Child Care Essay: Documentation, Planning, Assessment, and Pedagogy

This essay provides a comprehensive overview of child care practices in Australia, focusing on documentation, planning methods, assessment methodologies, and pedagogy across different states and territories. The introduction highlights the significance of early childhood care and education for holistic child development, while the main body delves into the specific approaches adopted by South Australia, Western Australia, Queensland, Victoria, and the Northern Territory. The essay explores documentation practices, including how educators record children's work and learning. It examines various planning methods, such as engaging children in play and individualized learning, and discusses different pedagogical approaches that emphasize children's rights, holistic development, and evidence-based methods. Furthermore, it analyzes assessment methodologies, including formative assessments, data collection, and observations of children's activities. The essay also examines the importance of the planning cycle in curriculum design, outlining how information collection, analysis, planning, implementation, and reflection contribute to effective early childhood education. The conclusion summarizes the key findings and emphasizes the diversity of approaches to child care across Australia, underscoring the importance of adapting practices to meet the unique needs of each child and community.

Child Care

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
Documentation.............................................................................................................................3
Planning methods.........................................................................................................................4
Approaches..................................................................................................................................5
Assessment methodologies..........................................................................................................6
Pedagogy......................................................................................................................................8
Planning cycle and its importance in curriculum design.................................................................9
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................12

INTRODUCTION
Early childhood care and education is something that aims at holistic development of
child in different context including social, emotional, cognitive, and physical needs. This
development is emphasised because early childhood development is very important for building
a solid and foundation for lifelong learning and wellbeing. In Australia states and territories are
responsible for funding preschools and in addition to this early childhood documentation,
planning, assessment methodologies and pedagogies is also developed by states. Childhood
documentation is concerned with recording child’s work at different stages, planning is
concerned with developing provision for educational programs that outline how education and
learning will be provided to students and children. Assessment is concerned with assessing
knowledge and learning of students and there are different methodologies through which
assessment can be undertaken. Pedagogy is concerned with method and practice of teaching, and
delivering theoretical concept and academic subject. This essay will discuss about approaches of
documentation, planning, assessment methodologies and pedagogy in different states and
territories of Australia. Followed by this, planning cycle and its importance in curriculum design
will be discussed.
MAIN BODY
Documentation
Educators in South Australia make learning visible through regular, ongoing and
reflective pedagogical documentation. Pedagogical documentation involves analysis, reflection
and plan for future learning of children (Fleet and et.al., (2017).
Documentation in Western Australia is done in variety of ways in diverse contexts
overtime. This means that regarding documentation complete documentation is not done in a
time and documentation is done overtime in different contexts (Livingstone and Hydon, (2019).
Documentation in Queensland is done that effectively supports ongoing decision-making
and is not time intensive and also avoid duplication. In addition to this documentation on
Queensland also help in day-to-day planning for individuals and groups (Sisson, Whitington &

Shin, (2018). Additionally, teachers also identify ways for children and other partners so that
they can contribute in documentation. Regarding documentation in Queensland discussion,
conversations, learning stories, recordings and multimedia records are also considered.
Regarding documentation in Victoria State uses outcomes of EYLF plans for principles
and practices. Victoria State is also particular about respecting aboriginal culture and the plans
that they had in history and considers tradition as well as future of Victoria (Livingstone and
Hydon, (2019). Documentation in VEYLDF also considers extraction of practical values from
learning and experience that exists within idealised communities.
Documentation in Northern Territory indigenous education is also emphasised along with
key commitment of the government and early years strategic plan is known as great start great
future (Fleet and et.al., (2017).
Approaches for documentation are different in all states and territories of Australia
because in South Australia state documentation is emphasised on analysis, reflection and plan for
future of children. In documentation in Queensland integration of others is also considered
important in documentation. Queensland State considers that parents and other people children
contact with play important role in their learning and this is why they are integrated in
documentation. Regarding documentation in Victoria State also considers practices of idealized
communities and also considers aboriginal culture. This means that in Victoria State culture is
strongly emphasised for learning of children. Lastly in northern territories practices like different
ways of learning for children are also considered along with commitment of government. This
means that commitment that government makes for learning and education are also considered in
documentation.
Planning methods
Planning approach in South Australia involves engaging children into deep extended play
by themselves and with peers and educators (Whitzman and Goodman, (2017). In addition to this
approach considered in planning includes flexible individualised planning that is responsive to
interest, ideas, culture, strengths and rights of children.

In Western Australia approach for planning considered is integrated planning that
involves sharing information with colleagues and parents by educators and educators also
analyse and evaluate ongoing planning to inform ongoing planning.
Planning in Queensland is done through negotiating ways to follow emerging interest and
ideas. Planning also considers intention of children are understood and embraced and that they
reflect on play and learning with adult. In addition to this planning in Queensland also involves
selecting ways to respond to ideas, objects and questions purposefully that is introduced by
teacher (Fitzpatrick, (2019). In planning for learning in Queensland teachers consider ways to
connect with children’s family and community experiences. In addition to this teachers also
consider experiences of children’s strength and target learning needs.
In Victoria state evidence are used to inform planning for children and for the purpose of
planning of learning in Victoria state joint approach is considered where families are actively
engaged in planning for learning for children (Knijnik and Hunter, (2020).
Planning cycle that is considered in northern territory planning involves collection of
information, questions and analysis, plan, act/implement and reflect/review. In addition to this,
planning and programming for a child is also based on shared knowledge and perspectives and
agreed early intervention approaches (Fitzpatrick, (2019).
Planning approaches of different states involves differences on several contexts and this
includes inclusion of parents and families in planning for learning of children. Planning in South
Australia is based on engaging children into play and children’s learning takes place through
individualized learning whereas in Western Australia planning considers integrated planning. In
planning in Queensland, approach of children towards learning and interacting is highly
emphasized. In Victoria state planning is based on evidence and parents are also actively
engaged into process of planning. In Northern Territories planning is mainly based on shared
knowledge and perspectives.
Approaches
Approach for pedagogy that has been adopted by South Australia involves valuing
children’s rights necessitates high quality pedagogy based on respect for children and their
ability (Nietz, (2018).

In Western Australia state holistic approach is adopted in which attention is paid to
physical, personal and social, emotional and spiritual wellbeing as well as cognitive aspect of
learning. In Western Australia learning is seen as social endeavour that is integrated and
interconnected (Fitzpatrick (2019).
In Queensland approach for child care and learning includes teachers’ professional
development and well-informed decisions to promote holistic learning of children and strong
emphasis is placed on preschool age children 3-5 years (Nietz, (2018).
In Victoria state integrated teaching and learning approach has been considered. Children
are educated through experiential learning that engages children and adults also play important
role while developing understanding of concepts of literacy, numeracy, and science (Fitzpatrick
(2019).
Northern Territory includes integrated teaching and learning approach that combine
guided play and learning, adult-led learning and child directed play (May and et.al., (2017).
Approaches that have been considered by different states are different and on the basis of
this difference in approaches towards care and learning of children practices of states also
differentiate. In South Australia abilities of children are considered important and in Western
Australia approach involves paying attention overall well-being of children. This means that
focus in extended on additional elements of development and learning along with academic and
theoretical learning. In Queensland teachers are also considered and their professional
development is also emphasised and holistic learning is considered. In Victoria State and
Northern Territory approach for learning and development is integrated teaching and learning.
Assessment methodologies
In South Australia formative assessment is considered for assessment of learning of
children. Formative assessment includes evaluation of learning of comprehension, learning needs
and academic process during a lesson (Morrison and et.al., (2019).
Regarding assessment in Western Australia educators and teachers collect data about
knowledge of children what they can do and what they have understood that was taught to them
(Morrison and et.al., (2019).

In assessing children’s learning teachers review documented evidence of learning that
they have collected and assessment is done with the purpose of promoting short-term and long-
term ongoing learning (Queensland Curriculum and Assessment Authority (QCAA), (2017). In
assessment in Queensland teachers also recognise and celebrate their learning, identify their
strengths, interests and ways of learning.
Assessment in Victoria state is based on how children’s move and regulate themselves
and along with this what they make, write, draw, say and can do is also considered in
assessment. In addition to this report of family and professionals about them is also considered in
their assessment (Cavanaugh and Roe, (2019). This is done to benefit children with whole-child
approach that includes their health and wellbeing and review their strengths and shows what
might next be learnt by them.
Assessment of learning is essential part of planning process which requires collecting
information through observation. In assessment of learning Northern territory considered
conversation an interview with children. In addition to this of children’s work, rating scales,
videos and audio recording of children’s, conversation while they play. photograph and
conversation with families collect and other professionals is also considered for evaluation
(Cavanaugh and Roe, (2019). In assessment process at a Northern territory is it is considered that
children thinking and their learning can empower them to share information with families and
engage them in learning process.
Assessment process and considerations of different state is highly different. In this South
Australia adopt a formative assessment process whereas in Western Australia data is collected
about knowledge of children. In Queensland documents that are evidence of learning of children
is collected and in Victoria State different activities of children is considered for assessing their
learning. In Northern Territory different activities of children along with their ability to share
their knowledge with families is emphasised in assessment. This means that main difference in
assessment methods of different states is based on collection of data and information for
knowledge of children and regarding what aspects of learning are considered in assessment of
learning.

Pedagogy
Pedagogy in South Australia is based on rights of children in which children have rights
to be active participants in decision-making and this includes new understanding about children
and way they learn (Loeser, Crowley and Pini, (2017).
Western Australia pedagogy is based on range of perspectives from early childhood
developmental theory and knowledge regarding way of learning of children and what are
practices that support their learning (May and et.al., (2017).
Queensland pedagogy is based on range of evidence based methods and pedagogy
includes learning that is play-based, enquiry-based, project-based, and providing opportunities to
children agency in their learning and extends their knowledge and skills and disposition for
learning (Arnold and Mundy, (2020).
In Victoria State pedagogy is based on child centred and considers holistic development
(Knijnik Hunter, (2020).
Northern Territory pedagogy is based on certain principles and these principles include
partnership with families, high expectations for every child, respectful relationship and
responsive engagement, equity, diversity, and cultural competency. In addition to this, integrated
teaching and learning approach, assessment for learning and development, reflective practice and
partnership with professionals is also included in pedagogy (May and et.al., (2017).
Pedagogy adopted by different states of Australia is different from each other on several
grounds. Difference in this is based on participation of children in their learning considering
there ways of learning and also considering different elements of learning and disposition. In
pedagogy in South Australia is based on active participation of children in decision making
whereas in Western Australia pedagogies based on childhood development theory and
knowledge. In Queensland State pedagogies based on evidence based methods through which
student can learn and in Victoria State it is child centred and holistic development is considered
in pedagogy. In Northern territory pedagogy is based on certain principles such as partnership
with families and respectful relationships and responsive engagement of children.

Planning cycle and its importance in curriculum design
Collect Information- This stage of planning includes collect information about interest, family
background, cultural belief, abilities and strengths of children. Information is collected through
observation and information creates basis for early years planning cycle (STEVENS, (2020).
Information regarding interest of children their family background their culture they believe and
strengths and abilities help in determination of content and knowledge that should be given to
children in their learning. This information also helps in creating balance in their personal and
educational learning.
Question/Analysis- Analysis or question is concerned with what learning and development
should be used in order to make meaning of what has been observed or about the information
that has been collected in previous stage of planning cycle (White and Fleer, (2019). Questions
are also asked to increase knowledge about the child and how one can increase growth and
development within the child. This also includes question about what they are doing and why
they are doing it so that educator’s can increase their thoughts and extension of learning.
Plan- Plan is third phase of planning cycle that includes how educator or teacher can extend
learning of child. This phase also includes considering what other learning is possible for
children and how their families and communities can contribute in their learning (McMahon and
Watson, (2019). This also includes practices and principles that are included in extension of
learning planning for individual and group activities.
Act/Implement- This is a phase that includes implementation of planning that has been
developed. This includes putting plans into action and using the information that have been
gathered by teachers or educator to create meaningful experiences for children (Sumsion, (2019).
This involves implementing planning that has been developed to increase understanding of child
and their experiences while ensuring that they are interested in what they are learning.
Reflect/Review- Reflect or review is concerned with reflecting on the outcomes of learning
experiences that children have had (White and Fleer, (2019). This involves identifying and
understanding how child have learn and how their background and abilities have been enhanced
during learning and this can be done through observing experiences.
Importance of planning cycle in curriculum design-

It helps in planning effectively for current and future learning of children.
This also enables to communicate about learning and progress of children.
Planning cycle helps in determination of extent to which learning of children have realised
desired outcomes and if not then changes can be made on the right time (Sumsion, (2019).
This planning cycle helps in identifying children those who require additional support and
assistance for achieving their learning outcomes and this is done in first step of the planning
cycle.
Planning cycle is also important as it enables evaluation of effectiveness of learning
opportunities, environment and experiences.
CONCLUSION
On the basis of above discussion it can be concluded that different states within Australia
has different approaches and consideration regarding child learning and care and different
elements of this. In above essay approaches for documentation, planning, assessment and
pedagogy were discussed in south Australia, western Australia, Victoria state, Queensland state
and northern territory. In Australia states and territories are responsible for planning early year
learning and development and care of children and this is why every state has adopted different
approaches for this. The key difference in these approaches is based on extent to which interest,
rights and requirements of children are considered along with integrating and involving others in
learning and care of children. Some of the states also focus on culture and family background in
learning and care approaches whereas some states focus on elements like theories for
development and learning. Report also discussed planning cycle that involves 5 key stages and
these stages are observation and collecting information, analysis or questions, plan, act or
implement and lastly reflecting or reviewing performance of children in learning. In addition to
this, importance of planning cycle in curriculum design was also discussed in essay.

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