Observation of Jane's Language, Cognitive, Social/Emotional Development

Observation of Jane's development in language, cognitive, social/emotional skills in childhood education and care setting. Includes EYLF learning outcomes and possibilities for future experiences.

Running head: CHILDHOOD EDUCATION AND CARE
Childhood Education and Care
Name of the University
Name of the student
Author note

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CHILDHOOD EDUCATION AND CARE
Anecdotal Observation – Language, Cognitive, Social/Emotional
Child’s First Name: Jane Age: 3.5 years Date: 22 February 2018
Setting/Context: Playschool Observer:
Observation:
Jane went crying to her instructor with her building block toy pieces and she complained, “He
broke my house”. This demonstrated her evolving language skills, as she is able to state clearly
her feelings. She seemed sad and angry at the same time while complaining to her instructor.
Jane was then consoled by her instructor and she was encouraged to rebuild the structure. Jane
demonstrated good listening skills, as she was being instructed by her instructor. She was
crying when her structure was broken by another child, which showed that she is developing
emotionally as well. Jane then went back to her rebuilding task and after many attempts she
built it again. After completing her structure, she looked around the room and saw other
children playing with different toys. She stayed quiet for some time and then she walked
towards another child and observed what he was doing.

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CHILDHOOD EDUCATION AND CARE
Reflection :
I found it very exciting and interesting to observe Jane at the playschool, as she displayed
amazing developmental skills. Jane seemed to interact openly with her instructor, which is I
believe is a great sign for language development. Further, I saw Jane listen carefully to her
instructor when she was being briefed how to rebuild the structure and that for me was
interesting as the attention span of children at this age starts developing. I think Jane has
demonstrated good language, cognitive and emotional development however, her social
development has better scope in the coming days.

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Link to the EYLF Learning Outcome and Element
Elements:
Principles: Jane would gradually learn and reflect the practices she undergoes in the
playschool with her playmates. She would learn how to respect others with different cultural
backgrounds.
Practice: The instructor would be able to focus on the holistic development of Jane when he
or she understands what she needs to be taught and allowed. It is important for the instructor to
develop a cultural understanding so that he or she could pass it on to Jane and other children.
Learning outcomes: Through the continuous process of learning and interacting, Jane would
be able to develop her language, cognitive and social skills.
Learning Outcomes:
Children have a strong sense of identity: In case of Jane, she had the sense to identify her
instructor with whom she felt safe and supported.
Children are connected with and contribute to their world: Jane showed signs of a
developed sense of belonging to the group in her playschool.
Children have a strong sense of wellbeing: Jane showed strong signs of her emotional
wellbeing when she complained to her instructor about her toy in order to stabilize her
emotions.
Children are confident and involved learners: When Jane had finished rebuilding her
structure; she walked towards other children and observed what they were doing. This
evidenced that her curiosity has developed.

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Children are effective communicators: Jane firstly interacted with her instructor while
complaining to her. Then, while listening to her instructor, she added her own ideas on
building the structure again. This showed how effectively Jane communicated.
Possibilities for future experiences:
In the future, when Jane continues to play and interact with other children and her instructor,
she is likely to develop her social skills and know the values of bonding with others.
Her sense of identity will be stronger when she learns about the relationships with her family
and friends.
Jane is likely to experience more emotional moments when she leans to be more responsive
and interactive.
Jotting – Creative Development
Child’s First Name: Jane Age: 3.5 years Observer:
Jotting 1 Date: 20 February 2018: Runs around the room dodging toys lying on the floor.
Pauses suddenly and looks at the instructor, notices other children listening to the instructor.
Rushes to the instructor and pushes aside other children. Tries to grab attention of the
instructor by describing what she has been doing.

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Jotting 2 Date: 21 February 2018: Plays with a puzzle piece and tries to figure out the right
piece. Looks at other children and tries to copy their activities. Picks up a building block piece
and throws it to the instructor to catch. Instructor bars her from playing with the block piece,
as she might get hurt. Listens to the instructor carefully and demonstrates understanding.
Jotting 3 Date: 22 February 2018: Grabs a picture book and turns pages to look at different
pictures. Walks towards her instructor with the picture book and inquires about those. The
instructor asks her to describe what she sees and Jane makes up a story and gives names to the
characters in the picture book.
Reflection:
Jane is in a crucial stage of development where all her actions are inspired by the things she
observes and notices. She is experiencing a growth stage where feelings of jealousy and
competition are gradually entering her psyche. However, I can assert that Jane is showing great
signs of mental development that can be visible from her creativity that she demonstrated with
the picture book. In addition, I can see that Jane has developed a close bond with her instructor
and feels secure in her company.
Link to the EYLF Learning Outcome and element
Learning Outcome 4: Children are confident and involved learners - Throughout the
three days of jotting, Jane displayed that children develop characteristics for learning that
includes creativity, curiosity and confidence.
Possibilities for future experiences:
With each passing day, Jane would develop more learning skills with the assistance from her
family and her instructor that would help her explore her creativity. She needs to be

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encouraged to create her own ideas in order to ensure a holistic development.
Learning Story ( Include Language and Social Development)
Childs First Name: Jane Age: 3.5 years Date: 22 February 2018
Write a Learning Story observation about your Focus Child being involved in an experience. Include the
following:
Title (insert title of Learning Story)
Today…. (Insert: Date, child’s name & continue to write the story about what was observed)
Reflection on learning…. (Insert: interpretation about the child’s learning that occurred)
Where to next….. (Insert: EYLF Goal, Learning Goal, Experience & Resources)
Photo/s and the inclusion of other children are optional.
Jane tells a story
Today…. 22 February 2018: Jane
Jane looks at her picture book and carefully goes through the pictures. She seems fascinated by
the pictures and develops a story in her mind. Then, she walks towards her instructor and
shows her the picture book with great enthusiasm. Little Jane looks hooked to the picture
book. Her instructor asks her to describe what she sees. Jane takes the picture book and points
towards the pictures and looks at her instructor. She then narrates her self-made story to the
instructor. She demonstrates exemplary creative skills as she gives names to the characters in
the picture book. Her instructor then applauds her and shows great interest in her story. This
encourages Jane and further elevates her enthusiasm. She then takes a coloring pencil and
draws an imaginary land where she says, her characters live.
Reflection on learning….
I was impressed by the way, Jane used her developed mental skills to create an imaginary story
and give names to the characters as well. I also observed that she possesses great interest in
artistic things like the picture book. I believe Jane has the characteristics of a great storyteller
and she can use her imagination well. I also think that she needs to be given further

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opportunities where she can explore her imagination more.
Where to next….
EYLF learning goals:
Learning Outcome 1: Children have a strong sense of identity Children feel safe, secure,
and supported
 Children develop their emerging autonomy, inter-dependence, resilience 22 and sense
of agency
 Children develop knowledgeable and confident self identities
 Children learn to interact in relation to others with care, empathy and respect
Learning Outcome 2: Children are connected with and contribute to their world
 Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active
community participation
 Children respond to diversity with respect
 Children become aware of fairness
 Children become socially responsible and show respect for the environment
Learning Outcome 3: Children have a strong sense of wellbeing
 Children become strong in their social and emotional wellbeing
 Children take increasing responsibility for their own health and physical wellbeing
Learning Outcome 4: Children are confident and involved learners
 Children develop dispositions for learning such as curiosity, cooperation, confidence,

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creativity, commitment, enthusiasm, persistence, imagination and reflexivity
 Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesising, researching and investigating
 Children transfer and adapt what they have learned from one context to another
 Children resource their own learning through connecting with people, place,
technologies and natural and processed materials
Learning Outcome 5: Children are effective communicators
 Children interact verbally and non-verbally with others for a range of purposes
 Children engage with a range of texts and gain meaning from these texts
 Children express ideas and make meaning using a range of media
 Children begin to understand how symbols and pattern systems work
 Children use information and communication technologies to access information,
investigate ideas and represent their thinking
Source:
BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia.
(2018). Files.acecqa.gov.au. Retrieved 22 February 2018, from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Observed By:
Photo Observations – Physical Development (Fine and Gross Motor)
Child’s First Name: Jane Age: 3.5 years Observer:
Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional

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CHILDHOOD EDUCATION AND CARE
Date: 20 February 2018 Date: 21 February 2018 Date: 22 February 2018
Comment: Comment: Comment:
Jane shows signs of
improved feet movement,
as she is able to run around
without being hurt by the
toys lying on the floor. She
has a developed muscular
movement.
Jane’s eye movement also
shows development as she
is able to look through the
puzzle pieces and puts
them into right places.
This also shows the
development of her hand-
eye coordination.
She demonstrates development in
her hand movement as well, which
can be visible from the gestures
while she narrates her story to the
instructor.
Reflection:
I am excited to see how Jane goes on to use her hand-eye coordination in the coming days. I
have observed that she is very good with her leg movement as well since a child of her age can
hardly run around without being hurt. Jane needs to be given the opportunity to play outside in
the open and let her engage in activities that are more physical. I am also looking forward to
see Jane use her hand gestures more and more as she has the capability to narrate things with
gestures.

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Link to the EYLF Learning Outcome and Element
Learning outcome 3: Children have a strong sense of wellbeing – As seen from the study of
Jane; children develop the capacity to be responsible for their own physical and mental
well-being.
Possibilities for future experiences:
In the future, Jane would be able to develop further her motor skills that involve hand
movement and leg movement. In addition, she would be able to develop her hand-eye
coordination that shows promising signs.