Early Childhood Education and Care Observation Task LA019689

This assignment, completed for an Early Childhood Education and Care course (LA019689) at TAFE NSW, involves observing a child named Riley through various methods and creating an experience plan. Task 1 requires four observations: two anecdotal observations, a jotting observation, and a le...Read More

Early Childhood Education and Care
Off-the-Job Assessment
LA019689
Assessment Summary
This assessment is ungraded. Learners will receive a Satisfactory or Unsatisfactory in accordance
with TAFE NSW Assessment Guidelines.
All assignments must be completed satisfactorily.
What you have to do
TASK OVERVIEW
Task 1 involves completing a series of observations on a child named Riley.
Task 2 involves creating one (1) experience plan for Riley for the indoor OR outdoor environment
based on the observations completed in Task 1.
Please read through all tasks very carefully.
Task 1: Observations
Watch the video sequences of ‘Riley’ aged 13 to 18 months of age.
The video sequences are available on the Resources (tab) of the OLS under all Support cluster
units.
Complete 4 (four) observations of ‘Riley’ (the child in the video) as detailed below:
Observation 1 – Anecdotal Observation (Sequence 1 – Self feeding pumpkin soup)
Observation 2 – Anecdotal Observation (Sequence 2 – Outside with brush and container)
Observation 3 – Jotting observation (Sequence 3 – Riley with pegs and container)
Observation 4 – Learning story (Sequence 4 – Riley and Holly in the backyard)
Refer to learner resource for CHCECE013 - Use information about children to inform learning
Analyse (interpret) these observations considering:
 Aspects of the child’s development
 Knowledge, ideas, abilities and interests of the child
 Social interactions
 Reactions to the play environment
Refer to CHCECE010 - Support the holistic development of children in early childhood
LA019689, Play Cluster Off-the-Job Assessment, CHC30113
1
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

Include:
 Links to relevant approved learning frameworks (e.g. EYLF)
 Future planning ideas

Refer to CHCECE009 - Use an approved learning framework to guide practice
The following observation templates have been developed to use for this task.
Your four (4) completed observations must cover the following five (5) developmental domains;
Physical; Social; Emotional; Cognitive; Communication
ANECDOTAL OBSERVATION 1
Child’s name: Riley Date: 11/02/2020
Setting: Home Observer:
Observation:
It could be observed that
the child has a grip over his
spoon and feeding himself
the pumpkin soup.
However, he looks around
to find a similar face,
apparently his mother. No
wonder he keeps on
muttering “mama ma” in a
very child-like tone. It is
difficult to comprehend
from the indistinctive
language that is being used
by the child to
communicate with the
carer or the mother. It is
not immediately clear as to
the person who is recording
the video is directly related
to Riley or not.
Interpretation:
According to the video
provided, the child is able to
repeat the action of picking up
his spoon and feeding himself
which is likely for a 13 month
old baby (Fox and Diezmann
2017). It is also observed that
he points to one direction
uttering some indistinctive
language and then resumes
his eating. Hence, it can be
understood that his cognitive
development is ongoing for on
the same level as for a 13
month old baby
(Acecqa.gov.au 2018). In
addition, he is also able to
comprehend and follow the
advices that are provided by
the individual.
Relevant Approved Learning
Framework Links:
EYLF Outcome 5 and 2
EYLF Sub-Outcome 5.1
(Foundationsforsuccess.qld.edu.au
2020)
Future planning:
The future plan for the child is to engage him in activity that will improve his cognitive and
language skills by involving him in activities like imitating rhythms and animal sounds and
beginning to count numbers.
2 LA019689, Play Cluster Off-the-Job Assessment, CHC30113
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

ANECDOTAL OBSERVATION 2
Child’s name: Riley Date: 11/02/2020
Setting: Backyard Observer:
Observation:
It is observed that the child
is able to walk with the
water bucket and with the
brush in his other hand to
colour the yard. He mutters
something indistinctively
which could not be
immediately inferred. He
goes near the gates and
strokes the wet brush on
the patterns and then
resumes his colouring on
the rocks. He understands
the posture that is required
while sitting on the rock.
Interpretation:
The child is able to climb on
the rock to sit and then paint
his yard. In addition, he is also
able to take two to three
steps without external help
and balance problem. He
frequently squats to assist him
in sitting on the rock or to pick
the bucket of water from the
floor (Davis, Torr and
Degotardi 2015). On cognitive
development context, it could
be said that he is looking for
new toys near the pebble and
fountain area and explores by
putting the brush in the
mouth.
Relevant Approved Learning
Framework Links:
EYLF Outcome 2 and 1
EYLF Sub-Outcome 1.2
(Foundationsforsuccess.qld.edu.au
2020)
Future planning: The future plans for the child would involve him engaging in activities like
balancing on one foot to increase his physical development and squats without the usage of
hands.
JOTTING TEMPLATE
Child’s name: Riley Observer:
Setting: Outdoor Interpretation:
The child spends most of the
time in exploring the shape
of the pegs and removing
and inserting them in the
container (Sumsion 2019).
He repeats the actions in the
hope to discover interesting
results. He has a habit of
stacking and knocking over
the box to displace the inside
Relevant Approved Learning
Framework Links:
EYLF Outcome 2 and 1
EYLF Sub-Outcome 1.2
(Foundationsforsuccess.qld.edu.au
2020)
Date: 11/02/2020
Jotting 1: The child is
banging on the floor with the
empty container to make
sounds and rejoice it while
hearing it.
Date: 11/02/2020
Jotting 2: The child is
LA019689, Play Cluster Off-the-Job Assessment, CHC30113
3
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

continuously throwing and
inserting the pegs from the
container while rejoicing the
procedure. He observes the
shapes of the pegs that he is
observed to be playing.
materials (Acecqa.gov.au
2018).
Date: 11/02/2020
Jotting 3: He starts collecting
all the displaced pegs but
quickly leaves them and
leaves a grin on his face
towards the individual who
is recording the video. He
constantly makes
indistinctive noises to
exclaim his happiness.
Future planning: The future plan of the child will be involve him in activities like walking into a ball
to kick it and develop physically. In addition, these activities should be planned in a group such
that his social development is enhanced.
LEARNING STORY (You can attach photos to this if you wish and you have
permission)
What happened and who was involved: Riley is playing with a football in his backyard with an old
man and a girl named, Holly. Riley was kicking the ball and following it wherever it went with the
old man assisting him. Holly, on the other hand, was bowing down on the ground with the ball
over her stomach and instructed the old man to kick on the ball to release it while carefully not
hurting her abs. Riley went to her and asked whether she was fine and then the old man returned
and kicked the ball by rolling Holly over. This went on for the next 5-7 seconds more until holly
again bowed down with the ball on her stomach.
Interpretation (analysis) including developmental domain/s: Riley and Holly are able to play
together in a social setting while sharing toys without protest. Riley jumps and walks without
disruption and with ease.
Relevant Approved Learning Framework Links: EYLF Outcome 2 and 3
EYLF Sub-Outcome 3.1 (Foundationsforsuccess.qld.edu.au 2020)
Possible future planning from this observation: The future plan for the child is to engage in
4 LA019689, Play Cluster Off-the-Job Assessment, CHC30113
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

activities in the outdoor setting with minimal obstacles such that their agility is increased.
Observer: Date: 11/02/2020
DEVELOPMENTAL DOMAIN TABLE
Use this table to identify the developmental area (s) that your observations cover.
Tick (√) the relevant box for each observation covered.
NOTE: Each individual observation will not cover all developmental areas; this table is a tool for
you to ensure that after completing all four (4) observations, you have information on each
developmental area.
Anecdotal 1 Anecdotal 2 Jotting Learning story
Physical √ √ √ √
Social √
Emotional √
Cognitive √ √ √ √
Communication √ √ √ √
END OF TASK 1 (Observations) - PLEASE CONTINUE TO TASK 2 (Planned Experience).
Task 2: Planned experience
Apply the knowledge you have gained from the observations completed on ‘Riley’ to:
Write one (1) experience plan to support Riley’s development.
The experience plan must be for the indoor OR outdoor environment.
Please note you will not be implementing this experience so you will not need to complete the
final four sections in the experience plan outlined below;
 ‘Show and discuss this plan with your work place supervisor’
LA019689, Play Cluster Off-the-Job Assessment, CHC30113
5
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

 ‘Evaluation / reflection of the experience’
 ‘Include links to the relevant approved learning framework here’
 ‘Future planning ideas’
All other sections in the experience plan must be completed.
The following experience plan template has been developed to use for this task
6 LA019689, Play Cluster Off-the-Job Assessment, CHC30113
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017

LA019689, Play Cluster Off-the-Job Assessment, CHC30113
7
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017
Experience Plan Template
Learner’s name: Name of experience: Toy-Made
obstacle course
Child’s name and age: Riley, 18 month old Date: 11/02/2020
Setting: Outdoor Location of experience: Backyard
Reason/s you have
chosen to present this
experience:
Which observation
does this link to?
Riley has been exposed to social gatherings in a much lesser
way than his counterparts. It could be observed in the
above activities that he did not have much friends who
could be a part of the activity and help in his social
development. Hence, with the inclusion of this activity in his
backyard with holly and other children of his age in the
locality, it could be easier for him to enhance his social and
cognitive skills.
Identify
developmental
priorities:
What might the child
learn by doing this
experience?
Riley and his friends will be learning to collaborate with
each other in a social setting such that success is achieved.
In addition, they will also be developing physical gross-
motor skills like sliding, climbing, scaling and swinging. They
will be learning to communicate with other participants and
learning to coordinate and feel the enjoyment of winning
the competition.
Include links to the relevant approved learning framework here
EYLF Outcome 1 and 5
EYLF Sub-Outcome 5.4
Proposed set up:
1. Soft blocks
2. Balls
3. Hula hoops
4. Old stuffed animals
5. Plastic bowling pins
6. Water balloons
7. Bean bag
8. Balance board
All the materials for the activity will be kept one after the other with proper
instructions given prior to the start of the activity in clear language such that the rules
of the game are clear to them.
Identify hazards and
possible risks to the
children
The grassy area in the playground may become too wet from
the spillage of water from the water balloons and tend to
become slippery for the children to participate for long time.

END OF TASK 2 (Planned experiences) – THIS IS THE END OF THIS ASSESSMENT
References
Acecqa.gov.au. 2018. Developmental milestones. Available at:
https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pd
f [Accessed 11 Feb. 2020].
Davis, B., Torr, J. and Degotardi, S., 2015. Infants and toddlers: how visible are they in the Early
Years Learning Framework?. International Journal of Child Care and Education Policy, 9(1), p.12.
Foundationsforsuccess.qld.edu.au. 2020. EYLF outcome sub-elements. Available at:
https://www.foundationsforsuccess.qld.edu.au/sites/ffs/files/resources/ffs-appendix-2.pdf
[Accessed 11 Feb. 2020].
Fox, J.L. and Diezmann, C.M., 2017. The Australian early years learning framework and ICT: a part
of life or apart from life?. In Contemporary Issues and Challenge in Early Childhood Education in
the Asia-Pacific Region (pp. 143-163). Springer, Singapore.
Sumsion, J., 2019. The Australian Early Years Learning Framework: Becoming and Children in Their
First 1000 Days. In The First 1000 Days of Early Childhood (pp. 73-92). Springer, Singapore.
8 LA019689, Play Cluster Off-the-Job Assessment, CHC30113
© New South Wales Technical and Further Education Commission 2017 (TAFE NSW - WSI), Archive version 2, January 2017