CHCECE013 Project: Using Child Data to Improve Early Childhood Care

This project, completed for Certificate III in Early Childhood Education and Care (CHCECE013), focuses on utilizing information about children to inform practice. It includes a profile of a child named Samuel, detailing his age, developmental level, and background. Various observation and recording techniques such as anecdotal records, running records, sociograms, and jottings were employed to gather data. The project also includes observation guidelines, ensuring accuracy and unbiased comments. Information on Samuel's strengths, interests, needs, and cultural practices are documented, along with a description of information exchange with staff and family. Four suggestions for future learning experiences based on Samuel's interests and needs are provided. Finally, the project summarizes the National Quality Framework (NQF), National Quality Standard (NQS), and how the Early Years Learning Framework (EYLF) incorporates these standards.

Certificate III Early Childhood Education and Care
CHCECE013 Use information about children to
inform practice
Project 1
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By
(Add your name & date here)
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name has been inserts on the front page and the footer note)
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Scenario
CHCECE013 Summative assessment 2
Over a period of one to two weeks you are to collect and record information about a particular child in your
centre. Information should be collected through observation and secondary sources. (If you are not currently
working in a child care facility, visit a service provider near you and ask for permission to do so.)
Write a 2,500 word report (use headings and dot points) including:
 a profile of the child (age, developmental level, background)
 the observation and recording techniques used (should be more than one type)
 the original observations and/or records (ie anecdotal notes, photos, checklists, copies of forms etc)
 any observation guidelines/ standards, including how you ensure that information is accurate and free
from biased comments and negative labelling
 information that you have gathered on the child’s strengths, interests, needs and cultural practices
 a brief description of how information is exchanged with and discussed with other staff and families
 four suggestions for future learning experiences (including interactions and communication) based on
the child’s interests, needs, strengths and cultural practices
 a summary of the National Quality Framework (NQF) and National Quality Standard (NQS) and how
the Early Years Learning Framework (EYLF) incorporates the standards to be enforced to service
providers
Remember not to include any information which will enable identification of the child or their family.
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Table of Contents
Introduction..........................................................................................................................................................4
What do educators aim to achieve with standard 1.1 (NQS)...............................................................................4
What do educators provide from Standard 1.1 Element 1.1.1.............................................................................4
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Introduction
Carins kids early learning center is one of the most known school for kids which opens at 6.30 am,
where children from 6 weeks to 6 years are allowed. The openings of school is from Monday to Friday and
meals, snacks are provided to children. The business serving in Carins can be understood as small medium sized
enterprise where right child care services are provided. School has been expanding new education aspects for
babies who get admission done, where educators aim to further enhance learning capabilities diversely (Kaloti,
2020). Also, education specialists further aim to generate new scale measures to develop child care facilities at
school. The childcare center has been stringently taking up new measures and activities fir
What do educators aim to achieve with standard 1.1 (NQS)
Answer: The aim of Quality area 1 of National Quality standard is to ensure that educational program and
practice is stimulating and engaging productively and enhancing functional efficiency in children learning
development variedly (Johnson and et.al, 2019). Educators aim to achieve national quality standard, to ensure
that educational program and practice is effective variedly stimulating and engaging towards children leaning
creativity. In School age care services, program nurtures development of life skills and complements children
experiences variedly where opportunities and relationships at school, home and community are evolved
significantly. Aim of quality areas of national quality standard is also correlated to bring forward school age
care services, program nurtures with development of skills and complements new advancement in opportunities
and relationships. Children should be effective in learning new things, while building relationship at school,
home and community parameters where functional efficiency is further evocatively expanded on varied
working horizons. The aim of educational programs at school should be correlated towards bringing stimulated
growth benchmarks, maximizing new scale profound opportunities and to enhance extended rise on child
learning and development (Gonzales-Mena, 2021).
What do educators provide from Standard 1.1 Element1.1.1?
In recent time periods, educators aim to bring forward varied scale efficiency in educating children as
per new expertise in working productive abilities where major focus is pertained on enhancing their internal
capabilities competently. As per standard 1.1 element 1.1.1, holds high scale significance for educators at
school, where children who come for learning are taken significant care. Educators providing experiences that
actively promote or initiate the investigation of ideas, complex concepts and thinking, reasoning and
hypothesizing by, for example (Gonzales-Mena, 2021).
 Talking explicitly about concepts such as rhyme, letters and sounds when sharing texts with children
enables to further enhance working criteria for dynamic learning skills variedly on wider context.
Education based practices are effectively practiced at school for educating new practices effectively and
generate specific capabilities productively.
 Child learning and development of identity strengthens development of complex concepts variedly and
generate dynamic learning working advancement variedly into learning functional parameters. The
child learning practices are also focused on towards making them respect about diverse scenarios, which
strengthens vision effectively on new learning grounds.
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 Connection with community, is essential aspect where educators aim to provide new experiences among
children for evocatively building their learning potentialities. Educators should also provide effective
connection within information attained from educators, to primitively gain knowledge correlated
towards untapped new working targets (Barnett and Jung, 2021).
 Wellbeing and confidence as learners and effectiveness as communicators is another standard aim to
further provide new learning platform innovatively, where educators are also competitively expanding
focus to inculcate stronger learning potentialities among students.
https://www.acecqa.gov.au/nqf/national-quality-standard
Observation and recording techniques used in child care are:
There are various observation and recording techniques used in child care, which can be
understood as follows for bringing on rise within larger varied understandings of how child is able to react.
Child care practices are significantly observed by strengthening wider scale working goals, where attentiveness
of child is to be further sharpened (Juutinen and Kess, 2020).
 Anecdotal Records: It focuses on significant recording of sequential order to further focus on important
details, where development of cover number of areas at once effectively. When using observation
method of anecdotal records, child body language, direct quotes, skills, abilities and needs are focused
on for leveraging functional growth aspects. Facial expressions and voice of child while studying on
new subjects is practically analyzed, for further enhancing capabilities variedly (Gonzales-Mena, 2021).
Usage of anecdotal records also significantly enable childcare services to be delivered effectively, and
generate wider scale competencies variedly into system for strengthened functional growth.
 Running Records: It enables to identify child behavior by detailing everything child says and during set
period of time, where it is written in present tense and recorded in past tense as it happens. They are
useful in bringing forward detailed information on range of development areas variedly, where child
care practices further also open up scope to strengthen up keen functional rise. Running Records plays
specific role in information correlated towards untapped paradigms, which further enhances abilities to
take specific care of children (Marusinec and et.al, 2021).
 Sociograms: It can be considered as map or diagram of child social interactions with friends, group of
children of same age group, which enables to provide clear identification of child performance and
specific preferences. The record technique enables to provide effective assistance of social skills
variedly, which further strengthens new scale aspects in observations. Sociogram also functionally takes
specific care of generating untapped knowledge, where it is one of the easiest recording technique used
in effective child care practices.
 Jottings: It is usually short details of significant events, behavior or conversations, which can be couple
of significant information pertaining to longer paragraphs at most aspects variedly. Jottings are quick
and easy way to record significant events and working behavior variedly, which further strengthens
methods of recording childcare technique. Observation method also correlated significant aspects
towards gaining detailed analysis of working towards untapped information arenas, which strengthens
behavior goals rapidly on diverse domains dynamically (Cornish and et.al, 2021).
https://aussiechildcarenetwork.com.au/articles/childcare-programming/different-types-of-observation-methods
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Name Date Page 6

Child developmental profile
https://www.seriouslykids.com.au/checklists/
https://aussiechildcarenetwork.com.au/articles/childcare-programming/how-to-write-a-learning-story
https://www.myece.org.nz/educational-curriculum-aspects/227-learning-stories
ALL ABOUT ME
Child’s name Child’s date of birth
Samuel is 5 years of age, where child is fun loving
and joyful, where kid has been playful within playing
with children of same age. Favorite things to do are
drawing and painting, leaning rhymes with teachers
which further has made child to take active
participation in studies at school. Samuel favorite
things are to go on evening walk with mother, and
play in garden with children of same age which has
made child healthily interactive.
Samuel date of birth is 28 October, and child is
playful and joy full which shows that adaptability
potentialities are good. Samuel is learning to speak
fluently, while attending child care center which has
further also motivated to gain confidence in child.
The kid has been also taking participation in playful
games, which shows that proper grooming of child is
there. Child care facilities provided to Samuel are
good, which has further signified that he has been
able to grow actively in interests while studying at
care center.
Samuel family background has been in Australia,
where child has been learning cultural principles
from parents and gained effective learnings. The
child has been also able to significantly indulging in
learning new things by living with ancestral family,
where child aims to further be confident within
learnings.
Samuel likes to play with parents and attend walks in
evening with mother, which has made child playfully
more fun loving. Also child takes part in various
activities, where further which enhances further
potentialities in child to deliver new learnings.
Samuel also has been found as effective learner as
child, where educational practices delivered to child
are variedly taken care of (Hakim and et.al, 2021).
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Child information sheet
Child’s First Name: Samuel Johnson A
g
e
Days at center
Monday Tuesday Wednesday Thursday Friday
Separation Routine
How child separates on
arrival e.g. cuddle, wave
etc.
When Samuel arrives at center he cuddles with his mother and resist to
separate. He then cries when his mother leaves. After some time, he stops
crying. He does not wave to his mother as he does not like to separate from
his mother. He stops crying after some time when the plays. At that time he is
a happy kid who enjoys playing with his other mates in the center. When his
mother arrives to take him back he again runs and cuddle with his mother. He
becomes very happy to see his mother and when he leaves he waves to all the
teachers.
Self-Help Skills:
Dress/undress self; Toilet
self/wash/dry hands;
Manage spoon/fork; Pour
own drink.
As a 5-year-old child, Samuel is very intelligent. He can dress and undress
himself. The child is able to go toilet himself and also washes and dry his
hands himself. However, he cannot pour himself milk. He can manage spoon
while eating which is very rare quality in a 5-year-old kid. He is very self
managed and likes to do things on his own. The child leans new self-help
things whenever he observes someone. He can eat on his own, but he cannot
serve himself and pour milk for himself on his own.
Usual Sleep Routine:
Does child usually have
afternoon sleep?
Comforters?
Samuel takes afternoon naps every day. It is a part of his routine. His
afternoon naps are usually between 3-4 hours daily. However, he needs
comforters to sleep on. The child like to sleep with his toys such as teddy
bears and other soft toys. When he is unable to sleep in the afternoon he cries
and demands to go home. The child cannot sleep without the comforters and
his favorite toys. His sleep pattern is usual as a normal 5-year old child have.
Samuel loves afternoon naps as when he wakes up from afternoon naps he
gets very happy and energetic.
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Self Expression:
Ability to communicate
their needs/wants.
Samuel is learning to speak fluently but, he is able speak enough which can
communicate his needs. He can communicate what he wants. In the childcare
center, he is learning to speak fluently and without breaks. This has boosted
hid confidence as a child. He is able to tell other his view points or thinking
which he has as a child. The child is also able to communicate usual
conversations. Samuel is very eager to learn. So he observes his teachers and
staff and then try to copy them. This enhances his ability to speak and
communicate with others.
Play/Transitions:
Ability to make appropriate
play choices. Ability to
manage transitions, follow
directions.
Samuel is a playful child. He loves to play and have fun. He also likes to
play with other children. The child is able to make appropriate play choices
as his favorite activities include painting and drawing and also learning
nursery rhymes. He loves singing rhymes with the teachers at center which
has boosted his interests in education. One of his favorite thing to do is to go
an evening walk with his mother. However, the child is not able to manage
transitions properly on his own. He is an active listener which makes him
follow directions very appropriately.
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Child’s First Name: Samuel Age: 5 years
0 months
Date:
Today… What the child has done?
 Today Samuel was very active and joyful as usual.
He came with mother and cried when his mother left
as usual. After some time he started playing with
other children present at the child care center. He was
very cheerful as usual. He played with other children
and shared his toys with them. Samuel also told
stories to other kids and sang rhymes with them. He
learned a new rhyme today. He sang that for over an
hour as he was very excited to learn that. He is very
comfortable with his teachers and mates at the child
care center.
 He took afternoon nap of 3 and half hour. He drew
and animal and then painted in it. He was very happy
about the drawing, and then he showed his drawing to
everyone. Samuel learned how to greet someone
properly today. When his mother arrived in the center
to pick him up, he greeted her. It made him very
happy. He was happy all day long.
Future Planning Experiences
1. Samuel will be able to speak fluently within
upcoming 3-4 months. His communication
will become clear, and he will be able to
interact clearly with everyone.
2. Samuel is learning to serve himself food
without spilling it. He will learn this in 2
months as he is already able to manage spoon.
3. Samuel can follow directions properly and
after some months he can manage transitions
all by himself.
4. In next couple of months Samuel will learn
how not to cry when his mother leaves. He is
already showing progress, so he will be able
to achieve that within next 2 months.
Interpretation/Evaluation/Reflection
During the observation of Samuel, it was seen that he is a joyful child who loves to play. He is happy go kid
and a fast learner as well. He can speak well but not that fluently. Samuel is learning to speak fluently and do
eat all on his own. He is very good at following directions but not so good at managing directions. It was also
observed that he takes usual naps of 3 to 4 hours every day. He sleeps only on comforters and with his toys.
After waking up from the naps, he becomes more happy and energetic. Samuel also shares his toys with other
children at the child care center. Samuel also loves to do draw, paint and rhymes. He was very happy to earn a
new rhyme today and sang that rhyme for almost one hour. He is very friendly with all the staff at city center.
Learning Story
The learning story is that Samuel is a happy and joyful kid who can speak and do some of his work on his own.
He loves music and art and all the playful activities conducted in the child care center. The future plan for
Samuel suggests that within some months he will be able to speak fluently and pour himself milk all on his
own.
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How do you exchange and discuss information with other staff and
families?
 List 4 more bullet points below:
 Communication book

Quality Area 5: Standards and elements
References
SmallPRINT V3 Sep 2015
http://ccb.elearninglogin.com/t/dashboard
https://www.acecqa.gov.au/
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REFRENCES
Books and Journals
Marusinec, R., and et.al, 2021. Caretaker knowledge, attitudes, and practices (KAP) and carriage of extended-
spectrum beta-lactamase-producing E. coli (ESBL-EC) in children in Quito,
Ecuador. Antimicrobial Resistance & Infection Control, 10(1), pp.1-12.
Gonzales-Mena, J., 2021. Diversity in early care and education: Honoring differences.
Barnett, W. S. and Jung, K., 2021. Seven impacts of the pandemic on young children and their parents: Initial
findings from NIEER’s December 2020 preschool learning activities survey. National Institute
for Early Education Research.
Cornish, R. P., and et.al, 2021. Factors associated with participation over time in the Avon Longitudinal Study
of Parents and Children: a study using linked education and primary care data. International
journal of epidemiology, 50(1), pp.293-302.
Hakim, A., and et.al, 2021. The effect of combined education on the knowledge and care and supportive
performance of parents with children with cleft lip and palate: A clinical trial study. Global
Pediatric Health, 8, p.2333794X211022238.
Gonzales-Mena, J., 2021. Diversity in early care and education: Honoring differences.
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