Assessment Workbook for Play and Development in Early Childhood

This assessment workbook focuses on evaluating competency in early childhood education, specifically in the domains of play and development. It covers multiple units of competency, including supporting holistic development (CHCECE010), using information about children to inform practice (CHCECE013), and supporting the behavior of children and young people (CHCECE006). The workbook includes instructions, information on competency-based assessment, and the dimensions of competency, and assessment requirements. It features various assessment methods, such as knowledge assessments with short answer questions and case studies, and projects focusing on observing and analyzing children's behavior. The document emphasizes the application of knowledge and skills in practical early childhood settings and provides evidence guides for each unit, outlining performance and knowledge requirements. The workbook includes a checklist and feedback section to support the assessment process. The workbook requires students to demonstrate their understanding of child development, behavior management, and the ability to gather and use information to plan programs effectively. The aim is to assess the learners ability to apply their knowledge in the workplace.

Play and Development
V3.1 Produced 18 July 2016
Assessment Workbook 4

Date Summary of modifications made Versio
n
Version 1 final produced following
assessment validation.
V1.0
Amendments made to Part E, Question 3
regarding the wording
V1.1
Amendments made to Part E, Question 3
regarding the wording
V1.2
Changes made throughout document V2.0
Significant Changes made to document
following validation
V3.0
Updated unit mapping and formatting V3.1
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in
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INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
THE UNIT OF COMPETENCY..........................................................................7
ASSESSMENT REQUIREMENTS....................................................................12
REASONABLE ADJUSTMENT........................................................................12
ASSESSMENT METHODS............................................................................13
PRESENTATION.........................................................................................14
ASSESSMENT WORKBOOK COVERSHEET......................................................15
KNOWLEDGE ASSESSMENT.........................................................................16
PART A – HOLISTIC DEVELOPMENT........................................................16
PART B – SUPPORT PLAY AND LEARNING................................................28
PART C – USE INFORMATION ABOUT CHILDREN......................................30
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN.............................33
PART E – SUPPORT BEHAVIOUR.............................................................37
CASE STUDY A – HOLISTIC DEVELOPMENT..................................................44
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN................................................................................................ 46
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR............................49
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION..............54
WORKBOOK CHECKLIST............................................................................61
FEEDBACK............................................................................................... 62
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INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must
answer all questions using your own words. However you may reference
your learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
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When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
Task skills
Task management skills
Contingency management skills
Job role and environment skills
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential advice
for assessment of the unit of competency in the form of the
assessment criteria.
The assessments in this workbook cover four units of competency below:
CHCECE010 Support the holistic development of children in early
childhood
 Support physical development
 Support social development
 Support emotional development
 Support cognitive development
 Support communication development
 Create an environment for holistic learning and development
Application
This unit describes the skills and knowledge to support and recognise the
interrelationship between the physical, social, emotional, cognitive and
communication development of children from birth to 6 years of age.
This unit applies to educators working in a range of early childhood education and
care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks at least once:
 supported the development of children in at least three different
situations/activities (including different age groups and abilities), including:
 interacting with children to holistically support development and learning
appropriate to the child’s abilities and age
 providing a variety of experiences and environments to support the different
areas of children’s development (including a combination of physical, creative,
social, emotional , language and cognitive)
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 performed the activities outlined in the performance criteria of this unit during
a period of at least 120 hours of work in at least one regulated education and
care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this unit,
manage the task and manage contingencies in the context of the work role. These
include knowledge of:
 code of ethics
 United Nations Convention on the Rights of the Child
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 and how to navigate through framework and standards documents to find areas
relevant to this unit of competency
 introductory-level child development for children, including:
 early brain development
 importance of the early years for subsequent educational success
 foundational knowledge of developmental theory
 aspects of poor early childhood development, such as:
 poor diet
 lack of play
 limited stimulation of brain development
 lack of materials and resources
 inconsistent or non-existent emotional support or comfort
 trauma
 other life experiences which interrupt appropriate childhood activities, and
their potential long-term harmful impacts
 biological and environmental influences on development
 symbol systems including letters, numbers, time, money and musical notation.
CHCECE013 Use information about children to inform practice
 Gather information about the child through observation
 Gather information about the child from secondary sources
 Record observations appropriately
 Use observations and information collected to contribute to program planning
This unit describes the skills and knowledge required to gather information about
children through observation and other sources as a basis to inform program-
planning cycles and to share with children and their families.
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This unit applies to educators working in a range of education and care services.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks:
 observed, documented and analysed information regarding at least three children
of varying ages, including:
 gathering and recording information using:
 observations
 questioning
 discussion with families
 anecdotal information
 learning stories
 jottings
 digital images
 samples of children’s work
 analysing observations of the children’s behaviour, including:
 aspects of child’s development
 knowledge, ideas, abilities and interests
 social interactions
 reactions to play environment
 writing reports that record observations accurately and respectfully to
the level of detail expected in the service
 using information to contribute to program/planning.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this unit,
manage the task and manage contingencies in the context of the work role. These
include knowledge of:
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 how to navigate through standards and framework documents to find areas
relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 reflective practice
 child development, in order to analyse information and plan accordingly
 observation techniques
 report-writing standards and protocols relevant to the context of observation
reports
 organisational standards, policies and procedures.
Further information including the unit description, performance criteria and
assessment standards are available.
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CHCECE006 Support behaviour of children and young people
 Contribute to a safe and supportive environment
 Use positive support techniques
 Observe and collect data to assist with development of appropriate strategies
for support
 Implement strategies to support children or young people who require
additional support
 Monitor and review strategies
Application
This unit describes the skills and knowledge to apply strategies to guide responsible
behaviour of children and young people in a safe and supportive environment.
The unit applies to workers in a range of community service contexts.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks:
 communicated issues to a supervisor and negotiated solutions in a clear and
appropriate manner at least twice
 guided behaviour using positive support techniques with at least two children
and/or young people
 discussed behaviours of children and/or young people to plan and problem-
solve in collaboration with others
 recorded observations and identified behaviours requiring support of children
and/or young people using a range of methods
 used judgement to determine when to involve other staff for supported
intervention.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this unit,
manage the task and manage contingencies in the context of the work role. These
include knowledge of:
 definitions of and differences between disruptive behaviour and behaviours of
concern
 how learning difficulties or mental health issues may affect behaviour
 impacts of environment and culture on behaviour of children and/or young
people
 communicative function of behaviour and positive support strategies to
redirect behaviour and defuse situations
 organisational standards, policies and procedures.
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CHCECE007 Develop positive and respectful relationships with
children
 Communicate positively with children
 Interact positively with children
 Support and respect children
 Maintain the dignity and rights of children
Application
This unit describes the skills and knowledge required by educators working with
children to ensure they can develop and maintain effective relationships and promote
positive behaviour.
This unit applies to educators who work with children in a range of education and
care service settings.
Foundation Skills
The foundation skills described those required skills (language, literacy and
numeracy) that are essential to performance.
 Oral communication – in order to engage in sustained conversations with
children.
The remaining foundation skills essential to performance are explicit in the
performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated evidence
that the candidate has completed the following tasks at least once:
 communicated positively and respectfully and interacted effectively with at
least three children, including:
 active listening
 consideration of a child’s age, activities, interests, culture and needs
 interpreting non-verbal cues of children
 responding to distress in ways that meets the child’s need
 communication of care and respect through all interactions
 assessed and responded appropriately to behaviours of concern
 encouraged children to respect similarities and differences between each
other
 involved and encouraged children in decision-making and planning
 performed the activities outlined in the performance criteria of this unit
during a period of at least 120 hours of work in at least one regulated
education and care service
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this unit,
manage the task and manage contingencies in the context of the work role. These
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include knowledge of:
 how to access:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
 how to navigate through framework and standards documents to find areas
relevant to this unit of competency
 effective communication techniques including verbal and non-verbal ways to
show respect
 techniques to guide children’s behaviour
 United Nations Convention on the Rights of the Child
 organisational standards, policies and procedures.
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ASSESSMENT REQUIREMENTS
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice
with other community services units of competency is encouraged
Resources required for assessment include access to:
An appropriate workplace and/or simulation of realistic workplace setting
where assessment can take place
Relevant organisation policy, protocols and procedures
Critical aspects for assessment and evidence required to demonstrate this unit
of competency:
The individual being assessed must provide evidence of specified essential
knowledge as well as skills
This unit will be most appropriately assessed in the workplace or in a
simulated workplace and under the normal range of workplace
conditions
It is recommended that assessment or information for assessment will be
conducted or gathered over a period of time and cover the normal range of
workplace situations and settings.
REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Four (4) and Assessment Workbook Seven (7)
Skills Journal - Play and Development
Workbook Four will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and Care
Service and activities set out in this workbook.
Further Assessments:
Workbook Seven (7) Skills Journal - Play and Development: participant
must attend a Vocational Placement
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 4
TITLE: Play and Development
FIRST AND SURNAME:
PHONE:
EMAIL:
Read the Candidate Declaration below and if you agree to the
terms of the declaration sign and date in the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I
can make for each assessment and I am submitting all documents
required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according to
the instructions provided and I am aware that my assessor will not
assess work that cannot be clearly identified and may request the
work be resubmitted according to the correct process.
 This work is my own and contains no material written by another
person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or
statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
PART A – HOLISTIC DEVELOPMENT
1. Nutrition is extremely important in relation to a child’s brain
development.
a) Explain how adequate nutrition before a child’s birth is important.
b) Explain how adequate nutrition after a child’s birth is important.
a)
b)
2. As an Early Childhood educator it is essential that you support the brain
development of all children in your care.
a) Explain in 4-5 sentences, the importance of discussing children’s
interests with them, in order to stimulate early brain
development.
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework to support your answer.
a)
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b) Explain in 4-5 sentences, the importance of using your
observations of children to support their development.
Guidance: Refer to the National Quality Standards and the
relevant approved learning framework
b)
c) Explain in 4-5 sentences, the importance of using routines as
opportunities to foster children’s independence.
Guidance: Make sure you refer to the National Quality
Framework in your answer
c)
d) In 4-5 sentences, explain the importance of encouraging children
to explore the environment and biological resources, in order to
positively influence learning and development.
Guidance: Make sure you refer to the National Quality
Framework in your answer.
d)
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3. As an Early Childhood educator it is essential that you provide play and
learning experiences that support the growth of children across all
developmental domains. Complete the tables as instructed for each
developmental domain:
a) Physical development - Name at least one (1) piece of
equipment, game or toy you could use to support children’s fine
motor, gross motor and fundamental movement skills.
b) This question has been intentionally left blank. Please proceed
to the next question.
c) Emotional/Psychological development - List three (3) decision-
making opportunities in the table below, that you can provide to
children to help support their emotional and psychological
development.
c) Decision Making is quite important to be developed within children at early
age in order to ensure effectiveness in their actions. Several prominent
opportunities regarding the same are discussed below:
Decision-making opportunities
1
Symbolic Play: This allows children to interact with shapes and objects,
as well as puzzles which provide them opportunities of enhancing their
decisions regarding understanding different shapes and sizes, making
their decision making strong along with psychological development.
Moreover, symbolic play is effective in terms of inducing a sense of
choices amongst children, as they are given several choices regarding
shapes and objects to choose from, which is a prominent decision making
opportunity for these children.
2 Group Play: Fun activities requiring kids to play by forming groups and
teams provide opportunities to children to understand perspective of
other children as well as collaborate with them. Moreover, group
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a)
Equipment Games Toys
Fine motor
development
Gross motor
development
Fundamental
movement skills

activities like group discussions and story telling, allows them to
appropriately provide them opportunity to ask effective questions, which
is essential for cognitive development. This help them both, in
understanding other children’s perspectives, which helps them in taking
effective decisions in their plays and helps them develop close and
essential bonds with one another that are necessary for their emotional
development.
3
Book Talk: Reading books results in enhancement of familiarity of
children with different characters and stories. They could relate to those
factors which allows them to shape their decisions in a better manner in
case they encounter similar situation. Moreover, book talk also provides a
platform for children to have an opportunity to discuss as well as ask
appropriate questions, through which they could expand their knowledge
base. Furthermore, exploration of characters and stories could lead to
better psychological and emotional behaviour in decision making in
future.
d) Foundational Knowledge of Developmental Theory: Language
development - Complete the table below listing three (3) experiences
you can provide to children that will expose them to different forms of
language and literature and two (2) experiences that will give children
the opportunity to express themselves through language.
d) There are several experiences which could help a child in gaining insights
related to using different forms of languages as well as enhancing its use in
their daily lives. Some of the key experiences are explained under:
Experiences that give exposure to a range of language forms
1
The very first experience which could provide necessary exposure
to children regarding different forms of language is reciting rhymes.
Reciting different rhymes would allow them to be familiar with how
language is used, along with effective use of different words and getting
a hold on the accent.
2
Another experience associated with the same is exposing children
with interactive activities involving languages, like Spell-Bee. This would
help them understand how spellings and accuracy play crucial roles in
language.
3
In terms of enhancing language and literature, phonetics must be
used to ensure that children hear as well as speak effective language and
understand its application in a better manner.
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Expressive language experiences
1
An essential activity which could be used to express oneself through
use of language is story telling. Children must be engaged in reflecting
their experiences and stories which would help them get familiar with
the language effectively.
2
Another activity which could be helpful for children in context with
expressing themselves is singing up songs and rhyming, which would
provide them opportunity to showcase their feelings and expressions
effectively through music.
e) Creative development – Fill out the table below, by indicating
at least one (1) experience you could provide for children to use
each of their senses and to express themselves in order to
support their creative development.
e)
Experience
Visual
Hearing
Taste
Touch
Smell
Self-expression
f) Cognitive development - Write at least one (1) problem-solving
experience you can provide to support the cognitive development
of children in each of the following age groups: 0-2 years, 3-5
years and 6-12 years.
f)
Experience
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Problem-solving
(0-2yrs)
Problem-solving
(3-5yrs)
Problem-solving
(6-12yrs)
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4. Consider a cultural activity that encourages the use of home languages
and family contributions that can be done within the centre. Write a
paragraph of 5-7 sentences, discussing the following points:
Ensure you cover the following points for your chosen activity:
 Briefly describe or name your chosen activity.
 How does your activity value and encourage the use and
acquisition of home languages?
 Which age group you have planned the activity for?
 What focus should the introduction and implementation of the
activity have?
 What could you do to involve the children in group discussions?
 What could you do to encourage contribution from the children’s
family?
 How does encouraging family’s diverse contribution to learning
activities benefit children?
“Multicultural Parade” could be one effective cultural activity which
would be encouraging children to use their home languages and would be
encouraging parents in contributing in the same. There would be different
performances by students in their home languages, as well as parades of
different cultures, which would encourage students into practising the use of
their home languages appropriately and use the same in context with
delivering their content. For this activity, students of age group 0-5 years
would be taken into consideration. The introduction and implementation of
this activity would very much be focusing on the importance of using home
language and to amalgamate different cultural aspects related to languages
and different cultural practices under one roof. To involve children into
group discussions, a skit, following the parade, could be prepared where
kids would indulge into group discussions among themselves, discussing
several effective cultural practices within their cultures. In context with
families, they could be indulged to provide cultural insights regarding the
kind of songs, anthems and famous stories which are a part of their
respective cultures. Such contribution would help children in collaborating
and balancing both, their home life as well as the ones in school. Moreover,
getting to know one's culture would enrich their knowledge about the beliefs
and norms followed in their native places, which would help them
understand their origins better.
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5. Fill out the table below giving the name of a relevant theorist and a
summary of the relevant theory of child development.
Developmental
Theory Theorist Summary of Theory
Physical
Development
Cognitive
Development
Emotional
/Psychological
Development
Social Development
Language
Development
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6. In your own words, explain why creativity is important to child
development.
7. The incorporation of activities that stimulate a child’s creativity is an
essential part of a centre’s program.
a) Which part of the national standards supports this?
Guidance: Quote the quality area and standard.
b) What learning outcome of the relevant learning frameworks
supports this?
Guidance: Quote the framework and learning outcome.
a)
b)
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8. Describe in your own words:
a) What is Blooms Taxonomy?
b) What are the six cognitive skills revised by Krathwohl in 2000?
a)
b)
9. Describe in your own words:
a) Who proposed Multiple Intelligence Theory?
b) How could you include it in learning experiences?
c) What are the nine intelligences?
a)
b)
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c)
10. In 4-5 sentences, explain the importance of the early years and early
development, in relation to a child’s subsequent educational success.
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11. Fill out the table below in relation to aspects of poor early childhood
development and the potential long term impacts it can have on a child.
Aspects of poor early
childhood development
Long term harmful impacts
Poor Diet
Lack of Play
Limited Stimulation of
brain development
Lack of Materials and
resources
Inconsistent or non-
existent emotional support
or comfort
Trauma
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12. The table below indicates, two other life experiences, aside from the
factors listed in the above table that may interrupt appropriate childhood
activities.
a) List their potential long-term harmful impacts.
Potential Long-term harmful
impacts
Serious illness or
condition/hospitalisation
Loss of parent/family through
divorce/death or displacement
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PART B – SUPPORT PLAY AND LEARNING
1. This question has been intentionally left blank. Please proceed
to the next question.
2. This question has been intentionally left blank. Please proceed
to the next question.
3. This question has been intentionally left blank. Please proceed
to the next question.
4. This question has been intentionally left blank. Please proceed
to the next question.
5. This question has been intentionally left blank. Please proceed
to the next question.
6. This question has been intentionally left blank. Please proceed
to the next question.
7. This question has been intentionally left blank. Please proceed
to the next question.
8. This question has been intentionally left blank. Please proceed
to the next question.
9. How would you use reflective practice in ‘providing experiences to
support children’s play and learning’?
Reflective practices could be used by me in providing experiences
which support play and learning of children as narrations could be provided
to children about several experiences in the past and could also indulge in
discussions related to learning and enhancing their knowledge thus,
supporting them effectively in their learning and play.
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10. How does the United Nations Convention of the Rights of the
Child relate to ‘Providing experiences to support children’s play and
learning’?
11. Fill out the table below: Identify common organisational
standards, policies and procedures that are relevant to a childcare
centre. (List 2 of each)
Standards:
Policies:
Procedures:
12. This question has been intentionally left blank. Please
proceed to the next question.
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PART C – USE INFORMATION ABOUT CHILDREN
1. Fill out the table below in relation to the United Nations Convention of
the Rights of the Child and Code of Ethics and explain the purpose of
each.
Guidance: Access the United Nations Convention Website and the
Early Childhood Australia Code of Ethics website.
Purpose
United Nations
Convention of the
Rights of the Child
Early Childhood
Australia Code of
ethics
2. Which section of the Educators Guide to the EYLF refers to using
theories of child development, in order to analyse information and plan
accordingly? Note the page numbers of this section.
3. Which section of the Educators Guide to the MTOP refers to using
theories of child development, in order to analyse information and plan
accordingly? Note the page numbers of this section.
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4. Describe in your own words how you can use observations on child
development and analyse a child’s information to assist in planning?
5. In the table below, provide a description of the following observation
techniques and outline what they are best used to observe.
Observation Technique Description Best Use
Anecdotal
Learning Stories
Developmental
Checklist
Event Sample
Running Record
Time Sample/Sociogram
6. What report-writing standards and protocols should you follow when
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writing observation reports?
7. There are certain organisational standards, policies and procedures
that are relevant to the gathering of information about a child to
inform practice.
a) Name the relevant standard, frameworks, convention and
code that applies. (There are five in total).
a) National Quality Standard, Area 5: Relationships With Children
National Quality Standard, Area 6: Collaborative Partnerships
with Families and Communities
Early Childhood Australia, Code of Ethics: Maintenance of
Respect and family’s right to confidentiality
UNCRC: Article 16, Young People and Children’s Right to Privacy
Australian Privacy Management Framework: Protection of
information and confidentiality.
National Framework for Protecting Australia’s Children 2009-
2020: Overall Protection of children’s health, wellbeing and knowledge.
Approved Learning Framework: Supporting and Promoting Children’s
learning and education.
b) Name the relevant policies.
b) Effective responsibility of teachers towards students
Child Protection Against malpractices
Confidentiality and privacy of their private information.
Documentations/Observations for Children
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c) Name the relevant procedures.
c) Educators must be trained to handle responsibilities for their
students.
All the information regarding children must be kept in a locked cabinet,
or stored in password protected
Provisions must be made for documentation processes within schools
PART D – RESPECTFUL AND POSITIVE WITH
CHILDREN
1. There are a range of things you need to take into consideration if you
want to communicate effectively.
Complete the table below listing 2 verbal and 2 non-verbal things you
need to take into consideration when communicating with children and
their families.
Verbal communication
considerations
Non-verbal communication
considerations
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2. List 5 examples of how you can interact and communicate positively and
respectfully with children throughout their day and provide examples of
what those interactions would be.
Guidance:
 Make sure you identify routine times as well as play times in your
examples and include how you would communicate over lunch.
 Include an example of how you would respond to distress in ways to
meet the child’s need.
 Include verbal and non-verbal communication techniques in your
answer.
Time of day Example of interaction
Sample answer: Arrival time Smile and greet child and adult, begin
speaking with the child about the day
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3. Describe 3 different ways you can respond in a sensitive, respectful and
collaborative way when communicating with children about their
interests, stories and ideas.
Guidance: Include verbal and non- verbal methods of communication.
Attentiveness: One prominent way through which a sensitive,
respectful as well as collaborative communication could be developed
with children is by being attentive. Good listening is an essential aspect in
communication and by being attentive, kids would be encouraged to
communicate more often and in an enthusiastic manner.
Use of Body Language: It includes gestures, facial expressions, body
movement and other non-verbal attributes upon which effective
communication is dependent. While communicating to a child,
maintaining positive body language would develop trust and confidence
within kids, which is a contributing factor to establish effective
communication.
Effective Vocabulary: This verbal method of communication
emphasises on using words and phrases which are easily be understood
by children, which assists teachers to collaborate with them
appropriately. Doing so, teachers would develop better understanding
amongst children about what is being asked to them and thus,
appropriate responses could be acquired.
4. Describe 3 different techniques to guide children’s behaviour and how
you would apply each in the centre.
Observation: The very first technique is observation. It would be quite
helpful in guiding children’s behaviour as several triggers which induces
challenging behaviour could be identified which would help educators’ in
creating positive environment for the students.
Responsibilities: To enhance knowledge of children, they could be
provided with responsibilities which would guide them regarding positive
behaviours that are required to fulfil those opportunities effectively.
Being Role Models: This technique would emphasise on
demonstrations that must be provided to students for the kind of
behaviour which is showcased. Furthermore, scenarios could also be
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created where positive behaviour could be demonstrated in guiding
behaviour of students towards positivity.
5. All centres are required to have a policy that outlines strategies that will
be used to guide children’s behaviour as stated in the Education and Care
Services National Regulations 2011.
a. What organisational policies, procedure and guidelines would be in
place to assist you in developing limits and consequences for
inappropriate behaviours?
b. Which section of the above regulations are you required to follow
and what does it state?
c. How does this meet the requirements of upholding a child’s rights
under the United Nations Convention on the Rights of the Child?
a) In context with different policies, procedures and guidelines, which
assists in developing limits and consequences for inappropriate
behaviours, the aspects which must be in place within the centre is
National Quality Standards: Area 5 (Relationships with Children).
b) The section under the above mentioned policy states that students
are supported under NQS Standards: Area Five, Element 5.2.2, which
comes under self-regulation section, and is in relation to regulate their
behaviour, developing effective and appropriate responses against others’
behaviours and communicating to resolve any sort of conflicts. This
section must be followed by the centre to provide students with
appropriate support and guidance in essentially regulating their
behaviour.
c) Within UN Convention on Rights of a Child, there are several rights
which are provided by the convention in context to a prominent
development of children, such as Article 13, which gives them right to
freedom of expression, as well as, Article 28, which provides them right to
education. Thus, their psychological development through guiding their
behaviour upholds their rights to effectively enhance the odds of their
improvement by providing all the necessary means into place
appropriately.
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PART E – SUPPORT BEHAVIOUR
1. Describe at least 5 (5) characteristics of a safe and supportive
environment.
2. Fill out the table below:
 Identify one contributing environmental factor that may affect
development and behavior for each of the examples.
 Provide a practice you could use to minimize the factors affects
for each of the examples.
Environmental Factor Practice
Children with a
physical disability
Unsupportive
Indoor Environments:
For instance, a child is
wheelchair ridden, then
the environmental factor
which could affect their
development and
behaviour is having indoor
environment which is not
suitable for the same.
In context with
appropriately minimize the
factors, essential practice
would be to create a more
spacious infrastructure
with ramps and rails for
flexible movement of child.
Children with a
learning difficulty
Absence of
appropriate equipment:
Absence of right tools and
equipment which causes
challenges for them to
learn and cope up with
other children.
Appropriate practice
in this case would be
hiring appropriate tools
like televisions, books and
drawing boards, which
allows each children to
learn appropriately as they
desire.
Children with a mental
health issue
Lack of Training:
Ineffective training to
educators might affect
development of children
Proper and essential
training programmes could
be one practice which
could be used by the
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with mental health issue
as teachers would often
fail to cope with children,
having a negative effect
on them.
centre to ensure
development of children
with mental health issue.
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3. List at least four (4) potential impacts on the behaviour of each of
these above groups, by not implementing safe, supportive and
equitable practices?
Children with a physical disability:
 Frustration is one of the key impacts which will be evident in
behaviour of these children, in case supportive and equitable practices
are not practiced on them.
 Loss of self-confidence is another impact experienced by these
students as they will not be able to move without being dependant on
others.
 Depression could also be a key impact on behaviour of these students
and they might start to spend their time in isolation.
 Anger might overpower them in case they fail to acquire equitable,
supportive and safe practices.
Children with a learning difficulty:
 Fear could be a major impact due to having no appropriate tool which
could guide them in their learning.
 Stress is another impact which they might face as a constant pressure
would be bore by them to perform at par with other school mates.
 Another impact would be Anxiety as performing at a lower level than
others might induce this feeling in the child as to discovering the
problem due to which it is happening.
 Pessimism is another crucial impact that would be experienced by
children with learning difficulties as they would be subjected to
inadequate resources to help them work on their earnings.
Children with a mental health issue:
 Loss of trust amongst teachers and coordinators would be one crucial
impact on this people as no one would be coming forward to help them
due to lack of experiences.
 Failure of judgement might be another probable impact as without an
environment of support, they might be left unguided, causing them to
lose the sense of right and wrong.
 Another impact is Annoyance, which children with special needs would
face when they would be required to attempt something they haven’t
learnt appropriately.
 Resentment from peers and educators due to their lack of experience
with such people is another impact which is evident form the case
above.
4. A child in the group has a new baby at home and must keep quiet and
play outside at home. List three ways in which this could this affect
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the child’s behavior at the centre?
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5. Discuss four (4) impacts the environment and culture has on the
behavior of children.
Emotional Development: This impact is linked with environment. In
case the environment around students is supportive and appropriately
guide them in regulating positive behaviour, it would develop a child
emotionally. However, opposite would lead to inducing negative emotions
like lack of trust and anger, which would not help children in emotional
development.
Clarity: In case clarity are ensured within cultural practices, that
would guide the children in appropriately judging what is right or wrong,
thus, appropriately shaping up their mind set to be quite positive in their
decisions.
Effective Judgement: Guiding and supportive environment instils
several values within a child which could promote positive judgements
within an individual and hence, could ensure better judging of wrong and
right activities.
Cooperation: Well organised and effective learning environment would
allow students in develop a sense of respect, as well as, cooperation
towards their learning and with essential aspects, such as, tidying up
time, developing appropriate focus and ensure effective gaining of
knowledge.
6. Describe in your own words:
a. positive reinforcement
b. Why you would use positive reinforcement
a)
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b)
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7. Describe three (3) positive support strategies involving communication
that you could use to redirect behaviors of concern.
Persuasion: This strategy is quite essential as communication is a
crucial aspect of redirecting behaviours of concern. Thus, persuading kids
of showcasing good behaviour by explaining the perks and benefits of the
same could ensure success in a positive and effective redirection.
Provision of Choices: Within this, in case a child showcases negative
behaviour, they must be provided effective choices, which is associated
with positive behaviours, after providing them several positive
reinforcements to ensure effectiveness within the same.
Familiarity with Consequences: Each activity has either positive or
negative consequence, which must be communicated to children who
showcases behaviours of concern. Thus, they must be taught of all the
pros and cons for the kind of behaviour they project, which would
influence them to redirect themselves in way which has positive
outcomes.
8. Discuss how you would diffuse the following hypothetical situation:
‘Two children are yelling at each other, one of the
children is holding a book about to throw it at the other.’
9. Describe in your own words how culture and the environment can
impact on the behaviour of children.
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10. What is disruptive behaviour?
11. What is meant by ‘behaviours of concern’?
12. What are the main differences between disruptive behaviours and ‘behaviours of
concern’?
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13. Rewrite the following instructions using positive language, so
that they become positive communication behaviour expectations.
a) I’ve told you a million times Sienna, don’t run inside.
b) Boys are so destructive. Stop throwing the books, Isaac!
c) Don’t snatch the toys, Sam.
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14. Describe an activity that would allow children to explore each of
the following symbol systems with children in your centre:
 Letters
 Numbers
 Time
 Money
 Musical Notation
Activity 1 - Letters:
Activity 2 - Numbers:
Activity 3- Time:
Activity 4- Money:
Activity 5 – Musical Notation:
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CASE STUDY A – HOLISTIC DEVELOPMENT
Download the linked scenario and answer the questions below.
Scenario – Kurt Sampson
Kurt is 6 years old. He has recently enrolled at the School Age
Care service where you work as an assistant educator. Kurt is one of
several children his age at the service and he attends each day both
before and after he goes to school. The lead educator you work with
lets you know that Kurt’s parents have recently separated and while
there are no parenting orders in place, his mother did say that things
had been ‘messy’ leading up to the separation. Kurt’s mother is the
parent you will have the most contact with as his father works away.
Kurt presents as a very quiet and withdrawn child – not unusual
for a new enrolment. You and your colleagues ‘buddy’ him up with one
of the other children his age and work hard to help him feel
comfortable at the service. You are careful to find out what his likes
and interests are to help him engage with the resources and other
children. After one month, Kurt still has not formed any friendships
amongst his peers and generally only engages with the educators if
they speak to him first. His mother says that he is becoming a little
withdrawn at home as well. You begin to suspect that there may be an
issue with Kurt’s current emotional / psychological state.
1. Write a paragraph to describe your concerns about Kurt and what
steps, as an assistant educator you would need to take to respond to
those concerns.
Guidance: Make sure you include details of how you will record and report your
suspicions and how you would share information with colleagues regarding
Kurt’s development and wellbeing.
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As a result of your actions, you and your colleagues work with Kurt’s mother
to develop strategies that will help him express his feelings and to
encourage him to socialise with the other children at the service.
2. List at least 3 strategies that could be used to encourage Kurt to express
his feelings.
There are several strategies that could be implemented to urge Kurt
into expressing himself. Some of the prominent ones are discussed below:
 Group Activities: One way through which Kurt could merge well with
students is by indulging him into several fun activities involving him to
interact well with others. Doing so would help him regain his confidence and
make new friends easily.
 Interactive Sessions: This session would help Kurt in expressing his
feeling to one of his trusted educators, indicating all his expectations and
emotions. It would set up indicators that are required to be worked upon in
order to bring Kurt back into his best form.
 Parental Activities: A child often feels isolated after their parents’
separation. However, setting up activities by collaborating with both his
parents would encourage Kurt to take active participation in the same and
develop a positive mind set regarding his parents and current situation.
 Book Reading: Another activity which could enhance the urge within
Kurt to express himself effectively would be book reading. Reasons for the
same is that he would develop a sense of competence, along with necessary
confidence and capability to express himself openly.
 Reciting Activities: This activity is associated with indulging Kurt,
along with other children, with respect to enhancing their speaking ability,
which would contribute in their capability to express themselves.
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3. List at least 3 strategies that could be used to support Kurt to socialise
with the other children in the group.
4. List the National Quality Standard and elements that link to this
practice.
The areas of National Quality Standard as well as associated elements
that come into play in this scenario are listed below:
 Quality Area 5: Relationships with Children
 QS 5, Element 5.1.1: Positive Educator to Child’s Interactions
 QS 5, Element 5.2.1: Collaborative Learning
 Quality Area 6: Collaborative Partnerships with communities and
Families
 QS 6, Element 6.1.2: Respect of Parents’ Views
5. State the code and the convention that applies in this situation.
Code:
ECA, Code of Ethics:
 In context with Children: 3. Understanding a child’s dependence of
adults and vulnerability.
 In context with Parents: Acceptance of right of a family to be involved
in decision making about their kids.
Convention:
UNCRC:
 Article 13: A child has right to exercise freedom of expression,
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including freedom to seek, acquire as well as impart information.
CASE STUDY B - DEVELOP POSITIVE AND
RESPECTFUL RELATIONSHIPS WITH CHILDREN
Scenario One (1) : Collaborating with children
Read the following scenario and answer the questions below.
You are one of the educators working with a group of 24 pre-school
aged children at Sparkling Stars Childcare Centre. At Sparkling
Stars there is a very strong focus on collaborating with the children
to build their ideas into the program each day.
Each day in the Preschool Room starts with a ‘Morning Conference’
where the children are invited to share their ideas for what they
would like to do for the day.
Question 1.
a) Imagine you are running the Morning Conference. How will
you ensure there is enough time for all the children to express
their ideas?
b) Which alternatives can you provide to the children that have
difficulty expressing themselves in front of the whole group?
c) How will you make sure you acknowledge each child’s
contributions?
d) How will you encourage children to share their stories and
ideas?
a)
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b)
c)
d)
Question 2.
At this Morning’s Conference, Jackson has an idea to build a rocket which
appeals to most of the children in the group. As you discuss Jackson’s
idea, a lot of other suggestions are added – some of them unsuitable for
the care situation.
a) Describe how you will explain to the children that their suggestions
are not suitable.
b) Write a description of how you will explore alternative options with
those children.
c) Write 2-3 paragraphs to describe how you will assist the children in
making their ideas a reality.
a)
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b)
c) There are several methods which could be utilised in relation to
assisting children in making their ideas into reality. The very first aspect
could be providing guidance, as to regarding what ideas could be
converted into reality and what could not.
Another way through which assistance could be provided is through
appropriately encouraging their ideas through making them indulge in
drawing up descriptions, which would assist them in developing a
prominent pathway for making their ideas into reality.
Question 3.
During the discussions you had with the children, they showed an interest in
finding out where all their friends’ families come from. You decide it is a
great opportunity to build multicultural cooking experiences into the
program for all the children. Some of the younger children are a little
hesitant about trying new things.
a) Describe at least 2 strategies you could use to encourage the
children to participate in the multicultural cooking experiences.
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CASE STUDY C – UNDERSTANDING CHILDREN
BEHAVIOUR
Meet Jake. Jake is now 5 years old. He just started
going to Sparkling Stars Childcare Centre and has
been assigned to your care.
You had a talk with his mother, Emilia, to learn more
about Jake. You found out that Emilia had just
separated with her husband after several years in an
abusive relationship. She had serious concerns for
Jake’s safety and how it was impacting him, and
decided it was best for them to move out.
Now Emilia is taking care of Jake on her own as she works full-time as an
admin assistant for an accounting firm. She often has to work until late and
has arranged for the school bus to send Jake to the childcare centre after his
school until she can pick him up on her way home from work.
Scenario 1:
Despite what he has gone through, Jake is a happy and playful kid. He likes
being around other kids and has no problems meeting new people. However,
during his first week at the centre, it was observed that Jake has violent
tendencies when having disagreements with the other kids in the centre.
He was caught hitting another kid and using bad language while fighting over
some Lego blocks. You have had a talk to Jake about his behavior and how it
is not right to use violence and bad words, however, he started to panic in fear
of being punished for his bad behaviour. His heartbeat started to race and he
started to breathe heavily and sweat profusely. He stopped responding to your
questions until he calmed down a few minutes after the incident.
1.1 This behaviour raised your concern and made you decide to discuss it with your
supervisor. Simulate a dialogue with your supervisor by creating a video
recording of yourself discussing your concerns about Jake. You may do it as a
monologue or you may invite a friend to play the part of your supervisor. Keep
your recording less than 5 minutes long.
Guidance:
To ensure successful completion of the relevant requirements for this task, include
the following information in your discussion:
 Identify areas of concern
 Recognise any possible developmental challenges or mental health issues of Jake that
may have potential impacts on his behaviour
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 Identify possible contributing environmental factors
 Share your recommendation in determining when to involve other staff for supported
intervention
With my personal interaction with Jake, I found him to be an extremely bright
kid, with a lot of enthusiasm to live his life to the fullest. Being in an abusive
parenthood for quite too long, it was quite surprising to see him cheerful.
However, as he got more familiar to the center, Jake started to show several
signs of impulsive behavior and rage, which was quite evident in scenarios
which pointed south and were not in his favor.
I believe there are odds relating to him being suffering from a range of
disorders. His violent behavior which he showcased within his initial week of
association clearly reflected signs of Conduct Disorder. Whereas, while
questioning him relating to his behavior, he showed evident signals of Post-
Traumatic Stress Disorder (PTSD). Such mental state could take a huge toll
against his mental health as he will not be as stable mentally as it is required
to lead a normal life.
Moreover, his violent past as well as separation of his parents have also
contributed in such a disturbing behavior of this kid. However, In my opinion,
he requires appropriate counselling as well as therapy sessions which
contributes in bettering his mental condition and ensure effectiveness in
context with conducting ethical and required behavior throughout.
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Scenario 2:
After the incident on Jake’s first day in the centre,
you decided to conduct further research on Jake’s
case to be able to understand and assist him
better. For the rest of the week, you recorded
your observations on Jake’s behaviour:
On the second day, Jake fought with other kids in
the centre twice during the day. Both fights
started over a disagreement while playing games.
Jake does not like losing and often resorts to name calling and hitting when he
cannot have his way. When you talked to him about his behaviour, he
displayed severe signs of anxiety and frustration and ended up isolating
himself for the rest of the day.
On the third day, Jake had a fight with another kid in the centre over losing a
group race because one of his teammates did not follow the race instructions
correctly. He blamed his teammate for losing the game and used bad language
to express his frustration.
On the fourth day, Jake pushed Lisa, a 5 year old girl who also goes to the
centre, after she refused to share her snacks with him. When Lisa started
crying and telling Jake she would tell her mum what he did, Jake started to
panic and started crying himself.
On the fifth day, Jake had a fight again with some of the kids because they
didn’t want to include him in their games. Jake started throwing things at
them and when you tried to calm him down, he started having another severe
panic attack.
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1.2 Collect and record the data presented in the case study using the questionnaire
provided below:
a. What behaviour have you identified as a source of concern?
Provide a brief description.
b. How frequent to you observe this behaviour?
c. How much does this behaviour affect the child’s relationships?
Describe the intensity of the behaviour.
1.3 Behaviours that require support:
a. Based on your observations, identify Jake’s behavior/s that may require
additional support.
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b. Research about the behavior identified and provide two possible methods to
provide support to Jake:
1.
2.
1.4 Create a report offering your findings from your observation as additional
support to your supervisor:
Use the template provided below to write your report:
Title:
Summary:
Introduction:
Body:
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Conclusion:
Recommendations:
Guidance:
Title: Indicate topic/main findings
Summary: 1. The message of your report
2. Outline of your:
o methods,
o findings,
o conclusions,
o implications,
o recommendations.
Introduction: 1. Aim, scope and limitations
2. Background or context
3. May include an overall answer
4. Outline of report structure
Body: 1. Provides justification for recommendation(s)
2. Presents methods and findings
3. Is based on evidence
4. Keeps the discussion concise
Conclusion: 1. Restates position/key message
2. Presents and evaluates possible solutions
Recommendations: Suggests appropriate policy/actions
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PROJECT – OBSERVING, GATHERING AND
ANALYSING INFORMATION
Assessment Requirements:
To complete this project, you will need access to:
- A Regulated childcare centre
- Three children of varying ages attending the childcare centre
- The children’s families for discussion
- Samples of children’s work
- Important: You are required to complete this project in a childcare
setting as an educator through vocational placement or direct
employment.
Project Overview:
This project requires you to observe, document and analyse information
regarding three children of varying age in the centre. This project is divided
into four parts:
1. Gathering and recording information
2. Analysing observations of the children’s behaviour
3. Writing reports
4. Contributing to program planning
Part 1: Gathering and recording information
Select three children of varying ages from the childcare centre and follow the
steps below:
Step 1: Gather and record their information using the forms provided in the
link below:
Childcare Templates
(Download Childcare Information Sheet)
Guidance: To ensure successful completion of this step, make sure you follow
the instructions below:
- Secure consent to interview from the parents. Download Consent to Interview
Form here: Childcare Templates
- Interview parents of three children attending the childcare centre
- The three children must be of varying age
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- One form must be completed for each child
- Submit the completed forms with this workbook
CHILD 1 of 3
A. Personal Information
Parent’s Name: (First name only): Tom
Child’s Name: (First name only): Harry Age: 4 Years
B. Health Concerns
1.
Does your child have any known health concerns? Yes | No
If yes, please describe:
2.
Does your child take any medications on a regular basis? Yes | No
If yes, list the medication(s), dosage, and how often taken:
3.
Does your child have any hearing or vision problems? Yes | No
If yes, please describe:
4.
Does your child have any known allergies? Yes | No
If yes, please list the allergy and how it is dealt with:
5.
List any communicable diseases your child has had:
There are not communicable diseases which have ever been evident in the
child
6.
Does your child suffer from any of the following on a regular basis? (check all
that apply)
Nosebleeds | Headaches | Sore throats | Stomachaches |
Runny nose | Seasonal allergies | Others:
7.
Does your child have an intellectual ability? Yes | No
If no, please rate the level of disability:
Mild| Moderate Severe
8.
Is your child toilet-trained? Yes | No
If not, what assistance is required?
No Assistance Needed | Needs Assistance | Incontinent | Uses
Diapers/Nappies
9.
Does your child have mobility problems? Yes | No
If yes, indicate how this is handled:
Walks with Difficulty | Requires Walker/Stroller | Requires Wheelchair
C. Eating Habits
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1
.
Does your child have a special diet? Yes | No
If yes, please provide diet information:
In mornings, along with oats, the child is given milk, along with some
turmeric as it keeps him away from suffering from cold or cough.
2
.
Are there any foods that should not be served to your child? Yes | No
If yes, please list the food and the reason:
3
.
For infants, how is your child fed? (you may check more than one)
bottle | sippy cup | high chair | booster seat | others:
4
.
List your child’s favourite foods:
He likes to eat curd, bread and beans, rice, fish and meat.
5
.
List your child’s least favourite foods:
He dislikes broccoli and capsicum.
7
.
Is your child allowed snacks? Yes | No
If yes, what?
He can eat fries sometimes as well as corn flakes.
D. Sleeping Habits
1
.
Does your child have a regular bedtime schedule? Yes | No
If yes, please describe bedtime schedule:
He likes to be read stories before going to bed.
2
.
What time does your child usually wake up in the morning?
8:00 A.M.
3
.
What time does your child usually go to bed at night?
7:30 P.M.
4
.
Does your child take naps? Yes | No
If yes, when and how long does your child usually nap?
He takes an afternoon nap at around 4:00 P.M. of an hour and a half.
5
.
Does your child have any problems getting to sleep or staying asleep? Yes |
No
If yes, please explain:
E. Behaviour:
1
.
Does your child have behavioural problems? Yes | No
If yes, what are they and how do you resolve them?
Tom sometimes gets quite cranky about different toys or activities which he
would like to do. But it is not always suitable. Thus, to resolve the same, I explain
him why his demands couldn’t be fulfilled and with even little efforts, he
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understands.
2
.
How do you reward or discipline your child?
I tend to reward my child when he behaves himself or achieves appreciation in
class through reading new stories and playing new games. For punishments, Tom
is subjected to writing several words or phrases for some time till he realises his
mistake.
3
.
Child’s Favourite Activities:
He likes to sing and dance
4
.
Favorite Toys/Playthings:
pull-back cars and lego toys
5
.
Favorite Games/Songs:
He loves to play hide and seek and dog and the bone often.
6
.
What quiets your child?
He just needs to be explained, pampered and provided a toy to play with.
7
.
What excites your child?
He likes parks, animals and birds, which really excites him.
8
.
Familiar Names (Family, Friends, Pets) That Comforts Your Child:
He gets comforted by me and his nanny whose name is Alice.
Please elaborate or comment on any other special instructions or suggestions about
your child:
CHILD 2 of 3
A. Personal Information
Parent’s Name: (First name only): Isabella
Child’s Name: (First name only): Zeyan Age: 8
months
B. Health Concerns
1.
Does your child have any known health concerns? Yes | No
If yes, please describe:
2.
Does your child take any medications on a regular basis? Yes | No
If yes, list the medication(s), dosage, and how often taken:
3.
Does your child have any hearing or vision problems? Yes | No
If yes, please describe:
4.
Does your child have any known allergies? Yes | No
If yes, please list the allergy and how it is dealt with:
5. List any communicable diseases your child has had:
There are none as far.
6.
Does your child suffer from any of the following on a regular basis? (check all
that apply)
Nosebleeds | Headaches | Sore throats | Stomachaches |
Runny nose | Seasonal allergies | Others:
7.
Does your child have an intellectual ability? Yes | No
If no, please rate the level of disability:
Mild| Moderate Severe
8.
Is your child toilet-trained? Yes | No
If not, what assistance is required?
No Assistance Needed | Needs Assistance | Incontinent | Uses
Diapers/Nappies
9.
Does your child have mobility problems? Yes | No
If yes, indicate how this is handled:
Walks with Difficulty | Requires Walker/Stroller | Requires Wheelchair
C. Eating Habits
1
.
Does your child have a special diet? Yes | No
If yes, please provide diet information:
He is given food which is rich in iron and Vitamins D and K.
2
.
Are there any foods that should not be served to your child? Yes | No
If yes, please list the food and the reason:
3
.
For infants, how is your child fed? (you may check more than one)
bottle | sippy cup | high chair | booster seat | others:
4
.
List your child’s favourite foods:
He likes cereals
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5
.
List your child’s least favourite foods:
He doesn’t like any sort of spicy food
7
.
Is your child allowed snacks? Yes | No
If yes, what?
D. Sleeping Habits
1
.
Does your child have a regular bedtime schedule? Yes | No
If yes, please describe bedtime schedule:
He just needs to be told stories before bed
2
.
What time does your child usually wake up in the morning?
10:00 a.m.
3
.
What time does your child usually go to bed at night?
8:00 p.m.
4
.
Does your child take naps? Yes | No
If yes, when and how long does your child usually nap?
He is required to take naps twice a day, at 12 for an hour and at 4, for 2
hours.
5
.
Does your child have any problems getting to sleep or staying asleep? Yes |
No
If yes, please explain:
E. Behaviour:
1
.
Does your child have behavioural problems? Yes | No
If yes, what are they and how do you resolve them?
2
.
How do you reward or discipline your child?
He likes to be calmly told what’s right, through demonstrations and facial
expressions.
3
.
Child’s Favourite Activities:
He likes to play with his stuff toys
4
.
Favorite Toys/Playthings:
He plays with his teddies and stuffed toys
5
.
Favorite Games/Songs:
He likes to play hide and seek, where he can crawl to find anyone who is
hidden.
6
.
What quiets your child?
He is required to be pampered for the same.
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7
.
What excites your child?
A new toy always excites him
8
.
Familiar Names (Family, Friends, Pets) That Comforts Your Child:
His pet “Sugar”, and his father, Shah.
Please elaborate or comment on any other special instructions or suggestions about
your child:
Since he is an infant, he is required special attention and tenderness.
CHILD 3 of 3
A. Personal Information
Parent’s Name: (First name only): Michelle
Child’s Name: (First name only): Riley Age: 5 Years
B. Health Concerns
1.
Does your child have any known health concerns? Yes | No
If yes, please describe:
Riley has severe anger management issues.
2.
Does your child take any medications on a regular basis? Yes | No
If yes, list the medication(s), dosage, and how often taken:
3.
Does your child have any hearing or vision problems? Yes | No
If yes, please describe:
4.
Does your child have any known allergies? Yes | No
If yes, please list the allergy and how it is dealt with:
5. List any communicable diseases your child has had:
6.
Does your child suffer from any of the following on a regular basis? (check all
that apply)
Nosebleeds | Headaches | Sore throats | Stomachaches |
Runny nose | Seasonal allergies | Others:
7.
Does your child have an intellectual ability? Yes | No
If no, please rate the level of disability:
Mild| Moderate Severe
8.
Is your child toilet-trained? Yes | No
If not, what assistance is required?
No Assistance Needed | Needs Assistance | Incontinent | Uses
Diapers/Nappies
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9.
Does your child have mobility problems? Yes | No
If yes, indicate how this is handled:
Walks with Difficulty | Requires Walker/Stroller | Requires Wheelchair
C. Eating Habits
1
.
Does your child have a special diet? Yes | No
If yes, please provide diet information:
2
.
Are there any foods that should not be served to your child? Yes | No
If yes, please list the food and the reason:
3
.
For infants, how is your child fed? (you may check more than one)
bottle | sippy cup | high chair | booster seat | others:
4
.
List your child’s favourite foods:
He loves mac and cheese, and pizzas occasionally.
5
.
List your child’s least favourite foods:
He hates meat and fish.
7
.
Is your child allowed snacks? Yes | No
If yes, what?
Sandwiches and Beans
D. Sleeping Habits
1
.
Does your child have a regular bedtime schedule? Yes | No
If yes, please describe bedtime schedule:
He brushes her teeth and likes to be tucked in bed
2
.
What time does your child usually wake up in the morning?
9:30 a.m.
3
.
What time does your child usually go to bed at night?
10:00 p.m.
4
.
Does your child take naps? Yes | No
If yes, when and how long does your child usually nap?
5
.
Does your child have any problems getting to sleep or staying asleep? Yes |
No
If yes, please explain:
Sometimes, he wakes up due to anxiety, which does not settle for some
minutes before she falls back into sleep.
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E. Behaviour:
1
.
Does your child have behavioural problems? Yes | No
If yes, what are they and how do you resolve them?
His anger management are resolved by persuading her to meditate and
exercise.
2
.
How do you reward or discipline your child?
I reward him by taking him to movies or cooking her favourite food.
3
.
Child’s Favourite Activities:
He loves to play violin and paint.
4
.
Favorite Toys/Playthings:
He often plays Jenga and Dominos.
5
.
Favorite Games/Songs:
His favourite sport is Football and she often listens to Beyonce.
6
.
What quiets your child?
He must be persuaded to meditate and relax.
7
.
What excites your child?
He gets excited by picnics and meeting with her friends.
8
.
Familiar Names (Family, Friends, Pets) That Comforts Your Child:
Christine and Eva are his best friends, his dog “Punchy” and his
grandparents Michael and Liz.
Please elaborate or comment on any other special instructions or suggestions about
your child:
He is quite a well-behaved child. However, he suffers from anger management
issues and thus, it is requested that he is treated fairly and appropriately, along with
guidance to perform several activities.
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Step 2: Talk and interact with the children and record your observations.
For children 2 years old and above:
- Give the child drawing supplies (ensure drawing supplies are child-friendly)
- Have the child draw a picture.
- Have the child describe and explain the drawing.
- During the entire exercise make sure to jot down your observations regarding
the child’s personality and behaviour
- Scan the child’s work and save it in his records
Use the form provided in the link below to record your observations:
Childcare Templates
(download Child Observation Form A)
For infants to 1 year old:
With the assistance of the parent, interact with the child and record your observations
based on:
- Anecdotal information
- Stories/Accounts from the parent
Use the form provided in the link below to record your observations:
Childcare Templates
(download Child Observation Form B)
Child’s Name: Riley
Age: 5 Years
Use this form to record your interaction with children 2 years old and above.
Follow the instructions below:
1. Provide the child with drawing materials. Make sure they are child-safe
2. Instruct the child to draw any picture he would like to draw
3. Once completed, have the child explain to you his drawing
4. Jot down your observations throughout the activity. You may use the guide
questions below to assist your note taking.
5. Once done, scan the child’s work to save in his records
Guide Questions:
1
.
What was the drawing about?
He drew a boy who seemed to be sitting alone during sunset. Though the
drawing was a bit unclear, he had to explain the sun and sand.
2
.
Does the drawing reflect any possible issues or reasons for concern? Yes |
No
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If yes, please explain:
The drawing reflected that he might be feeling isolated, maybe due to not
having a father. It reflected as though he wanted to express herself but he failed.
There was a lack of trust evident from his drawing and a need to be heard
3
.
Describe the child’s attitude while completing the task:
He was quite normal as he likes to paint. However, he didn’t seem happy
after the drawing.
4
.
Was the child able to understand the instructions without difficulty? Yes |
No
If not, explain the nature of his difficulty:
5
.
Provide an example of a story the child shared with you that helped your
assessment of the child’s general disposition:
He told me about loss of his father and how he struggles to communicate
with others since. It helped me to understand his issues and such isolation as
reflected in his painting.
5
.
Provide an anecdotal information you gathered from the child’s parent that is
consistent with your own observation:
That he is quite well mannered, however, he requires to be treated fairly to
keep that consistent.
NOTES
Riley is a really talented girl. However, passing away of his father might be the
reason for his behavioural issues, which must alarm his mother and grandparents
that he needs to be felt important and he needs to be assured that he is not alone
which would help in ease his situation.
Child’s Name: Harry
Age: 4 years
Use this form to record your interaction with children 2 years old and above.
Follow the instructions below:
1. Provide the child with drawing materials. Make sure they are child-safe
2. Instruct the child to draw any picture he would like to draw
3. Once completed, have the child explain to you his drawing
4. Jot down your observations throughout the activity. You may use the guide
questions below to assist your note taking.
5. Once done, scan the child’s work to save in his records
Guide Questions:
1
.
What was the drawing about?
The drawing was about different cars on the road.
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2
.
Does the drawing reflect any possible issues or reasons for concern? Yes |
No
If yes, please explain:
3
.
Describe the child’s attitude while completing the task:
He was very much happy when he was given necessary things to paint with.
4
.
Was the child able to understand the instructions without difficulty? Yes |
No
If not, explain the nature of his difficulty:
5
.
Provide an example of a story the child shared with you that helped your
assessment of the child’s general disposition:
He shared a simple story about how he likes to take drives with his mother
and how he gets excited by seeing the people, building and streets. Through this,
I could assess that he is a very happy child.
5
.
Provide an anecdotal information you gathered from the child’s parent that is
consistent with your own observation:
His mother informed me about how he could get a bit cranky if his demands
are not fulfilled. However, this was the case when a specific colour crayon went
missing. However, by providing him an alternative colour, he became quite
happier again.
NOTES
Harry is a very happy child, with appropriate frame of mind and enhanced
brain activities and attentiveness.
Child’s Name: Zeyan
Age: 8 months
Use this form to record your interaction with children 2 years old and above.
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
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Never
Rarely
Sometime
Often
INTERACTION SKILLS
Child looks at the parent He is quite attracted towards
his mother
Child shifts attention from an object
or person to the parent
(demonstrates joint attention)
He often looks for approval
of her mother to indulge with an
object
Child initiates to the parent
(verbally or non-verbally)
It shows his dependency
towards his mother
Child responds to the parent
(verbally or non-verbally)
He is an attentive child and
tends to be obedient.
Child’s interaction style:
Social | Reluctant | Passive | Own Agenda
Comments:
It depends upon the child as to whether he would interact with a person or an object, showcasing a
rather usual behaviour, however, a bit inclined towards reluctance.
LANGUAGE SKILLS
Gestures:
a) Child uses a few gestures
(e.g. showing, waving bye-
bye)
b) Child uses lots of gestures,
including pointing
It reflects a steady and
effective cognitive growth.
c) Child imitates gestures
Single words:
a) Child uses a few single words
b) Child uses lots of single words
It is a sign of healthy
understanding of language and
expressions.
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.)
This reflects he is able to
assess and segregate information
about people.
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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.)
Dependency towards his
mother is showcased from this
aspect, as he trusts her to get her to
give the object he desires.
Word combinations:
a) Child uses a few word
combinations
A steady growth and mental
development is reflected with this
aspect.
b) Child uses lots of word
combinations
c) Child imitates word
combinations
Child’s stage of communication:
Discoverer | Communicator | First Words User | Combiner
Comments:
Since he still struggles with combinations, he uses gestures, along with single words to make
others understand what he wants.
PLAY
Child’s stage of play:
Functional Play| Constructive Play | Pretend Play
Comments:
He randomly plays with objects and uses them as per their functions, like he uses cars for mobility
and his whistle to call his mother.
PARENT FEEDBACK
Provide examples of relevant stories or anecdotal information the child’s parent
shared with you about the child:
The parent shared a crucial information, that under no circumstances must
he be treated harshly, as this affects his mental stability and makes him quite
cranky.
OVERALL COMMENTS:
A steady cognitive growth reflects, that he is quite bright and an active child,
with a steady and usual behaviour for a child of his age.
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Part 2: Analysing observations of the children’s behavior
Based on your observations, provide an analysis of the children’s behaviour.
Use the space provided below to discuss your analyses:
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Child 1
Name of Child: Harry Age: 4 Years
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
Harry sometimes becomes cranky in perspective of getting his demands
fulfilled. In context with the same, he would be requiring several attention
towards dealing with effective sensitivity and care.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
Harry does not show such violent behavior regularly. However, there are
several instances, such as, when his demands don’t get fulfilled, or he requires
some specific toy which is not accessible to him, in those cases he shows this
behavior intensely. However, the duration of this behavior does not seem to be
for long, despite the intensity.
Describe an aspect of the child’s development as reflected by your
observation:
During the exercise, a rather normal behavior was showcased by Harry.
Furthermore, as far as his cognitive skills come in question, his mental
development was quite effectively showcased in the activity and hence, it
could be reflected that the child is being normally developed.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
Harry is quite knowledgeable about different shapes and sizes, along with
identification of different objects like different toys, fruits and vegetables.
Moreover, the child possesses effective capabilities in context with effectively
dealing with complex activities like puzzles and other similar activities.
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Child 2
Name of Child: Zeyan Age: 8 Months
Did you identify any behaviour that will require special support for the child?
Yes | No
If yes, please explain:
There are no aspects associated with his behavior which requires special
attention.
Describe the frequency, intensity and duration of the behaviour of the child
that requires support:
While there is no sort of particular concerning behavior which is
showcased by Zeyan, however, due to being an infant, he sometimes gets
irritated, which is required to be controlled effectively through indulging him
into play. In context with duration, his irritated behavior is immediately driven
off by a little intervention from her mother.
Describe an aspect of the child’s development as reflected by your observation:
He is a very bright child as reflected within the activity. Furthermore, his
cognitive and motor skills are quite effective and appropriate for child of her
age. Moreover, as per my observation, his mind abilities are very much
effective and showcases immense scope of development even in future.
Describe an aspect of the child’s knowledge, ideas, abilities and interests as
reflected by your own observation:
He showcased exponential knowledge in terms of guessing shapes and
pointing his dog at an indication of his name.
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