Early Childhood Education and Care: Observation and Framework Analysis

This assignment presents an observation report focusing on a child named Lilu within an early childhood education setting. The report details several observational sequences, including Lilu's interaction with puzzles, drawing puppets, and her activities at the park. Each observation includes physical, social, emotional, cognitive, and communication assessments. The interpretation section links the observations to Piaget's theory of cognitive development, highlighting the child's learning approaches and assimilation of new information. The report also connects the observations to the Australian Early Years Learning Framework and the Australian Early Development Census, emphasizing the importance of educators supporting children's potential and development. The assignment concludes with potential future planning considerations for the child's continued development, including fostering a strong sense of self, communication skills, and social awareness. This assignment is a valuable resource for students studying early childhood education and can be found on Desklib.

DEVELOPMENT CLUSTER EARLY CHILDHOOD
EDUCATION AND CARE
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Task 1: Observations
Observation 1 – Anecdotal Observation – Sequence 1: Lilu and puzzle
Child’s name: Lilu
Setting: The child undergoes a tryout with the
arrangement of numbers in English in a
learning space within a room. Her actions are
perceived by her educator.
Observer
Observation
 Physical: The child actively grips the
boxes representing the numbers and
keeps herself engaged in categorizing
them sequentially. Her way of sitting
standing and other body movements
indicates her flexibility of physical
actions, interest and attention in
learning numerical skills
 Social: The girl’s interaction with her
mentor shows her exposed aptitude.
She does not hesitate to relate her
response when she gets confused of the
order of numbers especially when she
thinks of placing the 3rd digit. Secondly,
she declares her haphazard alignment
of digits to be a matching game of
puzzles as she couldn’t find the “No. 2”
while re-designing the series of boxes.
 Emotional: The child seems to be quite
sensitive and intends to understand her
Interpretation,
including
developmental skills,
concepts and
dispositions/links to
theory
The acquirement of
learning approaches
must be administered
with utmost care and
deliberation to nurture
the inner potentialities
of a child. The kids
possess a trend to
accomplish the
actions single-
handedly without
taking some sort of
support or comfort
from any person.
They maintain the
transparency of the
Relevant Approved
Learning Framework
Links:
Australia’s leading
countrywide “Early
Years of Learning
Framework” for the
most important
juvenile
educationalists
outspread and
enhance children’s
knowledge unto 5
years and over and
done with the
changeover to
learning institutes. It
is established on
behalf of the
Australian
Administration of
State-owned as well
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inaccuracies in aligning the numbers.
She exhibits her passion for learning
with self-confidence and determination
while she playfully treats the puzzle.
 Cognitive: She tries to think logically
as per her knowledge of understanding.
 Communication: She has a flair for
conversing promptly as well as listens
considerately to her mentor. She speaks
in a well-mannered atone with clear
accent of language.
psychosomatic
boldness and establish
them with a flexible
plus friendly method.
As per Piaget’s
theoretical analysis of
cognitive evolution, it
is evident that kids’
cognitive abilities
advance over a
succession of phases
wherein newfangled
information on or
after involvements
and understandings of
diverse patterns of
facts is taken in as
well as assumed. They
correspondingly begin
to realize that
“symbols” (terms or
expressions) can
characterize matters
or actions and to
follow the perception
of “eternity” of
creation, they
comprehend that the
entities carry on being
present, even when
these are not
as Territories’ agenda
to support the
educators to deliver
the chances to
capitalize on the kids’
potential and promote
source of future
achievement in
education. It holds the
global policies set as
per the United
Nations Agreement on
the Privileges of the
Kid (the Resolution)
which reveals that all
descendants ought to
possess the right of
education that forms
the groundwork for
making the best use of
their aptitude, and
admirations toward
their family, social
and added
individualities and
vernaculars. The
Resolution likewise
distinguishes the kids’
right to perform and
remain active
contributors in all
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observable. The kids
learn by accepting
newer facts
(“assimilation”),
which enhances to
changes
(“accommodation”)
with past knowledge
and consideration of
appreciative views
(representations).
As per the
interpretation of Piget,
the children need to
project a sense of
steadiness among
stages of adaptation
and “accommodation”
(symmetry).
situations stirring their
existence. There are
other considerable
frameworks
Connecting the
“Australian Early
Development Census”
as well as “The Early
Years Learning
Framework” to
arrange for
educationalists and
instructors with the
facts to enrich their
viewpoints by what
method kids are
developing within the
societal setup—this
amplified the
understanding to
update and reinforce
program design and
preparation.
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Possible future planning:
 Have a robust intelligence of
individuality
 Be related to the educators and other
advisors, parents and the community
 Contribute your potential talents and
abilities to the “world”
 Have a duty to own a a sturdy wisdom
of individual and Social welfare and
legal as well as safety guidelines
 Be self-possessed and support the
learners with moral principles
 5. Stand to be real communicators
Observation 2 – Learning story- Sequence 2: Drawing puppets at home
Observation 3 – Jotting – Use Sequence 3 – Lilu and Dad walking into service
and
Use Sequence 4 – Lilu saying goodbye to Dad
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