Child Study: Integrated Workplace Assessment Task CHC50113

This document presents a comprehensive integrated workplace assessment task, focusing on a child study within an early childhood education setting. The assignment includes gathering information from the child's family, completing child information sheets, and conducting various observations of the child's development across physical, social/emotional, cognitive, language, and creative domains. The assessment incorporates anecdotal observations, work samples, and jottings to analyze the child's progress and identify future goals. The student aligns their findings with the Early Years Learning Framework (EYLF), developing plans and resources to support the child's learning and development. The task demonstrates an understanding of child development, observation techniques, and the practical application of the EYLF in a workplace context. The document covers the child's background, routines, interests, and observed behaviors, providing insights into their development and suggesting strategies for future interventions and experiences.

Integrated Workplace Assessment Task. CHC50113.
Activity 1
Building a Picture of the Whole Child.
This task requires you to gather information about your focus child and their family:
 Give the All About Me information sheet to your focus child’s family and ask them to complete and return it.
Alternatively, you may interview the Parent/Guardian and child to gather the information.
 Discuss with your Workplace Supervisor how you will share the child study with the child and the child’s
family (i.e. will you provide a copy on the completion of all tasks?).
 Discuss how you will share the information appropriately to respect confidentiality in line with the services
policy and procedures.
 Utilising information from your Workplace Supervisor, workplace documentation, enrolment form, parents
and observations, complete the Child Information Sheet.
Document your answers on the ‘All About Me’ template and ‘Child Information’ templates.
Child Study One: 2 – 6 years
All About Me
Dear Parent /Guardian
I am currently undertaking workplace experience at your child’s service. As part of my studies I am required to
plan experiences to support children’s development and learning. So that I can get to know your child better could
you please share some information with me by completing the information below about your child.
Thank you.
Child’s First Name: Mason Date of Birth: 30/11/2016
Who is in my family? There are 4 people in my family.
- Parents and two kids (Ronin – 5
years and Mason – 3 years)
My favourite things are…
 Playing with siblings
 Watching cartoon
 Drawing
 Playing football
My family’s goals for me…
 I love drawing and football and they love
to see me excelling in my favourite
hobby.
Things I do with family…
 I play football with my family.
 We watch TV together after dinner.
 My mom help me in drawing.
 Ronin also likes to help me in drawing.
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Child Study One: 2 – 6 years
Information Sheet
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing the
child and their routines.
Child’s First Name: Mason Age: ____3_____years ____5____months
Length of time the child has been attending the service:
Attendance
Pattern  Monday  Tuesday  Wednesday  Thursday  Friday
Routines
Separation Routine
How child separates on arrival e.g. cuddle, wave
etc.
 The child wave when he arrive. Through he look
very quiet and nervous but after some time he
became relaxed.
Self-Help Skills:
Dress/undress self; Toilet self/wash/dry hands;
Manage spoon/fork; Pour own drink.
 The child can dress/undress self
 Can go to toilet and wash hands by own
 Through he still need some help in eating
etiquettes as he struggle to manage fork and
spill the food on himself
Usual Sleep Routine:
Does child usually have afternoon sleep?
Comforters?
 The child do not sleep in noon as he like to
either reading or draw after having lunch.
Self-Expression:
Ability to communicate their needs/wants.
 The child do not really like to talk too much, but
if needed he can communicate his essential
need.
Play/Transitions:
Ability to make appropriate play choices. Ability to
manage transitions, follow directions.
 The child love football and drawing he did not
show interest in any other activities and did not
enjoy playing other games as much as football.
Child Interests: observe, ask child, ask staff, ask parents.
 In conversation with Mason’s parents, I have come to know that Mason has specific routine which
he like to follow every day, he loves activity like football and drawing which interest him most.
Mason doesn’t show interest toward other activities unless his sibling are doing it. In
conversation with the educator and observing I have notice that Mason took his time to feel
comfortable in the setting, he only communicate with others only if necessary.
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Child Family Background: e.g. family structure, culture
 There are four member in Mason’s family including him. Parents and sibling Ronin. The family
love to spend time together.
Activity 2
Observing the Whole Child.
This task requires you to complete different types of observations of your focus child. For each observation you will
need to:
 Observe the child in each area of development: physical, social/emotional, cognitive, language, creative.
 Interpret the observation using your knowledge of child development.
 Develop goals for the child based on your observation.
 Link your goals to the Early Years Learning Framework: Principles, Practices and Learning Outcomes
(including sub-element).
 Develop plans (including experiences, resources and strategies) to meet these goals in the future.
 Discuss your observations with your Workplace Supervisor.
Document your answers on the ‘Observation’ templates.
Child Study One: 2 – 6 years
Physical Development
Child’s First Name: Mason Age:_3___years
__5___months
Date: 27/5/19
Note: This checklist is designed to provide you with a very general summary of basic skills that can be observed – it is not
intended that this checklist should replace written observations of the child, but rather, as a beginning learner of child
development, to provide you with a basic awareness of some of the many skills you may (or may not) observe as you work
with the child. You are only required to complete the Checklist section for your Focus Child’s age.
CHECKLIST KEY:  Achieving  Attempting  Not Observed/Ready
 Checklist 2 years – 3 years  Checklist 3 - 6years
 Can turn pages of book
 Able to manipulate play dough
 Able to thread large beads
/ Kick moving/stationary ball
/ Can throw/catch ball
/ Can climb up/over obstacle equipment
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 Able to place pegs in pegboard
Able to use art/craft utensils E.g. paintbrush
 Able to scribble with pencils
 Moves to music and plays simple instruments
 Can throw a ball with some sense of direction
 Can kick a ball
 Can run
 Can walk along wide balance board
 Can jump up and down
 Can jump on trampoline
Other:


/ Can balance along beam
 Can jump on trampoline
 Good co-ordination and control
/ Have _right_______hand preference (right/left)
 Good hand-eye co-ordination
 Can thread small beads
 Can manipulate scissors to cut
 Holds and manipulates writing utensils to draw objects
 Can join small pieces of construction
 Drawing recognisable pictures
 Can write his/her name
Other:

Interpretation/Analysis of Development: There is nothing to be worry about Mason’s development, the child having progressing properly.
- The child can Dress/undress self
- Can go to toilet and wash hands by own
- Through he still need some help in eating etiquettes as he struggle to manage fork and spill
the food on himself, but I think after some time this can be managed He loves football and drawing and can handle and manage objects well which is good for 3 yrs.
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Future Goal:
 To involve Mason in more activity and improve communication with him.
Future Experience and Resources: To use effective communication with Mason to build good relationship with him so he can be more
comfortable in setting.
Early Years Learning Framework.
 Principle – Secure, respectful and reciprocal relationships.
 Practice – Holistic approaches
 Learning Outcome – LO3 Children have a strong sense of wellbeing.
 Sub-element – 3.2 Children take increasing responsibility for their own health and physical
wellbeing.
Observed By: Vivianne Lee
Child Study One: 2 - 6 years
Anecdotal Observation
Child’s First Name: Mason Age:__3__years
__5___months
Date: 28/5/19
Setting/Context: Indoor Area of development: Cognitive
Observation:
Mason stood at the table and carefully put one type of animal into
each compartment. He sorted the remainder of the animals until he
was left with the lion and the elephant. He then tipped the animal out
of the box and repeated the process.
This time he went to the block corner and collected two small wooden
bowls from the props shelf. He placed the elephant in one and the
lion in the other. He then lined the two wooden bowls up with the
wooden sorting box. He was looking very pleased with himself.
Insert Photo/s Optional
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Mason then asked the educator why the elephant and the lion were in
the separate bowls. “Because they don’t belong,’ he said. ‘They not
farm animals.’
Interpretation/Analysis of Development:
Through this experience I observed Mason understands how to classify objects by sorting and grouping
similar animals together. He classified the group of animals as ‘farm animal’ and was able to exclude the
lion and the elephant, which he said did not belong to the set of the farm animals.
Mason has an age-appropriate understanding of classification and was able to use his problem-solving
skills to deal with the lion and the elephant, which clearly did not belong to the farm animal set.
Future Goal:
To tackle a more complex sorting task.
Future Experience and Resources:
Sorting Animal into worksheet.
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Early Years Learning Framework.
Principle –
Ongoing learning and reflective practices
Practice -
Holistic approaches
Learning Outcome –
4) Children are confident and involved learners
Sub-element –
4.4 Children resource their own learning through connecting with people, place, technologies and natural
and processed materials.
Observed By: Vivianne Lee
Child Study One: 2 – 6 years
Work Sample
Child’s First Name: Mason Age:_3__years _5___months Observer: Vivianne Lee
Setting/context: Indoor Area of development: Fine Motor Skill
Collect a work sample from your focus child (documentation of the child’s drawing, artwork, writing sample,
photograph of construction etc.). Insert the original piece of work with the child’s permission or photocopy the
piece of work and insert or attach to the assessment. You are required to write a brief description about the work
sample. You may include the child’s comments regarding the sample (as appropriate).
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Interpretation/Analysis of Development:
 Mason’s has created an amazing piece of artwork ‘Rainbow Painting ‘with the use of different
colours. He initially used a different colours to paint a rainbow, which then followed by using
various colour pencils to colour the outlines. This has demonstrated his imaginative skills and his
motor skills. He would also have developed good eyes and hand coordination if he continues to do
so.
Future Goal: Mason should draw/paint more in the future, as this can make him more expressive and allow his
imagination to run wild.
Future Experience and Resources:
 He should explore more use of colours, as he currently only knew how to use blue, green, purple
and red. Alternatively, he should try mixing colours such as red and blue to make purple.
Early Years Learning Framework.
Principle –
 Ongoing learning and reflective practices
Practice – Responsive to children and learning environment.
Learning Outcome –
1. Children have a strong sense of identity.
Sub-element –
1.1 Children feel safe, secure and supported.
1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
Observed By: Vivianne Lee
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Child Study One: 2 – 6 years
Jottings
Child’s First Name: Mason Age:_3__years __5__months
Area of development:
Speech and Language
Jotting 1 Date: 27/05/19 Jotting 2 Date: 29/05/19 Jotting 3 Date: 30/05/19
 Mason continues to sit
in sandpit when come
inside. ‘Mason, I need you to
come and wash your
hands ready for lunch,’
said the educator. Mason walked next to
the educator, holding
her hand. When inside he went
straight to the
bathroom, went to
toilet, washed his
hands and came and
stood near the lunch
table. ‘Where would you like
to sit, Mason?’ asked
the educator. Mason did not reply. ‘How about you come
and sit next to Leah
and Vallen? ’ asked the
educator again. Mason moved to the
chair, sat down and
started eating his
lunch.
 Mason poured himself a
drink and dripped a little
water onto the table.
 The educator passed him
a cloth.
 The educator asked, ‘Can
you wipe that please,
Mason?’
 ‘Yes, I can do it.’ Mason
smiled as he wiped the
table and seemed happy
with his effort. Mason
made no effort to interact
with other children. He
looked around but did not
speak.
 ‘Hi Mason, do you want to
play dinosaurs after
lunch?’ asked Keith.
 Mason looked at Keith, but
did not respond.
 The educator brought in
baby Henry, who has
woken from his sleep, and
sat him on her laps.
 ‘Hello Henry, did you has a
big sleep?’ He smiled at
Henry.
 Henry responds with a big
grin.
 ‘Henry is a happy boy, isn’t
he? He likes me’ said
Mason.
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Interpretation/Analysis of Development: From the observation, we concern about and wiping a spill. Mason lack of interactions with his
peers. However, the observation also shows Mason‘s strength. He is able to confidently manage
self-help skills which included toileting, hand-wash, eating his lunch, pouring a drink and wiping
a spill. Mason demonstrates that he is able to understand and follow directions, and is able to speak in
very simple English in sentences.
 The observation also shows that Mason enjoy interacting with baby Henry. He is able to relate to
Henry at an appropriate level, and shows pride when Henry responds to him in a positive way.
Future Goal: To develop a relationship with one same-age peer and address his interest in the babies.
Future Experience and Resources: Invite Mason and one other child to be ‘helpers’ in the nursery, spending time playing with Henry.
Early Years Learning Framework.
Principle – High expectations and equity
Practice – Responsiveness to children
 Learning through play
Learning Outcome –
3. Children have a strong sense of wellbeing.
5. Children are effective communicators.
Sub-element –
3.1 Children become strong in their social and emotional wellbeing.
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5.1 Children interact verbally and non-verbally with others for a range of purposes.
Observed By: Vivianne Lee
Child Study One: 2 – 6 years
Running Record
Childs First Name: Mason Age:_3___years __6___months
Date of Observation: 31/05/19 Area of development: Fine Motor Skill
Location: Indoor Other Children Present: Keith
Time Observations over 3 min period
3:45 pm Mason began to build the blocks by using a hollow block for his base then added a small
cylinder with a larger cylinder on top. Mason is demonstrating his skills at balancing the
blocks. He then placed a small bamboo cylinder followed by a taller bamboo cylinder on his
tower. As Mason is building, he sat back on his heels and looked carefully at the placement
of each block as if assessing his structure for aesthetics.
Keith came and sat opposite to Mason and said, ‘That’s a good tower, Mason.’ Mason
smiled and nodded. He watched closely as Keith carefully placed another block on the
tower. The two continue to work together, extending the construction at the base.
Interpretation/Analysis of Development:
This observation confirmed that Mason is quietly confident. Even though sometimes Mason spends too
much time playing alone; however, his gentle nature and quiet manner tend to draw other children to
him.
From the observation, we know that Mason shows extraordinary persistence and concentration; he is
able to plan and problem-solve; he is able to work systematically; he demonstrates competent motor
skills; he is able to work alone and remain on task; and he demonstrates quiet confidence and pride in
his work.
Mason didn’t seek out the company of other children, but allows Keith to join his play, listen to Keith’s
idea and collaborates in adding to his construction.
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Future Goal: To achieve extraordinary talent in the future.
Future Experience and Resources: Provide Mason with a greater range of blocks.
Early Years Learning Framework.
Principle – Ongoing learning and reflective practices
Practice – Learning through play
Learning Outcome –
1. Children have a strong sense of identity.
Sub-element –
1.4 Children learn to interact in relation to others with care, empathy and respect.
Observed By: Vivianne Lee
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