually follow their cultural practice within the centre. They learn about the
norms and ethics that focus to build the personality which is positive and based on norms and
values.
Provide any other relevant information about the child: Child is usually try to walk and learn about
solving puzzles and many more.
For child three
Child information sheet
Child’s name: PQR Date of birth: xx/xx/xx
Country of origin: United kingdom
Language spoken at home: English
Does the child speak English?  Yes  No
What religious or cultural practices does the family want the child to observe at the center?
(Give details): The child is usually related with the religion of Islam. In addition, the family
want that child must know about the cultural practice which is related with Islam.
Identify other family members living in the child’s home:
 Older sibling  Younger sibling  Uncle  Aunt  Grandmother  Grandfather  Cousins
 Other, please specify: The child usually lives with mother, father and elder brother.
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Many families have unique family rules. Detail anything specific the family would like
the educators to know: They are very strict regards with the cultural practice and they
pray for at least five time a day. In this, they have set of rules that the all family member
is usually take their food together and share their opinion and though regards with any
issue.
Are there any activities at the center, which may contravene the child’s family values or beliefs? If
so, identify below (e.g. Christmas, Easter)
Profession of faith
Prayer
Alms
Provide any other relevant information about the child: Child is usually concern regarding with the
family and their cultural aspect.
4: Two observation of each child
Child one:
Observation 1: Behaviour and learning
While taking the contrast of child one who is from Christian background usually play
more than other as compared to the child of centre. In addition, the behaviour is optimistic and
used to interact with number of people with any hesitation. Moreover, the child usually shows
their aspect in learning of new things which is recommended for him. Child take long sleep in
afternoon that may be help him to provide relaxation due to the snap. Therefore, the child is full
of curiosity and used to take with the interest to learn about the new thing. Child follow some of
the behaviour which is interactive towards other when someone talk or used to deliver story then
child listen in predominant ways.
Observation 2: Strength and interest
The child has major strength that is related with communication and interaction in the
friendly in their first meeting. Therefore, other associated strength is learning and showing the
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curiosity which is related with anything then child show their interest. The interest show that
child usually prefer to listen music and sleep in their noon time.
Child two:
Observation 1: Behaviour and learning
The child is from Hinduism background. Child usually show positive behaviour and
polite approach to everyone and but does not meet or interact with the people. child prefer to do
their homework or task which is provided by centre. Child generally interact with the educator
and his behaviour follow the aspect of learning due to the showing the curiosity regards with the
study or activities. In addition, the learning behaviour is positive and usually accept the new
approach towards the learning.
Observation 2: Strength and interest
Strength usually shows that the child is focused and concentrate on their work and not
perform any unnecessary activities that may create disturbance. In addition, they also showing
the strength regards with their habit which is polite. The interest show that the child usually
prefers to do their work or task alone. Therefore, child predominately follow the vision of being
concentrated and play activities which is outdoor.
Child three:
Observation 1: Behaviour and learning
The child three is usually related from the Islamic background. The family is strict towards the
ethics and norms which is deliberately focus on the behaviour which is respective for other and
always focus on the work and task. Child is also used to fun with the outdoor activities when the
educator or carer used to visit the child in the park or other. Child is interactive and polite with
others. The child sometime show lack of mental presence in their learning that may occur due to
the disturbance that distract the concentration for the study or learning aspect.
Observation 2: Strength and interest
The major strength of the child is communication and proper interaction which is took place by
him in appropriate way with polite manner. Therefore, the other associated strength of child is
that focus towards the work or study. In addition, the child is usually show their interest regards
with the music, outdoor games and activities which is based on puzzle and many more.
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Developmental Milestone Planning Guide and one other type of observation record for each
child
For child one:
Child name: XYZ Age: 1 year Gender: Male
Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
Physical
development (fine
and gross motor)
The child usually at the age of 1
year show the activity of gross
motor skill by using the big muscle
in order to move the whole body
and fine motor skill using the
smaller muscle for the little thing.
In this, the 1-year-old boy usually
sit without the leaning or being
held up.
Outcome 4, area
1, 2, 3, 5, and 6
children develop
the disposition of
new learning
which is called as
persistence.
The possible opportunities to
walk probably and run for the
shorter period of time and
pick some of the tiny object.
Social/emotional
development
In such age, child is usually
communicating and interact with
the family and caregiver.
Outcome 5, area 1
and 5 child used
to learn about the
interaction.
The possible opportunities
are that he must interact
with other and try to talk.
Language
development
The age of 1 years the child
usually starts to wave with hi and
bye with their family and friend
Outcome 5, area 1
and 5 children
usually interact
The possible opportunities
regarding the language
development to learn some
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Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
that he used to know. Moreover,
he used to speak three to four
word as per the context with
speech.
verbally and non-
verbally.
of the other word and taking
randomly that help to
develop more word to speak.
Cognitive
development
Curious regards with the object
and their working and also want
to visit different place.
Outcome 4, area
1,2 and 3 children
formulate aspect
of learning which
is curiosity.
Used to do common work
appropriately such as
drinking, brush and etc.
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For child two:
Child name: ABC Age: 14 month Gender: Male
Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
Physical
development (fine
and gross motor)
In addition, the observation
related with the child that is walk
independently, and walk and
backword crawl stairs and many
more.
Outcome 3, area
1,2 and 3 children
take risk of their
own health and
wellbeing.
In addition, the opportunities
are with the child play with
pull and push toys such as
toddler cart.
Social/emotional
development
In this age point, the child is
usually follow aspect of
recognition that is taking under
the observation by carer. It is well
analysing that the child may afraid
of stranger but they show
affection towards the familiar
people.
Outcome 3, area
1,2 and 3 children
usually strong in
their social and
emotional
wellbeing.
In such age the basic
opportunities which is
regulated are based on
formulation of self-
awareness.
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Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
Language
development
The children recognise the name
of people who usually interact and
also learn the names of families.
Object and the part of body.
Outcome 1, area 1
and 5 children
develop
knowledge and
self-confident,
self-identities.
The children must learn
about the basic names which
is related with the day to
activities which include
learning of number and
alphabet and so on.
Cognitive
development
In the age of 14 months, the child
shows some of the observation
that is development of sense of
self, the capability to themselves
and get separated from each
other.
Outcome 4, area
1, 5 and 6.
Develop a range
of process which
include problem
solving and many
more.
In this, the major of
opportunities are usually
focus on the walking and
running and they do not fear
with the stranger with those
people who talk or
communicate politely.
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For child three:
Child name : PQR Age: 17 month Gender: Male
Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
Physical
development (fine
and gross motor)
In this age, observation used to
focus on the different which is
analyse with the respect to child is
walking, climbing and running of
children. He is also take or three
step without any support of leg
wide and hand for the aspect of
balance, crawls up the step, dance
in the place to music and many
more.
Outcome 1, area
1, 2, 3, 4, 5, and 6
in this, the
children usually
develop their
emerging
autonomy and
their self-
dependence.
In the context to learning
behaviour, the children must
focus on the academic as well
as their fitness because
within this age the primary
approach is physical strength
and development of learning
which seek to provide the
opportunity to raise the IQ.
Social/emotional
development
In the social and emotional
development, the child is usually
observing with the context of
corporation as a team work while
playing, in this, it helps to play the
alongside other with the toddler
that is doing what they do what
they are without seeming to
interact within the parallel play. In
addition, they are curious and
energetic but they all are depend
on the presence that focus on the
Outcome 1, area
1, 3 and 5 in
addition, children
used to develop
and formulate the
ways to interact
with people in
relation to other
care and respect.
Child usually learn about the
ways or path of interaction
which is focus on the relation
with other in term of care,
empathy and respect.
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Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
reassurance.
Language
development
Comprehensive and used to
follow the simple question or the
command, they usually say their
first name and with they also used
to say lot of word which include
want water, want milk and many
more. they also enjoy the music
and rhyme of the song which is
analyse when the random
observation is being developed.
Outcome 5, areas
1, 4, 5, and 6
children is usually
developing
interaction which
is based on the
verbal and
nonverbal
communication.
The language development
shape the education of the
child when they are usually
provided to read the book as
the part of story reading and
the writing.
Cognitive
development
The observation show that the
child is usually learn about to
answer some of the basic
question which is how, who and
what. In this, he is capable to hide
and find the object as per their
learning.
Outcome 2, area
1, 2, 3, 4, 5, and 6
in this, the
children are used
to develop the
sense of
belonging which is
The major of opportunities
with this age is based on
learning which is follow in
order to provide the story
book to read and write some
of the alphabet
appropriately.
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Developmental
area
What you observe Link to a Learning
Outcome from
the EYLF
Possible Learning
Opportunities
associated with
the social group
and communities.
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5: Summative assessment summary
For child one:
Child name: XYZ Age: 12 months Gender: Male
Summative assessment summary Feedback from
workplace supervisor
Summary from the observation records: From your observation, what
areas of development is the child displaying in relation to areas of
strengths and areas of development? (Think about physical, emotional,
social, cognitive and communication areas of development)
ANS: In addition to this, the children are usually taking under
observation regards with the growth and development within the centre.
Therefore, when taking the aspect of physical development, the child
must focus on the walking in appropriate way and also used to develop
some of the aspect that is related with the running, crawling and other is
normal in such age. In term of emotional and social development, the
child is well and develop their own resilience. Moreover, the proper
cognitive development is also focus on the self-determination where the
recognition of family face and object are being try to learn and it take
more time as compared to present age. Therefore, the communication
area of development usually focuses on the various dimension such as the
child is not enough able to talk. He used to say three or four word which
is inappropriate and do not provide accurate word to talk and
communicate.
Behaviour and learning: What behaviour and learning is being
demonstrated by the child? How could the environment better support
and extend the child’s learning and development? Does the child need
additional support to achieve learning outcomes?
ANS: The behaviour and learning which is related with the child who is
usually focused on the positive approach and learning that show the
aspect of curiosity. In addition, centre is usually encouraging the children
to focus on the cultural practice and learning. In the educator support and
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guidance are used to developed more learning behaviour.
Play preferences: What does the information gathered and your
observations tell you about the child’s play preferences? (Indoors or
outdoors and types of play?
ANS: The major of children are usually prefer the outdoor game because
they usually interactive towards the nature.
d) Strengths and interests: What does the information gathered and your
observations tell you about the child’s strengths, interests and needs?
ANS: The major strength of the child is communication and interaction
with the developing phase.
e) Relationships: What does the information gathered and your
observations tell you about the child’s relationships with other children
and educators?
ANS: The children are usually friendly in this stage and they keep
playing with each and share their thought to educator when they used to
ask about the experience of games or activities.
f) Links to the principles, practices and the learning outcomes of the
EYLF: What learning outcomes did you observe in your observations?
What intentional teaching strategies would enhance the child’s learning?
ANS: There are some of the aspect which is focus on the curriculum that
is based in the intentional learning that carry out the result which is
optimum in term of child. it is usually named as engaging with the
scaffolding, learning through questioning and actively listening.
g) Collaboration: Detail how you could use this information to
collaborate with families and colleagues to support the child’s learning.
What could educators do to support the child’s current learning and
developmental needs. What could family do at home to enhance the
learning?
ANS: The child is usually communicative and interactive in term of such
age and the information is helpful in order talk with child about the daily
activities that is performed by the child. In this, at the age of 1 year, the
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family must provide and remember him object name and family member
name.
For Child two:
Child name: ABC Age: 14 months Gender: Male
Summative assessment summary Feedback from
workplace supervisor
Summary from the observation records: From your observation, what
areas of development is the child displaying in relation to areas of
strengths and areas of development? (Think about physical, emotional,
social, cognitive and communication areas of development)
ANS: The age of child is 14 months and he usually learn to walk and
run with the small step. The physical development show that the child
walks, climb and run in appropriate manner. In addition, the emotional
and social development usually carry when the child shows interactive
approach towards the stranger and their families which is due to the
affection. Therefore, the cognitive and communication development is
usually play role in the growth of the child, it helps child to learn new
words and make interaction with stranger.
Behaviour and learning: What behaviour and learning is being
demonstrated by the child? How could the environment better support
and extend the child’s learning and development? Does the child need
additional support to achieve learning outcomes?
ANS: The behaviour of the child is positive and learning of the children
is used to focus on the work and their task which is assign by educator
within the centre.
Play preferences: What does the information gathered and your
observations tell you about the child’s play preferences? (Indoors or
outdoors and types of play?
ANS: The child is usually show the preference towards the games and
activities which is based on the indoor and outdoor games.
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Strengths and interests: What does the information gathered and your
observations tell you about the child’s strengths, interests and needs?
ANS: The child major strength is focus towards the work and activities,
they usually show their interest in listening of music and playing games
and need is focus on the afternoon sleep which is required by every
child within the centre.
Relationships: What does the information gathered and your
observations tell you about the child’s relationships with other children
and educators?
ANS: The children are showing their aspect towards the family which
is follow the norms and ethics. The centre educator also encourage
child to develop respective behaviour with the families and friend that
develop relationship.
Links to the principles, practices and the learning outcomes of the
EYLF: What learning outcomes did you observe in your observations?
What intentional teaching strategies would enhance the child’s
learning?
ANS: Outcome 4. In this, the child usually tries to work alone and such
cases researching and learning together help to make interaction.
Collaboration: Detail how you could use this information to collaborate
with families and colleagues to support the child’s learning. What
could educators do to support the child’s current learning and
developmental needs. What could family do at home to enhance the
learning?
ANS: The educator used to provide the aspect which is based on
development of relationship towards the families which make the child
full of resilience. In this, family support the child in doing their
homework and ask about the best moment during the centre that is
observed.
For child three:
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Child name: PQR Age: 17 months Gender: Male
Summative assessment summary Feedback from
workplace supervisor
Summary from the observation records: From your observation, what
areas of development is the child displaying in relation to areas of
strengths and areas of development? (Think about physical, emotional,
social, cognitive and communication areas of development)
ANS: The area of strength that is related with the child is communication
and polite behaviour and the area of development show the aspect which
is based on learning. The physical and emotional development of the
child well articulate which provide positive functioning and other
associate development such as cognitive and communication also focus
on the thinking behaviour and interaction approach of child which is find
and appropriate.
Behaviour and learning: What behaviour and learning is being
demonstrated by the child? How could the environment better support
and extend the child’s learning and development? Does the child need
additional support to achieve learning outcomes?
ANS: The behaviour of child is centric and well focus on the work which
is assign and he is usually show their curiosity regards with task or
activities that is discussed by the educator. The centre environment is
based on learning and help to provide proper vision for the attitude
development in the positive way. The additional support within the centre
are provided within the context of guidance and care at every path to the
child that help them to learn and encourage.
Play preferences: What does the information gathered and your
observations tell you about the child’s play preferences? (Indoors or
outdoors and types of play?
ANS: The play preference of the child is neutral he used to play indoor
and outdoor.
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Strengths and interests: What does the information gathered and your
observations tell you about the child’s strengths, interests and needs?
ANS: The child strength is polite nature and focus on work. The interest
is usually focus on learning aspect that include music and playing with
other and need is afternoon snaps.
Relationships: What does the information gathered and your observations
tell you about the child’s relationships with other children and educators?
ANS: The child is communicative and interactive which help the child to
formulate good relationship with other children and educator.
Links to the principles, practices and the learning outcomes of the EYLF:
What learning outcomes did you observe in your observations? What
intentional teaching strategies would enhance the child’s learning?
ANS: Outcome 3, the child is usually show the curiosity towards the
learning, in addition, the intention teaching is learning is through the
questioning which help child to think and do brain function which is
effective.
Collaboration: Detail how you could use this information to collaborate
with families and colleagues to support the child’s learning. What could
educators do to support the child’s current learning and developmental
needs. What could family do at home to enhance the learning?
ANS: Educator usually provide the learning through the help of
questioning with proper guidance and development of quality based
learning. They family focus on the communication and used to know the
moment which is happening and show the interest towards the learning.
CONCLUSION
As per the above discussion, it is analysed that the children are develop physical, emotional,
social, and cognitive with the various learning and experience which is regulated within the
centre. The educator usually plays useful role in order to observe the children regard with the
development and growth. In addition, they also suggest opportunities area to develop and
formulate effective growth and development.
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