Assessment 7: Child Development and Learning Report

This report presents an assessment of four children (Taya, Khade, Andrew, and Allsys) at a childcare center, detailing their learning and developmental summaries, strengths, weaknesses, and planning suggestions based on the Early Years Learning Framework (EYLF). The assessment covers various aspects like communication, social-emotional development, and physical skills. The report then outlines a five-day curriculum designed to address the children's individual needs and interests, incorporating activities such as group singing, storytelling, outdoor games, and object identification. The curriculum aligns with the National Quality Standards (NQS) and Australian Children’s Education & Care Quality Authority (ACECQA). The report also includes learning experiences and observations of the children's engagement with the curriculum, and discusses the methods for assessment and evaluation, highlighting the importance of communication between educators, parents, and children for effective learning and development.

Running head: ASSESSMENT 7
Assessment 7
Name of the Student
Name of the University
Author note

1ASSESSMENT 7
Task 1
1. According to the assessment done at the childcare centre, the four focused children are
Taya, a three-year-old girl who is shy and non-verbal and this act as a barrier for her.
Khade, a three-year-old boy have behavioural issue like biting and hitting others as his
parents are undergoing divorce and is a loner. Another child, Andrew is a happy three-
year-old kid and interested in playing soccer. Allsys is another three-year-old kid who
loves to dance, talk and a bright kid. The following table comprises of the learning and
developmental summary of these four focused children out of 15 children at the childcare
centre.
Learning and Development Summary for Taya
Child’s Name: Taya Date:
EYLF Learning Outcomes Weakness and Relationships
1. Shy and non-verbal She is extremely shy that acts as a barrier for her
and lack verbal communication
2. She is not connected to the outer
world and lack sense of identity.
She lacks the ability to communicate with others
and establish relationships with others
3. There is a lack of sense of
wellbeing in her as she is shy and
non-communicative
Her emotional development is not proper as she is
inexpressive and lack sense of belonging.

2ASSESSMENT 7
4. She is not confident when it comes to
learning as she is not confident
She lacks the ability to share her feelings and ideas
with others, as she cannot connect to others.
5. She has ineffective communication Communication development is not proper as she is
non-verbal and shy to share her experiences and
ideas
Learning and Development Summary for Khade
Child’s Name: Khade Date:
EYLF Learning Outcomes Weakness and Relationships
1. He also lacks a strong sense of
identity
As his parents are undergoing divorce, he lacks
sense of belonging and support and therefore is a
loner
2. He is not connected to the outside
world
There is lack of ability to contribute to the outer
world and contribute to it.
3. There is also lack of sense of
wellbeing
There is lack of social development as he has
behavioural issues that hampers his emotional
development
4. He lacks confidence and as a result, He cannot connect to others due to his behavioural

3ASSESSMENT 7
he cannot contribute to learning and
share his ideas and experiences
issue of hitting and biting and as a result, he is a
loner.
5. He has ineffective communication He is a loner and therefore lacks effective verbal
communication
Learning and Development Summary for Andrew
Child’s Name: Andrew Date:
EYLF Learning Outcomes Strengths and Relationships
1. He possess a strong sense of identity There is good emotional development in him and
therefore, he is a loving and happy child.
2. He is connected to the outer world
and therefore contribute to the world
This gives him a strong sense of social development
and he is cheerful happy and loving kid.
3. He has a strong sense of wellbeing As he is a soccer player, he has fine physical and
motor skill development.
4. He is an active learner and confident He loves to play soccer and contribute to effective

4ASSESSMENT 7
learning
5. He has efficient communication As he is a loving and happy kid, he can
communicate well with others and therefore, has
proper communication development
Learning and Development Summary for Allsys
Child’s Name: Allsys Date:
EYLF Learning Outcomes Strengths and Relationships
1. He also has strong sense of identity He is independent, confident, empathetic and bright
and therefore he has proper emotional development
2. He contributes to the outer world and
therefore he is connected.
He loves to talk and therefore he is communicative
in nature, kind and sharing.
3. There is strong sense of wellbeing in
him
He loves dancing and therefore he is creative and
expressive in nature. There is appropriate
recognition and expression of feelings.

5ASSESSMENT 7
4. He is also involved in active learning
and confident in nature
As he loves dancing, he is creative in nature and
ability to share his ideas and experiences with
others. He can explore ideas and share information
with others
5. He has effective communication
skills
He loves to talk and enjoy being with others. He is
receptive and expressive through his verbal
communication skills.
2. Planning suggestions
Child/
Group
Information gathered Planning suggestion
Taya Shy, non-verbal, Speech and play therapy, sound
games, nursery rhyming, book
based activities like drawing and
painting.
Khade Behaviour issue, biting and
hitting, loner, parents divorced
Slow-paced activities, reading
books, playgroup activities like
nursery rhymes and group singing.
Andrew Loves soccer, happy and kind Outdoor game like soccer, small
playgroup activities like hide and

6ASSESSMENT 7
seek, yoga sessions
Allsys Bright, love to talk and dance Object identification, puzzle
solving, alphabets, dancing sessions
Task 2
Taya Khade Andrew Allsys
Monday Group singing -
Music player,
mike, drums and
other music
equipments
Nursery rhymes
–
Poem books
Outdoor games-
Soccer game
Outdoor games
like yoga session
Tuesday Drawing,
painting
Materials
required are
drawing book,
pastel and water
colours, white
sheets of paper
Reading books-
Story books
Hide and seek Puzzle solving

7ASSESSMENT 7
Wednesday Book based
activities like
reciting rhymes
and poems
Indoor games
like slow-paced
activities,
Puzzles, drawing
books, toys,
alphabets and
numbers
Dancing sessions
Thursday Story telling –
Story books
“Telephonic
game” that help
him to
communicate
with others
Animal and birds
identification
Alphabets
Friday Nursing rhymes Group singing Simple yoga
postures for
around 10
minutes to
enhance physical
development
“Identify the
object” game that
help to
communicate and
create his own
ideas. physical
development
Task 3
After the meeting with Workplace Supervisor, the five-day curriculum is prepared
keeping in mind the children the interests and opportunities that can have for learning and

8ASSESSMENT 7
enhancing their knowledge, skills and relationship over the five days. It has been framed in
accordance with National Quality Standards (NQS) and Australian Children’s Education & Care
Quality Authority (ACECQA), Australia1.
For Taya, play and speech therapy along with storytelling and rhymes would help her to
overcome her shyness and develop verbal communication skills. During storytelling and
rhyming, she would get an opportunity to interact with others, create her own stories, ideas, and
share with their peers.
Development of communication skills is important for Khade as he is frustrated and loner
as his parents are undergoing divorce. When he would be engaged in slow-paced activities,
group singing, reading books, nursery rhymes, he would be able to interact with others and divert
from aggressive behaviour like hitting and biting.
For Andrews and Allsys, a proper physical environment is required for outdoor and
indoor games as both are active kids and prefer soccer, dancing and yoga sessions. They also get
a language and literacy rich environment when they play with images, books, puzzles and object
identification.
Two learning centres
Science and language are the two learning centres that are focused and evaluated for the
five-day curriculum. When children are engaged in-group singing, storytelling, rhyming, there is
language and literacy development with enhancement of verbal communication and social
1 Pollock, K., Warren, J. and Andersen, P., 2017. Inspiring environmentally responsible preschool children through
the implementation of the'national quality framework': Uncovering what lies between theory and
practice. Australasian Journal of Early Childhood, 42(2), p.12.

9ASSESSMENT 7
development2. There is also sense of belonging and establishment of relationships between the
peers. The activities like object identification, storytelling, puzzles, animal identification, and
animal and bird picture group help children to understand the concept of science and its
application in daily life.
Six learning experiences
While working with Taya, firstly, on day 1, I noticed that she is shy and not ready to
open up. On the second day, she started participating in activities like storytelling and drawing.
She had drawn a tree and hut and started colouring it. On the third day, during the poem
recitation and rhyming, she started taking interest in the activities and shared her own ideas and
experiences. On the fourth and fifth day, she took active participation in the small playgroup
activities like group singing, painting and drawing.
While observing Khade, he was disturbed in the starting and hesitant towards
participation in activities planned for him on the first day. After I started an empathetic
conversation with him, he gradually started talking to me. On the second day, nursery rhymes
and storytelling sessions, he was gradually responding and interacting with others. On the day
three, I observed that he was taking interest in slow-paced activities that helped him to open up
and divert from aggressive behaviour.
Andrew and Allsys both are fun loving, bright and active kids. Both took great interest in
outdoor games like soccer and thoroughly enjoyed in catching and throwing games. They were
scared during the yoga sessions; however, they participated and enjoyed them. Yoga sessions
2 Bishop, D.V. and Leonard, L. eds., 2014. Speech and language impairments in children: Causes, characteristics,
intervention and outcome. Psychology press.

10ASSESSMENT 7
worked well for them as they took an active participation in it as it gave them balance and
relaxation.
Routines helped the children towards cognitive and social development. I spent a lot of
time talking to the kids and that helped in the smooth functioning of the five-day plan. While
reading books and storytelling, they became familiar with the Australian English and enjoyed
dancing sessions a lot3.
Transitions provided many opportunities for literacy development and learning like
social development, problem-solving, cooperation and listening from other educators at the
centre. Simple language used for instruction, repetition of information helped the kids to
understand what is coming next and there is no rushing of time during the transitions4.
I would do the assessment and evaluation through questionnaire development in the form
of open-ended questions given to educators and parents at the childcare centre. Ongoing
communication between the educators and workplace supervisor along with kids’ parents would
help for the smooth functioning of the curriculum. Therefore, the above five-day curriculum was
designed in a manner that fulfilled the EYLF “Early Years Learning Framework” and provided
collaborative partnership between families and communities and physical environment and child
health and safety.
3 Goodrich, S., Mudrick, H. and Robinson, J., 2015. The transition from early child care to preschool: Emerging
toddler skills and readiness for group-based learning. Early Education and Development, 26(7), pp.1035-1056.
4 Curtis, D. and Carter, M., 2014. Designs for living and learning: Transforming early childhood environments.
Redleaf Press.