CHCECE013: Child Information Report and Practice Analysis

This report details a study on a 4-year-old girl in a childcare facility, focusing on using child information to inform practice. The student utilized observational methodologies, including anecdotal records, time samples, and work samples, to gather data on the child's motor, English, and social skills. The...Read More

Running head: CHILDREN INFORMATION 1
Use Information about Children to Inform Practice
NAME
COURSE
UNIVERSITY/AFFILIATION

CHILDREN INFORMATION 2
The Introduction
The information about children plays some pivotal roles in ensuring that parents have
provided all the necessary support and care to their children. Consequently, this impacts
positively on the children side as they will grow-up in a conducive environment. In this report, I
asked for a permission from a service provider to collect information about one of the child in a
child care facility. I used observation methodology to gather information. In addition to
observation, I used secondary sources from related books, journals and articles. Some of the
methods that I used include; anecdotal records, work and time samples. The anecdotal records
technique is concerned with how specific incidents are represented in a written form. On the
other hand, time samples involves the process of counting the number of times in which a child
exhibits a certain behavior. Moreover, work samples involves drawings, paintings and dictated
stories. The main aim of this report is to discuss in details the information regarding a particular
child using the mentioned observation and recording techniques.
A Profile of the Child
The study involved a girl who was 4-years of age. Her development level can be
described according to the following capabilities; motor skills, English skills and social skills. To
start with motor skills, she participated in different activities not limited to kicking balls and
running. In addition, she played with toys and also participated in swinging. Besides, she started
to prefer certain body parts; for instance, she was throwing stones with her right hand. On the
other hand, she was able to understand some confusing terms, for example, “different” and
“same” as far as her English skills was concerned. Finally, the following are some of her social
skills:

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 She enjoyed company of other children.
 She was fun-oriented rather than temperamental.
 Although she understood rules that were used in different games, but sometimes she
was uncooperative.
Regarding background, she came from a middle-class family. Also, her parents were
happily married; therefore, there was no any point of separation as well as divorce. Nevertheless,
she had no any disability or other health issues. Moreover, she had elder sisters and brothers
whom she like very much. Last but not least, she had stayed in a day care for about three years,
thus interacting with her family members for only few hours.
What I Observed
The child played with some toys for about 10 minutes, afterwards, she asked her mother
to give her some food. In child care, she said to her friend, ‘give me your car toy.’ Her friend
gave her the toy and she started playing with it. She returned the car toy to her friend and said,
‘hey friend, I like your toy, I’ll tell my mother to buy for me one.’ Later, she had stomachache
and started crying till the care assistant came in and asked her what was the problem. She
replied, ‘Am not feeling well.’ The day care assistant replied, ‘please stop crying so that I can
take you home.’ She stood up and stopped crying. Then, the day care assistant took her to the
medical center. Besides, the child was kicking her ball one day. Then, another child came and
said to her, ‘please let’s play together.’ She refused to play with that child and said to him, ‘go
away I can’t play with you.’ The other child took the ball and threw it away. Consequently, she
started crying and slapped the other child. Moreover, the observation checklist has been outlined
below:

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CHILD’S NAME
DATE
TIME
Check the following information and record any concerns.
Language Skills
Starts conversations. She started talking to her friends as well as care assistants.
Understanding level. She had low understanding regarding seasons and days of the week.
Read properly and write correct spelling. She was able to understand meaning of different words.
Perceptual Skills
Takes part in extra-curricular activities such as music. She participated in dancing.
Follows instructions. She followed her parents’ instructions and also game rules.
Give comments on other people’s ideas. She participated in discussions actively.
Motor Skills
Rides bicycle. She did not manage to ride a two-wheeled bike.
Play ball games. She managed to kick a ball.
Climb trees. She tried to climb trees but her efforts remained futile.
Draw objects such as people and buildings. She drew objects such as circles and a line.
Other Comments:

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What I know about her now
Currently, she has improved her skills drastically. To start with understanding, she know
most of the things not limited to holidays and days of the week. She reminds her parents to
prepare something good for her during holidays. Other than understanding, she is always
cooperative while playing with other children at the daycare. She follows all the rules concerning
a particular game. Furthermore, she can play puzzle games such as joining 30 pieces properly.
These games help her to understand various ways that she can use to find solutions to given
problems. Moreover, she can climb some trees especially those with many branches.
Additionally, she has developed better ways of solving conflicts such as reporting her friends to
care assistants as well as her parents rather than hitting them. Above all, she has improved her
artistic skills as she can draw objects such as people, cars and airplanes.
Different Observation Formats
 Anecdotal Records: The child started crying and said to her care attendant, ‘I want some
biscuits.’ The care attendant gave her some biscuits and she stopped crying. She ate
biscuits and later joined other children in the playground.
 Time Samples: The child hit her mother for 15 seconds when she took her toy. Then, she
went and kicked her ball five times.
 Work Samples: The child had drawn objects such as circles and lines on a piece of
paper.
Observation Guidelines
There are several observation guidelines that I followed while collecting child’s
information. Firstly, I set aside sufficient time to record child’s daily activities and behavior.

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Other than sufficient time, I also ensured that I’ve used appropriate recording tools such as
notebook and scrap papers. To ensure that I’ve collected accurate data, I considered objective
observations which doesn’t entail one’s own feelings. Apart from objective observations,
subjective observation was equally important since it helped me to make judgments. Besides,
detailed observations was also another important guideline which I considered. It assisted me to
record complete information. Last but not least, my observation was descriptive. These
guidelines ensured that the information collected is very accurate; therefore, it can help parents
and other concerned parties such as teachers to make informed decisions regarding the child.
Child’s Strengths, Interests, Needs and Cultural Practices
The child’s strengths have been outlined below:
She was able to draw simple objects such as lines, oval and circles.
She was creative and innovative since she managed to learn new ways of doing things,
for example, painting objects with different colors.
She participated in ball games such as kicking as well as throwing balls.
She had a retentive mind, hence able to remember facts related to Mathematics; for
instance, she was capable of counting more than ten objects.
She was self-driven as she carried out activities without being told to do so by her parents
and day care assistants as well. In addition, she played independently.
She participated in children dancing competitions and acting
Apart from strengths, there are also some interests that are associated with the child in
question. The interests of a child can be divided into the following two classes; personal and
situational interests. Regarding personal interests, she liked music and airplanes, while on the

CHILDREN INFORMATION 7
other hand, she liked seeing her brothers and sisters playing games in computers and laptops as
far as situational interests is concerned. Moreover, she was interested in the following cultural
practices; playing instruments such as didgeridoo and clapsticks. Besides, she was involved in
artistic works such as drawing which doesn’t require a lot of efforts. Finally, her needs entailed
the following:
 Security. She felt secure in her parent’s hands. This can be illustrated well as she
returned home in case her friends are disturbing her. She often reported such cases to
her parents.
 Emotional support. She was angered and saddened by some situations. However, her
parent’s words encouraged her to feel better.
Information Exchange and Discussions
Sharing of information about a particular child is vital since it enhances understanding
between relevant parties such as parents, teachers, carers and relatives. The information is shared
in informal way most of the times, however, formal ways such as conferences may also be used
when the need arises. The aim of this discussion is to identify some of the problems related to
children behavior and finding appropriate solutions. Parents share information regarding
strategies that they are using currently to ensure that their sons and daughters have changed their
bad morals. The following guidelines are followed while exchanging information:
 Appropriate schedule. The meeting time should be agreed upon by all parties involved,
hence preventing unnecessary inconveniences such as lateness.
 The meeting should take place in a family room and refreshments must be available.

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 The parents and other relatives are given reports as early as possible so that they can go
through it and have a hint before meeting.
 Respect relevant parties’ obligations. This is achieved by keeping time to allow people to
carry on with other activities.
However, these meetings should maintain confidentiality of the highest degree. The information
that has been discussed should not be discussed to the other third parties such as neighbors. Also,
confidentiality can be enhanced through storing documents appropriately so that they cannot be
accessed by other people.
Suggestions for Play-based Learning Experiences
 I’ll enhance conducive environment for interaction. The child must be exposed to the
world rather than staying lonely. I’ll encourage her to participate actively in singing and
dancing competitions, thus improving her social and motor skills. I’ll group her with
those children whom she like most to reduce unnecessary misunderstanding and
arguments.
 Expose children to different puzzle games. To enhance active participation, I’ll give her
gifts when she solves puzzle games correctly. This will improve her cognitive skills as a
result. Therefore, she will be able to solve different problems in life.
 Familiarize children with different colors. I’ll expose her to toys with different colors
such as blue, white and red. The exposure to these colors will improve her artistic skills.
This is because she will use different colors to paint objects. Other than colors, I’ll show
her pictorial representations of different objects such as table and chair so that she can
draw complex objects rather than lines and circles.

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 Incorporating digital technologies. This will involve the practice of exposing children to
videos that explains how puzzles can be solved very easily. Afterwards, a child can
follow the provided guidelines to solve puzzle games. Other than videos, virtual reality is
equally important since it will enable the mentioned child to adapt different
environmental conditions very easily.
Incorporation of National Quality Framework (NQF) and National Quality Standard
(NQS) Into Early Years Learning Framework (EYLF)
NQF was established by the Australian government in 2009. Its objectives include the following:
 To enhance children’s well-being.
 To ensure that children have accessed better care services.
 To ensure that citizens have accessed information related to how they can take care of
their children well (Pollock, Warren & Andersen, 2017).
Its guiding principles include:
 To support families in ensuring that children have good moral values that are acceptable
in the society.
 Offering services in relation to children’s interests.
 Children learn in a conducive environment.
 Aboriginal culture is perceived to be vital (Pollock et al., 2017).
On the other hand, NQS plays some pivotal roles in NQF. It determines how environment
affects learning capability of a child (ACECQA, 2013). Also, it assist parents to rate the services
that are offered by the Australian government, hence making the right decisions regarding their
children. To sum up, the NQS describes what quality education is all about (Corr, Cook,

CHILDREN INFORMATION 10
LaMontagne, Davis & Waters, 2017). The standards that are developed by NQS are used by
EYLF to describe better practices as well as principles that must be implemented by the service
providers to enhance children learning.
Conclusion
In conclusion, the report has discussed about a study that involved a girl of 4years-old.
Her developmental can be described basing on motor skills, English skills and social skills.
Regarding motor skills, she started to prefer certain body parts; for instance, she was throwing
stones with her right hand. On the other hand, she understood some confusing terms, for
example, “different” and “same” as far as her English skills was concerned. Lastly, some of her
social skills include fun-oriented and enjoyed the company of other children. The following
methods were used to collected and record information; anecdotal records, tape recording,
interviews, work and time samples. In observation, the following guidelines were followed
strictly; setting aside sufficient time to record child’s daily behaviors, using appropriate
recording tools and involve descriptive observations. However, there are some things that need
to be considered to enhance future interactions. Some of them include enhancing conducive
environment for interaction by enabling children to communicate with different people, making
children communicate by asking questions and focusing on both verbal and non-verbal
communication.

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References
Australian Children’s Education and Care Quality Authority. (ACECQA). (2013). “Report on the
National Quality Standard.” Retrieved from http://acecqa.gov.au
Corr, L., Cook, K., LaMontagne, A. D., Davis, E., & Waters, E. (2017). Early childhood
educator mental health: Performing the National Quality Standard. Australasian Journal
of Early Childhood, 42(4), 97-105.
Pollock, K., Warren, J., & Andersen, P. (2017). Inspiring environmentally responsible preschool
children through the implementation of the National Quality Framework: Uncovering
what lies between theory and practice. Australasian Journal of Early Childhood, 42(2),
12-19.

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