Child Observation & Learning Analysis: Shellharbour TAFE Record

This assignment features documentation, planning, and assessment records related to child observation and learning, specifically focusing on a child named Piper. The jottings capture snapshots of Piper's behavior and skills during playtime with dough, noting her need for recognition, attentiveness, and independent exploration. The interpretation of learning encompasses physical, cognitive, social, and language domains, highlighting Piper's ability to grip objects, express herself through gestures, and interact with educators. The assignment links these observations to the Early Years Learning Framework and attachment theory, emphasizing the importance of early relationships and consistent support. Future learning possibilities include developing self-help skills, attention skills, and motor skills through various playthings and educational materials. The curriculum should incorporate diverse tools and resources to enhance children's understanding and engagement. This student contributed assignment is available on Desklib, a platform offering a wide array of study tools and resources.

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Context: Child Name: Piper Age: 2 years, 1 month
Observation: Jotting
Document a quick
snapshot of the child’s
behaviour or skill. Write
in past tense and short
sentences.5 jottings
make up 1 observation
J1
Piper was busy showing the dough that was made by her to her educators that speaks about her need of the recognition
J2
Piper was not attentive at the time of the play dough time that was revealed when she was not attentive to the instruction that was delivered by her
playschool teacher. She was not focussing on the instructions that was being given to her by her teacher.
J3
Piper did not play on the basis of what was taught to her by her educators and she continued to roll the dough on the basis of her own whims. She did
not notice the way the educator was pressing the playing tool against the dough and continued to work on her own.
J4
The educator was showing Piper how to flatten the dough that helped in giving a shape to the dough but continued to give a round shape to the dough
neglecting the advice offered to her by the educator
J5
Piper was finding it difficult to cut the piece of the dough with her spoon however she continued to continue the work in a haphazard manner.
Referenced
Interpretation of
the learning:
Skills and/or
developmental
domains
(Cognitive, social,
emotional,
Physical Domain
Piper was able to grip the dough very firmly in her hands and she was eager to express freely what she felt by taking recourse to her hand movements.
Language Domain
Piper is able to use her expressions that can help in suggesting to the educators what she needs at the present.
Social domain
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
physical, language) Piper is able to interact freely with the educators with the help of her hand gestures and her body language. It helped in conveying to the teacher the
inner urges of the kid.
Cognitive domain
Piper has been able to roll the play dough that shows that she has developed the ability of moving the hands and making use of it for serving her purpose.
It is clear from the video that Piper can express her opinions very clearly with the help of her bodily movements. She can communicate about her desires
by moving her hands that helps her in reaching whatever she wanted to. She was very lively at the time of her playing in the child care centres that shows
that she was interested in staying in a group. Piper does not become aggressive but continue to play based on her own volition.
Referenced Learning
and development
linkage to
Theoretical Perspectives Early Years Learning Framework
The attachment theory of Bowlby states that the formation of
early relationship with that of the care givers can play an
important role in developing the children. The social
relationships has an influence on the activities of the children
and it teaches them many essential things. This theory talks
about the fact that the children have innate need of forming the
attachments (Page, 2016). The children want to stay close to
caregiver that can help in providing a safe haven for the children.
The children should receive the consistent support from their
teachers that can help them in learning things in an independent
manner.
Learning Outcome 1: Children like to work on the basis of their own wishes
Learning Outcome 2: Children have the tendency of expressing their feelings with the
help of their hand gestures
Learning Outcome 3: Children use the expressions in conveying what they want to
the people that is around them.
Learning Outcome 4: Children uses the hands when they feel that they need
something from people.
Objective for future learning and development Learning Possibilities for inclusion in the curriculum
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
The future learning would focus on helping Piper to develop her self-help skills that can help
her in the aspect of problem solving. Piper would be able to make an imprint of the play stick
on the dough in the event of being attentive to the instructions that are delivered to her
(Barblett, Knaus & Barratt-Pugh, 2016). The future development should focus on gaining her
attention skills that can help her in learning new things. The motor skills in the children can
be developed by providing the children with various kinds of playthings which can help in
the development of their movements related to the hands.
The curriculum should include varieties of playing tools that can help the children in
learning a lot of new things. It can help them in understanding the concept of the
shape that can prove to be useful for their educational curriculum. It can help the
children in learning new concepts quickly (Farrell, 2018). Books and charts should
also be included in the curriculum that can help in captivating the attention of the
children. It can help in the retention of certain important concepts in the mind of the
children.
References
Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning. Australasian
Journal of Early Childhood, 41(4), 36.
Farrell, A. (2018). Children’s Rights to Healthy Development and Learning in Quality Early Childhood Education and Care in Australia. In Positive Schooling and Child Development (pp.
383-398). Springer, Singapore.
Page, S. (2016). Early learning: Everyone benefits-a campaign to shift the paradigm on how Australia values the early years. Every Child, 22(2), 4.
Shellharbour TAFE Higher Education