Child Development: Observation, Planning and Assessment Record

This assignment presents a detailed observation and experience plan centered on child development, specifically focusing on physical wellbeing, active play, and fundamental movement skills in early childhood education. The assignment includes an in-depth observation of children interacting with a tire, documenting their motor skills, spatial awareness, and balance. It then interprets these observations, linking them to relevant theoretical perspectives, including the Early Years Learning Framework (EYLF). A subsequent experience plan is proposed, involving an exercise ball activity, designed to enhance the children's physical development, particularly their motor skills and coordination. The plan outlines the rationale, learning outcomes, materials, teaching strategies, and evaluation methods, providing a comprehensive approach to supporting and extending children's physical capabilities. The assignment highlights the importance of scaffolding, guidance, and creating activities that challenge and promote children's physical skills and overall development, supported by references to relevant research and literature.

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Context: Child Name: Age:
Observation:
Learning story
The narrative is written
like a story after the
event in past tense.
At first, “A” was in the tyre in a seated position. He had his legs tucked inside his belly area and his hands were strongly held his
knees when the teacher asked him if he is ready. Then another kid denoted as “B” and the teacher started rolling the tyre
carefully. After a few moments, “A” fell towards forward as he lost the balance in tyre. After that he put both of his arms out
from the previous position. Then he stopped the tyre by putting his arms on the ground. The teacher stopped immediately and
took the tyre back a bit. Then he said “A” that he needs to hold his hands up in a proper position. Then he placed both his hands
on the tyre and then he wrapped the fingers around the tyre. While A was ready for the activity, B told him that he wants to go for
it. But when B started to roll A with the tyre, he was struggling. So the teacher got involved in the activity. He said, that he will
help B to get A going. After that, he confirmed if they are ready. Then B started pushing and rolling the tyre with his both hands.
Now, after A was done, C wanted to have a ride of the tyre. So, C bent up and got in the tyre and sat properly in a significant
position. At first, he put his head back. After that, he tucked his legs inside his belly area. Then C held on to the part of tyre that
was over his head and clutched strongly to it with his fingers. Throughout this A was behind the tyre and he was ready to push it
(Langford&White, 2019). Furthermore, he had support from the teacher is pushing the tyre. A started to push with his left arm
and after that, he got a bit left behind, so the teacher tried to encourage him by saying “GO GO A, where are you?” When A
reached the tyre, C asked to stop the ride and C placed his arms down in the ground. This stopped the tyre from rolling. The
teacher then held the tyre for C to get out. After that, C kept his right hand on the ground and stabilize his balance and then he put
his left leg out. Then he bent his back on the left. And C took his right arm off the ground to reach the left side of the tyre so he
can pull himself out of the tyre. Then it was turned for D. The teacher turned the tyre around and asked A that if he is ready or
not. And A started to push the tyre with his hands and he had his legs stretched on his back. Also, he bent his knees that will
provide him more strength & control over the activity. Then the tyre began to roll as the teacher told him that maybe he is going
to need some of the other kids to help pushing. So one friend of A joined and rolled the tyre with him. Two kids were making
stepping movements with their hands after that (Slot et al., 2015). They were doing this by placing their hand on the tyre. This
action was creating a pushing movement as they did the activity interchanging their left and right hand. The friend and A have
placed their prime feet in forward, after that they stretched the other one back for gaining more power for pushing the tyre. While
their body was creating a 100-degree slope. The tyre kept rolling till the kids stopped it. The children had shown that they
understand the spatial surroundings and they also understand that they should put their knees in their body to fit the whole body
in the round tyre. The kids understood with the guidance of the teacher, they had to hold on tightly to the tyre through clinging to
the part of the tyre over their head with the most forward part of their fingers. Doing this, the children can physically support the
body to be in one position as the tyre starts rolling. It was observed that some amount of scaffolding and guidance was needed
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
when the kids try to push the tyre. But when the children are provided with some guidance they can grow different strategies to
roll tyre with ease on their own. Like placing their legs in a position where they can generate strength or make stepping
movements or pushing the tyre with two hands at one time (McFarland, Mackenzie & Thompson, 2018).
Referenced
Interpretation of
the skills and/or
developmental
domains. Add
specific
information on
behavior/skills
from research
Focus on cognitive
development
(include motor,
fine, gross motor
skills)
Motor skills: The children grow the muscles by clinching the tyre tightly with wrapping the fingers and hands around the
mentioned tyre. Pushing the tyre and running after the tyre also helps grow their gross motor skills. Also with some guidance
from the teacher, the kids can manipulate and manage different ways of pushing the tyre.
Spatial Awareness: The children positioned themselves in a tight position so as the tyre rolls they can keep themselves firmly in
the position.
Balance: The total activity gave the children a great balancing workout. Also, the children who were pushing the tyre gained great
hand-eye coordination (Tayler et al., 2016).
Learning and
development linkage to
Theoretical Perspectives Early Years Learning Framework
This is a provided theoretical fact that all the children
in their early childhood of age 2 to 6 become more thin
in their physical appearance. Their motor skills to get
more complex. Through this the children are better
capable to move and control their bodies more easily.
Children have an acute and heightened sense of their physical well-
being.
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The objective for future learning and development Learning Possibilities for inclusion in the curriculum
The objective for future learning and development is to enhance the
development of the kids physically. Also, there are various activities which
can be given to them that will enhance their bodily balance. These activities
should also challenge their coordination skills (Gomez, Kagan& Fox, 2015).
Well, the children can be provided with an exercise ball. The ball will
provide the opportunity to grow the balance of the children and their
body coordination skill. The exercise ball also grows a lot of different
gross and fine muscles. These muscles will strengthen their core
physical abilities (Harte, Theobald &Trost, 2019).
References
Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States:
An overview. Professional Development in Education, 41(2), 169-186.
Harte, S., Theobald, M., &Trost, S. G. (2019). Culture and community: observation of mealtime enactment in early childhood education and care
settings. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-11.
Langford, R., & White, J. (2019). Conceptualizing Care as Being and Doing in Ethical Interactions and Sustained Care Relationships in the Early
Childhood Institution. Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers, 59.
Manning, M., Garvis, S., Fleming, C., & Wong, G. T. (2017). The Relationship between Teacher Qualification and the Quality of the Early Childhood
Care and Learning Environment. Campbell Systematic Reviews 2017: 1. Campbell collaboration.
McFarland, L., Mackenzie, N., & Thompson, N. (2018). Early childhood educators' and parents' perspectives of literacy for children under three: An
exploratory study. New Zealand International Research in Early Childhood Education, 21(2), 45.
Moser, T., Leseman, P. P. M., Broekhuizen, M. L., & Slot, P. L. (2017). European Framework of Quality and Wellbeing Indicators: CARE: Curriculum
& Quality Analysis and Impact Review of European Early Childhood Education and Care. CARE, (613318).
Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., ... &Leseman, P. (2015). A review of research on the effects of
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Early Childhood Education and Care (ECEC) upon child development.
Slot, P. L., Leseman, P. P., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early
childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76.
Spiess, C. K. (2015). Early Childhood Education and Care Services and Child Development: Economic Perspectives for Universal
Approaches. Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource, 1-14.
Tayler, C., Thorpe, K., Nguyen, C., Adams, R., &Ishimine, K. (2016). The E4Kids study: Assessing the effectiveness of Australian early childhood
education and care programs. Overview of findings in 2016. Melbourne, Australia: The University of Melbourne: Melbourne School of Graduate
Education.
Wadende, P., Oburu, P. O., &Morara, A. (2016). African indigenous caregiving practices: Stimulating early childhood development and education in
Kenya. South African Journal of Childhood Education, 6(2), 1-7.
Walker, S. P., Chang, S. M., Smith, J. A., & Baker-Henningham, H. (2018). The Reach Up Early Childhood Parenting Program: Origins, Content, and
Implementation. ZERO TO THREE, 38(4), 37-43.
Plan Name:
Child’s name: Age: 2 to 6 years
Date/s presented:
Rationale/reason that you have chosen to present this experience
The activity that is explained before shows us the children need motor skills and enhanced
hand-eye coordination and spatial skill. The exercise ball activity provides all these to the
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kids. The exercise ball actually supports the rolling tyre activity. So I chose this activity as
the activity will increase flexibility in the body (Spiess, 2015).
Experience outline and outcome
As we have already seen in the previous observation that with some amount of guidance and
scaffolding the kids were able to stabilize, push or roll the tire. The children were capable of
firmly position the bodies inside the tyre. So that they can stay in one place while the tyre
starts rolling. The fine motor skills and gross skills were enhanced in the experience as they
were needed and challenged in the activity. Their strength also challenged while the
manipulated or moved the tyre. The exercise ball is an awesome experience for kids to boost
and enhance their core physical abilities (Wadende, Oburu&Morara, 2016).
Materials/ Learning experience/environment set up
Exercise ball suitable for children.
The children will decide that the activity is an indoor or outdoor one
Developmental Priorities or EYLF learning outcomes (minimum of two). Link the
outcomes directly to the focus of child or children.
1. Fine motor skills development
2. Gross motor skill development
3. Hand-eye or feet eye coordination
4. Muscle flexibility enhancement (Walker et al., 2018).
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A link to one EYLF Principle which relates to the underpinning philosophy of the
experience plan: Become aware of their abilities, weakness, and strength
EYLF Principle: “Children have a strong sense of physical wellbeing”
A link to which EYLF Practice your plan most relates to Engaging in enhancing complex
sensory-motor skills and movement patterns.
EYLF Practice: The teacher believes in the children and knows in his heart that they will do
good in the activity. Also they work together with the teacher and follow his guidance to
enhance their skills. Furthermore, according to the activity that is mentioned here. Children
are motivated to grow their physical motor skill and spatial ability and hand-eye coordination
(Manning et al., 2017).
What are your intended teaching strategies to support the child/children in this learning
experience?
The teacher should praise the children at all times.
The children should have the chance to work out their own strategies for the activity.
Joining in with the children and helping them to understand the activity and the help from the
exercise ball they are going to get.
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Evidence of implementation and general evaluation
If the children do the exercise ball activity before the rolling tyre activity they will have help
for the rolling tyre activity in respect of motor skill and spatial skill. They can maintain their
balance better if primarily the go through the exercise ball activity (Moser et al., 2017).
Reflections of the experience
When the kids are asked to do other kinds of activities after they learn about the exercise ball
activity. The kids will perform better in other activity that includes motor skills, spatial
movements or hand-eye coordination.
Future planning possibilities- Where to from here?
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Furthermore, kids can be engaged in hanging tyre activity or different kind of activities that
challenge the motor skills and coordinating skill of the children or we can opt for activities
that will grow the physical ability of the kids even. After the exercise ball activity is done
properly and pleasantly there is a lot of possibilities waiting for the kids (Melhuish et al.,
2015).
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