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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Child Study One: 2 – 6 years
Learning Story
Write a Learning Story observation about your focus child being involved in an experience. Include the
following:
Title (insert title of Learning Story).
Today…. (Insert: Date, child’s name and continue to write the story about what was observed).
Reflection on learning…. (Insert: interpretation about the child’s learning that occurred).
Where to next….. (Insert: EYLF Goal, Learning Goal, Experience and Resources).
Photo/s and the inclusion of other children are optional.
Threading Wooden Beads
Today….
Mason is sitting at the threading activity for approximately eight minutes. The task involves threading
wooden beads of various sizes, shapes and colours onto plastic string. Mason selected eight large
beads of different colours and shapes, and placed these in a straight line. He held the plastic string in
his right hand and picked up a bead in his left hand. He then threaded it into the string, however he
didn’t succeed and the bead fell onto the ground. He was frustrated that he started to cry. I calmed him
down by helping him to thread another bead in.
Reflection on learning….
Mason should learn how to be more patient and develop more logical thinking and problem solving
skills. He should face his problems with confidence rather than backing out and cry. This activity has
assisted in developing his motor skills and hand-eye coordination skills.
Where to next….
It is possible for Mason to teach his mates how to thread beads
onto the plastic strings. This would enhance his communication
skills and kept him engaged. Alternatively, he could participate in
the threading activity for a longer duration, e.g. 15 minutes.
Observed By: Vivianne Lee
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Insert: Photo/s Optional

Integrated Workplace Assessment Task. CHC50113.
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child in Child Study One. Collate the
information you have gathered about your focus child in Activity 1 and the observations completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you would
like to work on to support/extend your focus child’s development. Provide a reason for why you have chosen this
area/s.
Document your answers on the ‘Developmental Summary’ and’ Reflection and Planning’ templates.
Child Study One: 2 – 6 years
Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus child?
Child’s Name: Mason Age: 3 yrs 6 months Date: 05/06/19
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday Observer: Vivianne Lee
Family Background: There are 4 people in my family. Parents and two kids (Ronin – 5 years and
Mason – 3 years)
Child’s Interests:
 The child likes playing with siblings
 The child likes watching cartoon and tv with
family at night
 The child likes drawing and often draws
with his sibling
 The child loves playing football and plays
football with his sibling and his family.
Physical Development: The child shows appropriate physical
development for a 3 year old.
 Child can manage movement and physical
engagement with ball (kick, throw, catch)
 Child can manage obstacle (climbing,
beam balancing)
 Child can appropriately handle smaller
equipment (threading small beads) and
has moderate efficiency with spoon and
fork.
 Child can hold drawing equipment and
draw recognisable pictures.
Social/Emotional Development:
 Child has minor issues in communicating
with peers.
 Child enjoys the company of baby Henry
and feels pride and satisfaction when Henry
responds in a positive way.
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Language Development/Communication: Child is able to understand directions and
communication in English. Child is able to speak in simple English
sentences. Child uses smiling (with baby Henry) as a
means of nonverbal communication.
Cognitive Development
 Child has good understanding of which
animal belongs in which category.
 He was able to sort out elephant and lion
from a list of animals and put them separate
from farm animals
 This indicates that the child has an age
appropriate understanding of classification
and also knew how to categorise animals
properly.
 Child has strong self-help skills where he is
able to manage toileting, managing lunch
and even cleaning a spill
Child Study One: 2 – 6 years
Reflection and Planning
Child’s Name: Students Name:
Reflection: Based on your focus child’s Developmental Summary, what area/skill/interest/learning outcomes
would you like to work on to support/extend your focus child’s development and/or learning? Explain why you
have chosen these area/s.
The areas in regards to the concerned child that needs working are inter peer communication, managing
complex tasks and better handling of smaller objects.
These areas are chosen primarily because the child shows that he has issues communicating with his
friends and peers whereas he can communicate effortlessly with the educators and even share good
relationship with baby Henry. He is a bit clumsy when it comes to smaller tasks like pouring drinks. He is
good at handling medium level cognitively challenging sorting tasks but this area can be improved.
Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to
support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy
and/or environments you could provide to promote this learning?
EYLF Outcome:
LO4 Children are confident and involved learners
EYLF Outcome:
LO3 Children have a strong sense of wellbeing.
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Goal to support Learning Outcome:
To involve child in more activity and improve
communication with him.
Goal to support Learning Outcome:
To involve the child in developing a relationship with
one same-age peer
Future experiences/provisions:
Child will be able to sort and identify objects
belonging to different categories (not just
animals).
Child will be able to match categories as they will
be described in a worksheet.
Future experiences/provisions:
Child will be able to communicate better and more
freely with peers.
Child will be able to hold interactions in a
communicative game.
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement two learning experiences to support the development of your focus child
using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences prior to undertaking these
experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours
prior to the implementation.
Your planned experiences:
 Must provide a rationale for how the experience and goals supports the child’s development.
 Must link to your focus child observations, developmental summary or reflections and their interests,
strengths or identified needs.
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 May include routine tasks or one-to-one interactions with the educator, or be set up as a provision/learning
area available to all children.
 May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved.
Reflect on your role in the experience and how you managed the group. Discuss with your Workplace Supervisor
and use their feedback to assist you in developing a goal for your future professional development.
Document your answers on the ‘Individual Experience Plan’ templates.
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Evaluation of the experience: (Did the child/ren demonstrate they have met
the goal? What principles practices and Learning outcomes have been considered?)
Individual/Group strengths, interests and Goals (How will
this experience support the group’s development/learning?
Experience Plan 1
The activity will be introduced to the children as a fun
game that requires teamwork. So they can get to play with
their friends.
After the activity, the children will be provided
opportunity to reflect and move on to the next task.
Title: Child’s Name /Group Age: Date:
This improves collaboration, group communication as
well as group and individual cognitive skills.
I want to achieve development in inter peer
communication and better cognitive evaluation skills in
the child.
Objective What do you want to achieve?)
Role of the Educator (How will you gather children to the experience?
How will you smoothly and safely transition the children to the next
experience/routine at the conclusion?)
Collect and use data,
Observations, formative
assessment, interviews,
knowledge of child
development,
Frameworks intent.
The children (along with focus child) will be put in a small
group. One common category will be assigned to each child
along with a small basket (category example – food, animals,
transport and insects). They will be provided with a large
assortment of pictures from where they will work in group to
identify category and put in respective basket.
Design learning plan (List and describe the resources
and materials you will use for the experience)
The children have met the goal
Principles/practices – Ongoing learning and reflective
practices/holistic approaches
The child will be able to display increased communicative and cognitive abilities.
This experience will be built upon by engaging in an inclusive activity that
incorporates elements of all.
Question
PlanAct/Do
Linking to EYLF Outcome/s:
Tick one relevant outcome LO1:
Children have a strong sense of
identity LO2: Children are
connected with and contribute
to their world LO3: Children
have a strong sense of
wellbeing LO4: Children are
confident and involved learners
LO5: Children are effective
communicators
Reflect
Review
Future Planning: (What next? How will you extend, revisit or build upon
this experience?)

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Evaluation of the experience: (Did the child/ren demonstrate they have met
the goal? What principles practices and Learning outcomes have been considered?)
Individual/Group strengths, interests and Goals (How will
this experience support the group’s development/learning?
Experience Plan 2
I will tell the child that I don’t know how to build using
building blocks and I will ask the child to teach me based
on what he knows. I will ask him to describe every step in
the process.
After the activity I will build something simple for the child
and ask if I did okay.
Title: Child’s Name /Group Age: Date:
This improves the child’s linguistic abilities as well as
developmental skills. It also focuses on cognitive
development by introducing multitasking concept.
I want to achieve better linguistic outcomes from the
child as well as better developmental ability of
displaying block building skills.
Objective What do you want to achieve?)
Role of the Educator (How will you gather children to the experience?
How will you smoothly and safely transition the children to the next
experience/routine at the conclusion?)
Collect and use data,
Observations, formative
assessment, interviews,
knowledge of child
development,
Frameworks intent.
The child be provided with a medium intensity indoor activity
like building blocks. The child will then be told that the
teacher does not know how to do the task and asked if the
child knows. The child says yes. Then he will be asked to
teach the educator how to do it while providing direction for
every step.
Design learning plan (List and describe the resources
and materials you will use for the experience)
Yes, the child demonstrated that they have met the goal.
Principles/practices - Secure, respectful and reciprocal
relationships/ holistic approaches.
The child will display better linguistic and developmental skills.
This will be achieved by using an activity called commented play.
Question
PlanAct/Do
Linking to EYLF Outcome/s:
Tick one relevant outcome LO1:
Children have a strong sense of
identity LO2: Children are
connected with and contribute
to their world LO3: Children
have a strong sense of
wellbeing LO4: Children are
confident and involved learners
LO5: Children are effective
communicators
Reflect
Review
Future Planning: (What next? How will you extend, revisit or build upon
this experience?)

Integrated Workplace Assessment Task. CHC50113.
Child Study One: 2 – 6 years
Experience Evaluation and Reflection of the Experiences
Evaluation of Goal: (How did the experience meet the goal and outcomes? Was it appropriate or not, did it go well or not
so well and why? How did the child respond? What did the child gain from the experience? How successful was the
implementation of the experience – including set up, resources, environment, timing, transitions etc? Were there any
spontaneous teaching moments? Were there any unplanned outcomes? If so identify these aspects and what you did.)
The experience(s) met the child’s required developmental areas well by engaging the child with other children as well as
educators in specially designed activities targeting the focus areas. The child responded positively and was able to
overcome his barrier with inter peer communication. The implementation of the experience was successful without any
hurdle. There were no unplanned outcomes.
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher strategies, further
develop goals? Will you vary the experience or work on a new skill/interest? How will you extend/encourage/challenge
children’s ideas/experiences/interests/skills/development/abilities? What provisions/provocations can you set up to further
the child’s learning and development?)
In the future, I am planning to implement more innovative practices to the development of children with more specific issues.
Based on the difference in children, the skills will be made to vary. Further provisions will be made in accordance with the
children’s requirements for development.
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and
management. Think about your interactions with the child; how you supported the child; how you managed the experience;
what you did well; what you could work on for your own professional development; anything you might change; any
unexpected outcomes/problems etc. Also think about tone of voice, supervision, awareness of safety issues etc.)
I think I managed the role of the educator well in the case of the target child. I was able to identify specific developmental
goals as well as requirements. I was also able to devise and plan for activities based on the EYLF. I also maintained a
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Integrated Workplace Assessment Task. CHC50113.
cordial and friendly tone and attitude with the child.
Professional Goal: (What can you work on to improve your skill/s?)
I can provide more attention to developing and reaching the child’s goals in a more holistic way that requires involvement
with other children and communication as a problem solving device.
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 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’ and ‘Child Information’ templates.
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 Months
All About Me
Child’s First Name: Evelyn Date of Birth: 18/03/18
Who is in my family?
 Daddy
 Mummy
 Sam, little brother.
My favourite things are…
 Painting
 Dancing
 Watching cartoon
My family’s goals for me…
 Be happy and healthy.
 Develop good gross motor skill.
Things I do with family…
 Watch TV
 Going to the park
 Playing games
 Reading bedtime story
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 Months
Child Information
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing
the child and their routines.
Child’s First Name: Evelyn Age: _1___years ____1____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.
 Cuddle
Self-Help Skills:
Dress/undress self; Toilet
self/wash/dry hands; Manage
spoon/fork; Pour own drink.
 Manage to use spoon/fork while eating.
Usual Sleep Routine:
Does child usually have afternoon
sleep? Comforters?
 Usually has afternoon sleep after lunch.
Self Expression:
Ability to communicate their
needs/wants.
 Able to say yes / no.
Play/Transitions:
Ability to make appropriate play
choices. Ability to manage transitions,
follow directions.
 Able to make appropriate play choices.
 Able to manage transitions and follow directions.
Child Interests: observe, ask child, ask staff, ask parents. Dancing
 Painting
 Watching cartoon
Child Family Background: e.g. family structure, culture
 Father
 Mother
 A baby brother ( 2 mths old)
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Integrated Workplace Assessment Task. CHC50113.
 From an Australian family
Activity 2
To complete this task you will need to access Child Study Two: 0 – 24 Months Observation Templates.
Observing the Whole Child.
This task requires you to complete five narrative observations (e.g. anecdotal, learning stories) of your focus
child. For each observation you will need to:
 Observe the child focusing on a specific area of development.
 Interpret the observation using your knowledge of child development.
 Link to Early Years Learning Framework Outcomes and sub-elements.
 Develop plans (including experiences, resources and strategies) to meet these goals in the future.
There are four developmental area observations and one play observation to complete:
i. Observation of cognitive development.
ii. Observation of physical development (fine motor and/or gross motor).
iii. Observation of social/emotional development.
iv. Observation of language development.
v. Observation of play skills.
You must use the Child Study Two Observation Templates relevant to your focus child’s age range (0 – 24
months).
Document your answers on the Observation templates appropriate to the age of your focus child.
Please Note: Observation Templates for this task are available above, using the same as those for your first
child.
Responses should demonstrate skills and knowledge of development and following observation
protocols, while also demonstrating knowledge of the EYLF.
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 months
Anecdotal Observation
Child’s First Name: Evelyn Age: 13 mths Date: 23/01/19
Setting/Context: Indoor Observer: Vivianne
Observation: Interpretation:
 The assistant educator, Julie was
holding Evelyn in her arms outside
the door of the room. Evelyn’s mum
stood next to them, holding a baby
carrier with her newborn in it.
Evelyn wailed loudly and reached
out first one arm, then both arms,
towards her mother. Evelyn’s cried
out, ”Mummyyyy!” When Evelyn’s
mum turned to leave, Evelyn began
crying even more loudly, and
sobbed, “Noooooo! Mummyyyy!”
 Evelyn seems to be experiencing separation
anxiety. The birth of the new baby may be a
contribution factor. Evelyn may has been
upset that Taylah was not there and there
was a sub instead. Perhaps Evelyn was not
feeling well. There are already two children
with bad cold in the group.
EYLF Responses should demonstrate knowledge and understanding of the EYLF
Principle – Secures, respectful and reciprocal relationships
Practice –
 Continuity of learning and transitions
Learning Outcome –
1. Children have a strong sense of identity
Sub-element –
1.1 Children feel safe, secure and supported
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 months
Jottings
Child’s First Name: Evelyn Age: 13 mths Observer: Vivianne
Jotting 1 Date: 25/01/19 Jotting 2 Date: 30/01/19 Jotting 3 Date: 01/02/19
 Evelyn lies in her cot
after waking up. Julie
bends over her but she
does not smile. Taylah,
her regular caregiver,
comes over and Evelyn
immediately starts to
smile.
 Evelyn is sitting on
the mat playing with
nesting cups. Aria
crawls to the rug and
tries to make a cup
from Evelyn’s hand.
She squeals, holds on
tight to the cup,
looking around the
room at the adults.
 Evelyn enters the nursery
with her mother. She
hides her head in her
mother’s shoulder and
hold tightly to her
shoulder. Taylah comes
over to her mother
smiling. The two women
talk in a friendly manner
for two or three minutes.
Taylah then says ‘time for
mummy to go’, hold out
her arms for Evelyn, who
leans over and reaches
out for Taylah, smiling in
return.
Interpretation:
Evelyn is experiencing separation anxiety and stranger anxiety which is typical for infants at this
age. It shows her growing awareness of others and her ability to discriminate between familiar and
unfamiliar people. She is also showing her attachment to her mother and her primary caregiver,
Taylah in these jotting.
EYLF Responses should demonstrate knowledge and understanding of the EYLF
Principle – Partnerships
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Integrated Workplace Assessment Task. CHC50113.
Practice –
 Continuity of learning and transitions
Learning Outcome – 3. Children have a strong sense of wellbeing
Sub-element –
 3.1 Children become strong in their social and emotional wellbeing.
Child Study Two: 0 – 24 months
Running Record/Time Sample
Childs First Name: Evelyn Age: 13mths Date: Observer:
Location: Others Present:
Time Observations
2pm
2:15pm
2:25pm
Responses should demonstrate skills and knowledge of development and following
observation protocols.
The kid slowly walked to the play room and selected her favourite ball. She hold the ball
tightly to her chest and looked at me as if she was expecting me to help her. I sat her
down and decided to sit opposite closely to her.
I gently rolled the ball to her and she rolled it back to me. She seemed to enjoy rolling the
ball to me as she started to giggle when she caught the ball. I would pull a silly face at her
to ease the atmosphere in the playroom.
I praised her with positive words such as ‘Well done, Evelyn!’ and ‘Evelyn, You’ve done
an excellent job”. Although she’s quite young to understand the true meaning of these
phrases, she would still understand the fact that I’m happy with her progress as she is
quite familiar with recognizing facial expression.
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Integrated Workplace Assessment Task. CHC50113.
Interpretation
Responses should demonstrate skills and knowledge of development
 It was evident that she is getting used to new setting and start showing interest in different
things which will be beneficial in supporting her development and learning.
EYLF Responses should demonstrate knowledge and understanding of the EYLF
Principle –
Practice –
Learning Outcome –
Sub-element -
Child Study Two: 0 – 24 months
Learning Story
Learning with legos
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Today….
Evelyn is engaged with a set of colourful Legos for five minutes. She is trying to make something
by connecting random blocks of Legos together but is unsuccessful in finding where to connect.
She seemed a little frustrated so I went to her and asked her what she was trying to do. She said
she was trying to build a house but she does not like the way the walls came out. I helped her by
showing her how to connect Legos so that the edges won’t come out. She seemed happy and in
the end was able to make a structure that resembled a house but did not have any door. I helped
her fix that by removing a small piece of lego from one side to make an opening.
Reflection on learning….
Evelyn is very young so it is understandable that she will have trouble with toys like legos. She needs to build
a little more patience in order to understand how to use toys like legos. This activity has helped in developing
her cognitive and motor skills.
Where to next….
Evelyn would have to move to building slightly more complex activity in order to help develop
patience and cognitive skills. Alternately, she can try and engage in group lego building activities
where every child would be included.
EYLF Responses should demonstrate knowledge and understanding of the EYLF
Principle – Ongoing learning and reflective practices
Practice – Learning through play
Learning Outcome – Children are confident and involved learners (LO4)
Sub-element – 4.2 Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating.
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Integrated Workplace Assessment Task. CHC50113.
Activity 3
Developmental Summary.
This task requires you to complete a Developmental Summary on your focus child (0 – 24 months). Collate the
information you have gathered about your focus child in Activity 1 and the observations completed in Activity 2.
Using the Developmental Summary reflect on what developmental area/skill/interest/learning outcomes you
would like to work on to support/extend your focus child’s development. Provide a reason for why you have
chosen this area/s.
Choose two Learning Outcomes related to your reflection and develop a goal to support each learning outcome.
Describe the provisions, resources, experiences, routine, teaching strategy and/or environments you could
provide to promote this learning.
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’ templates.
Responses should be age appropriate and demonstrate skills and knowledge of child development
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 Months
Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus
child?
Child’s Name: Evelyn Age: yrs months Date:
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday Observer:
Family Background:
 Family involves father, mother and an
infant brother ( 2 months)
 Family has Australian heritage
Child’s Interests:
 Child likes to paint
 Child likes to dance
 Child likes to watch cartoons
Physical Development:
 Child is able to manage spoon and fork
while eating
Social/Emotional Development:
 Child suffers from primary separation
anxiety while her mother is leaving.
 This indicates that the child is still not
emotionally mature.
Language Development/Communication:
 Child manages to say yes/no
 Child can call mummy and understand
when she is leaving, calling her might
bring her back.
Cognitive Development:
 Can understand facial expressions and is
able to identify when someone is happy.
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Integrated Workplace Assessment Task. CHC50113.
Child Study Two: 0 – 24 months
Reflection and Planning
Childs Name: Students Name:
Reflection: Based on your focus child’s Developmental Summary, what area/skill/interest/learning
outcomes would you like to work on to support/extend your focus child’s development and/or learning?
Explain why you have chosen these area/s.
The areas that I will focus upon is communication, language and cognitive development.
Evelyn is young and therefore needs scaffolding to develop these focus areas.
Future Planning: Choose two Learning Outcomes related to your reflection above and develop a goal to
support this Learning Outcome. Describe the provisions, resources, experiences, routine, teaching strategy
and/or environments you could provide to promote this learning?
EYLF Outcome:
4. Children are confident and involved learners
EYLF Outcome:
3. Children have a strong sense of wellbeing
Goal to support Learning Outcome:
To involve child in more activity and improve
communication with her.
Goal to support Learning Outcome:
To make child aware of her place in an
inclusive classroom
Future experiences/provisions:
Child will be able to play more complex games
Future experiences/provisions:
Child will be able to communicate better and
more freely with peers and educators.
Child will be able to hold interactions in a
communicative game and express her
problems better.
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Integrated Workplace Assessment Task. CHC50113.
Activity 4
Planning, Implementing and Evaluating Experiences.
Your task now is to plan and implement two learning experiences to support the development of your focus child
using the reflection and planning you undertook in Activity 3.
You will need to complete an experience plan for each of the two experiences prior to undertaking these
experiences. Your experience plans must be approved in writing by the Workplace Supervisor at least 24 hours
prior to the implementation.
Your planned experiences:
 Must provide a rationale for how the experience and goals supports the child’s development.
 Must link to your focus child observations, developmental summary or reflections and their interests,
strengths or identified needs.
 May include routine tasks or one-to-one interactions with the educator, or be set up as a
provision/learning area available to all children.
 May include other children if appropriate e.g. a small or large group experience.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved.
Reflect on your role in the experience and how you managed the group.
Document your answers on the ‘Individual Experience Plan’ templates.
Student must attempt each section and question. Responses will vary but must contain certain points
relevant to each question including;
 Experience plans will relate to and follow on from information collected about the Focus Child. Goal will be written in goal format. E.g. To further develop children’s interest in dinosaurs. And
link will demonstrate understanding of the EYLF. Performance indicators will be relevant to how child will demonstrate meeting the goal Rationale will demonstrate age appropriate knowledge of the age group and expectations, as
well as reflect understanding of the importance of the development. All resources needed for the experience will be listed eg. container, dirt, toy dinosaurs etc. Transition strategy will include how the children will be transitioned to/from the experience, eg.
Singing finger plays, introducing the experience, moving children safely between experiences. Description of experience will detail all of the steps required to complete the experience with the
children, including set up and what the children are going to do. Pedagogical practices will demonstrate understanding of their educator role in the experience,
including strategies for assess children’s learning. Practices may include; initiating, modelling,
prompting, coaching, encouraging, playing alongside, giving directions, asking questions,
extending, demonstrating, one to one interactions Evaluation will address; how the experience meet the goals and outcome, if it was appropriate, if
it was successful and why, how the children responded and gained from the experience,
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Integrated Workplace Assessment Task. CHC50113.
children’s reactions and comments, and what indicated you have meet the goals of the
experience. Follow up experiences will demonstrate understanding of an appropriate way to extend on the
experience that will further children’s learning and development, while based on feedback from
the evaluation. Reflection on role- evaluates teaching performance – strategies, learning, development and
management. May consider interactions and support with the children, management of the
experience changes, unexpected outcomes/problems, tone of voice, supervision, awareness of
safety issues, and further professional development Professional goal will be written in correct format and will reflect the reflection on role.
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Integrated Workplace Assessment Task. CHC50113. Trainer.
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Integrated Workplace Assessment Task. CHC50113. Trainer.
Child Study Two: 0 – 24 months
Experience Evaluation and Reflection of the Experiences
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the
experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc?)
The experiences were mostly successful. The child displayed desired outcomes in the picture sorting activity. During the storytelling, the child was engaged however it required more effort to help her understand
concepts of problem and communication and needed to display with gestures how communication is effective. The implementation of the experience was also successful with no major hurdles.
Future Planning: (What next… how will you extend, revisit or build upon this experience, future teaching strategies, further develop goals? Will you vary the experience or work on a new skill/ interest? How
will you extend/ encourage/ challenge children’s ideas/ experiences/ interests/ skills/ development/ abilities? What provision/ provocations can you set up to further the child’s learning and development?)
In the future I will pay more attention to including aspects of easy communication with younger children. This would include less words and more use of gestures, funny
and active positive body movements but also pictures and animated videos. Further provisions will be made in accordance with the children’s requirements for
development.
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning, development and management. Think about your interactions with the child; how you supported the
child; how you managed the experience; what you did well; what you could work on for your own professional development; anything you might change; any unexpected outcomes/ problems etc. Also think about
tone of voice, supervision, awareness of safety issues etc.)
I think I managed the role of the educator well in the case of the target child. I was able to identify specific developmental goals as well as requirements. I was also able to devise and plan for activities based on
the EYLF. I also maintained a cordial and friendly tone and attitude with the child. I made some miscalculation with the storytelling task regarding its complexity but in the end it yielded the desired outcome.
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Evaluation of the experience: (Did the child/ren demonstrate they have met
the goal? What principles practices and Learning outcomes have been considered?)
Individual/Group strengths, interests and Goals (How will
this experience support the group’s development/learning?
Experience Plan 1
I will ask the child to help me put these animals back into
their homes. I will ask her to identify where the fish stays
and based on her response, ask her to put the picture of
fish and lake together.
Title: Child’s Name /Group Age: Date:
This improves communication and individual cognitive
skills.
I want to achieve child’s development cognitively
where she can classify animals based on their habitat.
Objective What do you want to achieve?)
Role of the Educator (How will you gather children to the experience?
How will you smoothly and safely transition the children to the next
experience/routine at the conclusion?)
Collect and use data,
Observations, formative
assessment, interviews,
knowledge of child
development,
Frameworks intent.
The child is shown five pictures of animals, birds, insects and
fishes and given five more pictures of habitation. The child is
asked to identify where each animal stays and put those two
pictures together. (Fish stays in water)
Design learning plan (List and describe the resources
and materials you will use for the experience)
The children have met the goal
Principles/practices – Ongoing learning and reflective
practices/holistic approaches
The child will be able to take part in more complex games
displaying developed cognitive skills
Question
PlanAct/Do
Linking to EYLF Outcome/s:
Tick one relevant outcome LO1:
Children have a strong sense of
identity LO2: Children are
connected with and contribute
to their world LO3: Children
have a strong sense of
wellbeing LO4: Children are
confident and involved learners
LO5: Children are effective
communicators
Reflect
Review
Future Planning: (What next? How will you extend, revisit or build upon
this experience?)
Evaluation of the experience: (Did the child/ren demonstrate they have met
the goal? What principles practices and Learning outcomes have been considered?)
Individual/Group strengths, interests and Goals (How will
this experience support the group’s development/learning?
Experience Plan 2
I will engage the student in an interesting storytelling that
will highlight the importance of talking. This way the child
is expected to learn the values of communication and talk
about the problems.
Title: Child’s Name /Group Age: Date:
This improves the child’s linguistic abilities and problem
solving skills.
I want to achieve better linguistic outcomes from the
child as well as better problem solving abilities.
Objective What do you want to achieve?)
Role of the Educator (How will you gather children to the experience?
How will you smoothly and safely transition the children to the next
experience/routine at the conclusion?)
Collect and use data,
Observations, formative
assessment, interviews,
knowledge of child
development,
Frameworks intent.
The child will be asked to sit down with the educator and the
educator will tell her a story where a child just like her is
facing problems in school but instead of telling anyone, the
child keeps that to himself. Therefore when the time comes,
the problems become big and he is unable to solve them.
Then his teacher helps him defeat the problem by asking him
what each of the problems are. The moral of the story is
always talk about your problems to the teacher. The child
should also be able to talk about her problems
Design learning plan (List and describe the resources
and materials you will use for the experience)
Yes, the child demonstrated that they have met the goal.
Principles/practices - Secure, respectful and reciprocal
relationships/ holistic approaches.
Child should be able to inform about problems in the activities
displaying developed linguistic skills.
Question
PlanAct/Do
Linking to EYLF Outcome/s:
Tick one relevant outcome LO1:
Children have a strong sense of
identity LO2: Children are
connected with and contribute
to their world LO3: Children
have a strong sense of
wellbeing LO4: Children are
confident and involved learners
LO5: Children are effective
communicators
Reflect
Review
Future Planning: (What next? How will you extend, revisit or build upon
this experience?)

Integrated Workplace Assessment Task. CHC50113. Trainer.
Professional Goal: (What can you work on to improve your skill/s?)
I can provide more attention to developing and reaching the child’s goals in a more holistic way that requires involvement with other children and communication as a
problem solving device.
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Integrated Workplace Assessment Task. CHC50113. Trainer.
Activity 5
Small Group Experience One – Music, Movement and Dance.
For this task you are required to demonstrate the ability to plan, implement and evaluate a suitable music,
movement and dance experience for young children based on one of the following music/movement concepts.
 Tempo (fast/slow).
 Body parts - head, neck, shoulders, back, stomach, arms, legs, hands, feet, wrists, ankles, toes, fingers,
elbows, knees.
 Relationships – over/under, on/off, near/far, inside/outside, in front/behind/around.
 Or another area of interest.
Specifically, you will plan a small group experience (2 - 4 children). Complete an experience plan prior to
undertaking this experience. Your experience plans must be approved in writing by the Workplace Supervisor at
least 24 hours prior to implementation. Your plan must include:
 A rationale for how the experience and goals support the children’s development.
 Link to the EYLF.
 Consideration of the method/s of evaluation you will use to assess children’s learning and development
in this area.
When planning your experience you will need to:
 Include an introductory activity e.g. familiar action rhyme, story, warm-up, stretching.
 Include: a music, movement and/or dance experience that promotes the relevant concept chosen using
a song. You may choose a new or familiar song to the children but you must not use a CD for your song
– learn it and teach!).
 Use simple props e.g. puppet/s, felt characters, musical instruments, scarves etc.
 Include a transition activity e.g. a familiar action rhyme, movement games such as marching like an
animal.
 Consider the age and skills of the children as well as the physical space you are using to ensure it is
safe for the children to participate in the experience.
 Consult with your Workplace Supervisor about whether you will need another team member to support
your implementation of your experience given the age and abilities of the children in your group.
Once you have implemented your plan, evaluate how the experience went and whether the goal was achieved.
Reflect on your role in the experience and how you managed the group.
To complete this task you may like to refer to the following websites for ideas and resources:
 ABC Play School: http://abc.net.au/children/play/
 Family Education: http://fun.familyeducation.com/toddler/music/37371.html
 Gary and Carol Crees - Adventures in Music, Movement and Wellbeing:
http://www.adventuresinmusic.com.au/
 Songs for Teaching: http://www.songsforteaching.com/preschoolkindergartenearlychildhood/activity-
movement-songs/
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Document your answers on the ‘Small Group Experience Plan’ and ‘Evaluation and Reflection’
templates.
Student must attempt each section and question. Responses will vary but must contain certain points
relevant to each question including;
 Experience plans will relate to and follow on from information collected about the Focus Child. Experience must include: a music, movement and/or dance experience that promotes the
relevant concept chosen using a song. A new or familiar song to the children but not a CD for
your song – learn it and teach!). Use simple props e.g. puppet/s, felt characters, musical
instruments, scarves etc. Goal will be written in goal format. Eg. To further develop children’s interest in dinosaurs. And
link will demonstrate understanding of the EYLF. Performance indicators will be relevant to how child will demonstrate meeting the goal Rationale will demonstrate age appropriate knowledge of the age group and expectations, as
well as reflect understanding of the importance of the development. All resources needed for the experience will be listed eg. container, dirt, toy dinosaurs etc. Transition strategy will include how the children will be transitioned to/from the experience, eg.
Singing finger plays, introducing the experience, moving children safely between experiences. Description of experience will detail all of the steps required to complete the experience with the
children, including set up and what the children are going to do. Pedagogical practices will demonstrate understanding of their educator role in the experience,
including strategies for assess children’s learning. Practices may include; initiating, modelling,
prompting, coaching, encouraging, playing alongside, giving directions, asking questions,
extending, demonstrating, one to one interactions Evaluation will address; how the experience meet the goals and outcome, if it was appropriate, if
it was successful and why, how the children responded and gained from the experience,
children’s reactions and comments, and what indicated you have meet the goals of the
experience. Follow up experiences will demonstrate understanding of an appropriate way to extend on the
experience that will further children’s learning and development, while based on feedback from
the evaluation. Reflection on role- evaluates teaching performance – strategies, learning, development and
management. May consider interactions and support with the children, management of the
experience changes, unexpected outcomes/problems, tone of voice, supervision, awareness of
safety issues, and further professional development Professional goal will be written in correct format and will reflect the reflection on role.
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Child Study Two: 0 – 24 months
Evaluation and Reflection
Evaluation of Goal: (How did the experience meet the goal and outcome? Was it appropriate or not, did it go well or not so well and why? How did the child respond? What did the child gain from the
experience? How successful was the implementation of the experience – including set up, resources, environment, timing, transitions etc?)
The experience met the goal and the outcome by engaging all the children n a fun and educational activity where the primary focus is on learning the body parts. The setting upo was also effective and the music
was helpful in achieving tis goal.
Reflection on your Role
Comment on:
Your teaching performance – strategies, planning, appropriateness of experience, materials, props etc.
The used material was appropriate for the children. I have used the material effectively to engage the children in an activity that they can have fun while learning.
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Evaluation of the experience: (Did the child/ren demonstrate they have met
the goal? What principles practices and Learning outcomes have been considered?)
Individual/Group strengths, interests and Goals (How will
this experience support the group’s development/learning?
Experience Plan
Here, I will ask the children in the centre to form a group
for a dance. Before the activity I will engage the children in
a warm up activity where the children along with the
educators will move around the room in varying paces.
Afterwards I will ask the students to form an organized line
(and help them in the process), play the music and dance
to the music myself first to entertain the children, then ask
all the children to dance to it and highlight the body parts
with the action mentioned in the song.
Title: Child’s Name /Group Age: Date:
This improves the child’s understanding and knowledge
of body parts and their music cognition skills.
I want to achieve better understanding and display by
the children, of a music based dance practice session
where the body parts are highlighted as the focus.
Objective What do you want to achieve?)
Role of the Educator (How will you gather children to the experience?
How will you smoothly and safely transition the children to the next
experience/routine at the conclusion?)
Collect and use data,
Observations, formative
assessment, interviews,
knowledge of child
development,
Frameworks intent.
In this experience a group involvement is addressed where
the children are made to stand in an organized line. A song
called shake and move1 will be played and the children will
have to follow the direction of the song and move the
different parts of the body as asked. The educators should
also join in with the activity.
https://www.songsforteaching.com/store/shake-and-move-s
ong-download-with-lyrics-pr-60430.html
Design learning plan (List and describe the resources
and materials you will use for the experience)
Yes, the child demonstrated that they have met the goal.
Principles/practices - Secure, respectful and reciprocal
relationships/ holistic approaches.
The child’s development of understanding of body parts is
focused upon alongside music.
Question
PlanAct/Do
Linking to EYLF Outcome/s:
Tick one relevant outcome LO1:
Children have a strong sense of
identity LO2: Children are
connected with and contribute
to their world LO3: Children
have a strong sense of
wellbeing LO4: Children are
confident and involved learners
LO5: Children are effective
communicators
Reflect
Review
Future Planning: (What next? How will you extend, revisit or build upon
this experience?)

Integrated Workplace Assessment Task. CHC50113. Trainer.
Your tone of voice, supervision, awareness of safety issues etc.
I took care that no child was injured during the process. My tone and my attitude was appropriate and I followed all ethical codes of conduct. I also made sure to provide
help to the children when needed.
How you managed the experience; what you did well; what you could work on for your own professional development.
I managed the experience well. For all children as well as the target child, I was able to identify and involve them all in a practice that they had fun doing wile learning
something
How did you support children’s efforts? Assist? Encourage?
I encouraged the children’s efforts by helping them in the process of the dance and identifying the body parts for some of them.
Were there any children who required additional support or attention? In what way did they need support and what did you do?
No children required additional support. One child however did not want to dance after a while. She was allowed to rest and watch the others
Anything you might change; any unexpected outcomes/problems etc.
I would like to change the way the children are organised at the beginning. Instead of a line, I would like a chess board style organisation
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Professional Goal: (What can you work on to improve your skill/s?)
In the future, I can work on using such activities to help the development of other children as well.
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Child Study 3
Developmental
Profile
(Hannah)

Integrated Workplace Assessment Task. CHC50113. Trainer.
010 Child Study Three: 0-6 years
Interest Based Play
CHCECE009 Use an approved framework to guide practice
CHCECE017 Foster the holistic development and wellbeing of the child in Early Childhood
CHCECE018 Nurture creativity in children
CHCECE022 Promote children’s agency
CHCECE023 Analyse information to inform learning
CHCECE024 Design and implement the curriculum to foster children’s learning and development
Pre-Activity 1
To complete this task refer to Chapters 2, 3, 4, 5, 6 and 9 of your textbook ‘Frameworks for Learning and
Development’ and Chapters 7 of your textbook ‘Birth to Big School’.
You may also access the following readings: Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
 Developmental Milestones and the Early Years Learning Framework and the National Quality
Standards. Educators’ Guide to the Early Years Learning Framework for Australia. Evaluating and communicating about children’s learning. National Quality Standard Professional
Learning Program e-Newsletter, 48. Guidelines for Planning 2013. Guide to the National Quality Standard. Interest-based learning. National Quality Standard Professional Learning Program e-Newsletter, 37. Inquiry-based learning. National Quality Standard Professional Learning Program e-Newsletter, 45. Noticing and recording learning. The Early Years Learning Framework Professional Learning Program
e-Newsletter, 55. Planning the program. The Early Years Learning Framework Professional Learning Program e-
Newsletter, 57. Responding to children’s play. National Quality Standard Professional Learning Program e-Newsletter,
34.
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Activity Instructions
Child Study Three (0 – 6 years).
One way educators facilitate children’s learning is by working with interactive small groups to explore specific concepts
based around children’s interests. This task requires you to gather, and interpret observations for one focus child aged
between 0 years – 6 years and use this information to collaborate and plan an interest-based project experience for a one
week period. Your focus child needs to be in attendance at the service for at least 3 days per week.
With your Workplace Supervisor:
 Discuss the entire Child Study task.
 Gain permission to complete this task.
 In consultation select one focus Child who attends at least 3 - 5 days per week.
 Plan a schedule for the completion of this task and establish the best times to perform the observations using the
Child Study Activity Checklist.
 When you have completed your observations and planned your experiences, discuss and seek written approval
prior to implementation and submission for assessment.
To complete this task: You must gain written parental permission prior to commencing this task on your focus child. Include this
permission with your Focus Child Profile when you submit this assessment.
 You must complete all the information and observation tasks on this focus child.
 Undertake the observation documentation progressively, ensuring you gather information and observations over
time and in a variety of spaces.
 Reflect on what you are learning about your focus child’s development and learning style and ensure your
planning reflects their interests, abilities and needs.
 Use the templates provided where applicable.
 Use the Child Study Activity Checklist to help you manage this task.
 You must, at all times, respect the privacy and confidentiality of the child, family and service and ensure you
follow the service policies.
 Think carefully about each activity and reflect on what you are learning about the child’s development and
learning holistically.
 Remember that all documentation for this task can be read by parents – keep your language professional and
avoid making value statements about the focus child you observe.
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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’ and ‘Child Information’ templates.
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Child Study Three: 0 – 6 years
All About Me
Child’s First Name: Hannah Date of Birth:12/ 09/16
Who is in my family? Daddy and Mummy
 Brother (Hanson)
My favourite things are…
 Watching cartoon
 Playing with toys
 Music
 Painting and colouring
 Puzzles
 Playdough
My family’s goals for me… Have healthy development
 To improve my vocabulary
Things I do with family…
 Go to the park
 Playing games with brother
 Watching TV
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Child Study Three: 0 – 6 years
Child Information
Complete this Information Sheet in consultation with educators, families, enrolment form, and by observing the
child and their routines
Child’s First Name: Hannah Age:____3_____ years ___1___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.
 Hannah wave to her parents when separates on arrival.
Self-Help Skills:
Dress/undress self; Toilet self/wash/dry
hands; Manage spoon/fork; Pour own
drink.
 Hannah can dress / undress self
 Toilet trained
 Can manage spoon / fork
Usual Sleep Routine:
Does child usually have afternoon
sleep? Comforters?
 She seldom take afternoon nap
Self Expression:
Ability to communicate their
needs/wants.
 Sometimes, she can communicate her need well.
Play/Transitions:
Ability to make appropriate play
choices. Ability to manage transitions,
follow directions.
 She can make play choices easily and able to manage
transitions and follow directions.
Child Interests: observe, ask child, ask staff, ask parents.
 Watching cartoon
 Playing with toys
 Music Colouring and painting Playdough puzzles
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Child Family Background: e.g. family structure, culture.
 Hannah’s family is immigrant in Australia, they are living in country for last ten years. Her family
is from China, but because of their family business they have travelled to many countries and
finally decided to stay in Australia and running a café in city.
Activity 2
Gathering and Interpreting Information.
This task requires you to complete different observations of your focus child as they engage in play. Play
experiences can be planned or spontaneous and may relate to everyday routine experiences e.g. a baby
responding to one to one interaction with the educator. (You may also be a participant in these experiences
yourself if appropriate).
Your observations should focus on gathering information in regards to both your focus child’s interests and their
skills and development. You may use any of the formats attached or one of your own but each must include:
 Context and location for the observation including others involved.
 Interpretation of the observation. Think about:
- What do you think interests the child?
- What do you think the child was engaged with?
- What captures the child’s interest, sustains their play?
- What existing developmental skills/knowledge is the child drawing on?
- What does the observation tell you about the child?
 Link to Early Years Learning Framework Principles, Practices, Learning Outcomes and sub-elements.
For children aged 0 – 2 years:
When interpreting your focus child 0 – 2 years think
about the child’s interests and abilities along with
the characteristics and developmental milestones of
children of this age. Use the text reference as a
reminder.
An interest for a child 0 – 2 years of age might be
directly related to:
 Interactions with educators (responses,
facial expression, using language etc.).
 Interactions with the environment
(resources, textures, sensory responses,
cause and effect etc.).
For children aged 2 – 6 years:
When interpreting your focus child 2-6yrs think about
the child’s interests and abilities along with their
interactions with others.
An interest for a child 2 – 6 years of age might be
directly related to:
 A skill, ability or concept.
 A topic.
 Relationships with others.
 An experience or event.
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 A particular schema that the child is
exploring e.g. transporting, enveloping.
Document your answers on the ‘Observation’ templates.
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Child Study Three: 0 – 6 years
Anecdotal Observation
Child’s First Name: Hannah Age: 3 yrs Date:06/08/19
Setting/Context: Indoor Observer: Vivianne
Observation: Interpretation:
Hanna stood near the table and observed the
equipment laid out for her to work with.
There were a lot of models and toy trucks on
the table. Hannah started playing with them
and tried to build a truck using the building
set but failed. She started making a sad face.
The educator told her that they will be
making toy trucks out of play dough and she
was immediately happy. She then engaged
with the educator and started making
different parts for a toy truck and in the end
she put them all together and was able to
make a truck like structure. She was very
happy with what she made and she smiled at
the educator.
This observation showed that Hannah has an idea of
what needs to be done with different sets of toys and
objects.
She feels sad when her desired outcome is not
reached. She was able to identify that the building
blocks for trucks need to be used to make a truck
even though that was not the task.
It also showed that Hannah understands directions
and can understand the actions of other people. She
can identify a difficult task from an easy one as was
indicated by her happiness at knowing she would be
building with play dough.
EYLF
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.
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Child Study Three: 0 – 6 years
Jottings
Child’s First Name: Hannah Age: 3 yrs Observer: Vivianne
Insert: Photo/s Optional Insert: Photo/s Optional Insert: Photo/s optional
Jotting 1 Date: 07/08/19 Jotting 2 Date: 08/08/19 Jotting 3 Date: 09/08/19
 Hannah was sitting at a
table and she looked like
she did not have any idea
what to do.
 ‘Hannah you know what we
are going to do today?’
asked the educator.
 Hannah looked at the
educator who presented her
with a series of chart
papers and other
instruments like scissors
and glue.
 There was an additional
paper where a series of
lines that resembled a
human shape was outlined.
 With the help of the
educator, Hannah carefully
cut the lines into smaller
pieces.
 “now what I want you to do,
Hannah, is put these pieces
 Hannah was given a set of
legos, white paint, a plate
and a blue chart paper.
She looked at the
educator once and started
playing with the lego sets.
 After three minutes of
playing, the educator told
Hannah” today we will be
doing something else with
these legos. You see the
blue chart paper?”
Hannah nodded.
 The educator said “what
we will be doing today, is
we will be painting on the
chart paper with these
legos, like this”. Then she
poured some white paint
on the plate, took a lego
piece, dipped it in the
paint and pressed it on
 Hannah was taken to the
table wherethere were a lot of
model dinosaurs lying. She
was shown one dinosaur by
the educator.
 Hannah then picked up
another dinosaur and started
moving it around in her
hands. The educator
explained to her “this is a
dinosaur. It lived a long time
before us. Many many years
ago. That is why we don’t see
it anymore”.
 The educator then opened a
picture book of dinosaurs
and showed Hannah “this is
the head, this is the body and
this is the tail. And these are
the legs”.
 Afterwards, Hannah was
given a number of small
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back together on this red
chart paper. Use the glue to
stick them and make the
human being whole again.”
The educator said.
 Afterwards, she used the
red chart paper as a
background and tried to put
the pieces back together.
She got most of the pieces
right except she put one
hand instead of one leg and
was having trouble with the
head at first.
 The educator helped her get
those parts right. At the end
Hannah was satisfied and
smiled at the educator who
smiled back at her.
the chart paper to give it a
shape.
 Hannah then tried the
same thing with other
geometric shapes using
other lego pieces. She
seemed happy with the
results.
paper plates along with a pair
of scissors and glue.
 The educator then helped
Hannah fold one plate in the
middle to form a semi circle.
Hannah attached the edges
with glue.
 Then Hannah cut one plate
into smaller rectangular
pieces and a blue and yellow
chart paper into triangular
pieces to form the legs and
the scales of the dinosaur.
She was having difficulty in
the beginning holding the
scissors. So the educator
helped her put her fingers
between the holes and hold
the scissors properly.
 After the pieces were cut,
Hannah was asked to join
them together. She followed
the instruction and joined the
pieces carefully. After the
dinosaur was done, she was
very satisfied and held it up
in her hands and showed it to
everyone else in the room.
Interpretation:
From the observation, the first thing we saw was that Hannah was not a very communicative child,
even though she expressed her likes and dislikes through smiling. She can however understand
complex tasks very well and can handle instruments nicely. She was also able to correct her
mistakes in the collage task as pointed out by the educator.
Hannah demonstrated that she is able to follow instructions and directions as provided by the
educators.
Early Years Learning Framework.
Principle – High expectations and equity
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Practice – Learning through play
Learning Outcome –
4: Children are confident and involved learners
Sub-element –
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity.
4.2 Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesising, researching and investigating.
Child Study Three: 0 – 6 years
Running Record/Time Sample
Childs First Name: Hannah Age: 3 yrs Date: 09/08/19 Observer:Vivianne
Location: Puzzle Table Others Present:
Time Observations over 3 min period
3:30 pm
Hannah is trying to put the scales on the back of the model dinosaur but is unsure of how
to do it. She places the first two scales upside down and is not satisfied with what she
had done. She looks up at the educator who smiles at her and shows her a picture of a
stegosaurus from the book. She sees that the scales are inverted. So she takes of the
scales and attaches two more scales in their place but this time they are straight.
Hannah looks up at the educator again who smiles at her and says “good job Hannah”.
Hannah smiles back and continues placing scales the right way.
Interpretation
This observation confirmed that Hannah knows when to seek help. It also shows that she knows
which is correct and which is incorrect.
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From the observation we find that Hannah understands that if she does something wrongly, the
educator would be able to help her do it rightly. So after every few steps, she looks at the educator
for confirmation.
EYLF
Principle – Ongoing learning and reflective practices
Practice – learning through play
Learning Outcome – 4. Children are confident and involved learners
Sub-element - 4.2 Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating.
Child Study Three: 0 – 6 years
Learning Story
Building sandcastles and sand chairs
Today….
Hannah is sitting in the sandpit with a small tub and a plastic shovel in her hand. Unsure
of what to do, Hannah starts picking up sand with the shovel and placing it in the tub.
After a while when the tub is full, Hannah is simply pouring it outside back onto the pit
and doing the whole thing again. After a few times, Hanna notices one of her friends filling
the tub and placing it upside down and then gently lifting the tub to form a net outline of
the inside of the tub. Curious, Hanna tries out the same. She fails the first few times after
she had lifted the tub too quickly. But the fourth time she succeeded and smiled.
Afterwards, she made another ne and sat on it. As it immediately crushed she thought it
was fun and did it a few more times, giggling every time the sand stool crashed
Reflection on learning….
Hannah is very observant and very patient. She is also very systematic. She was able to
identify an interesting task form the background and replicate it while maintaining
patience as it failed. This shows that Hannah has good cognition as well as sensorimotor
skills.
Where to next….
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Hannah can take part in group activities and help
her friends in developing teamwork, patience and
understanding while it can also develop her own
communicative skills.
EYLF
Principle – Secure, respectful and reciprocal relations
Practice – learning environments
Learning Outcome – 4: Children are confident and involved learners
Sub-element – 4.3 Children transfer and adapt what they have learned from one context to another.
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Activity 3
Analysing Information to Inform Planning.
This task requires you to analyse the information you have gathered about your focus child to complete a
summary of your focus child’s development and determine a direction for planning a project relevant to your
child’s interests and abilities.
Analysing Information:
 Collate the information you have gathered about your focus child in Activity 1 and the observations and
interpretations you have completed in Activity 2. Discuss this information with your Workplace
Supervisor and colleagues.
 Analyse and reflect on the information they give you as well as your own knowledge of the child, and
the information you have collected through your observations. Use this analysis to complete a
Developmental Summary for your focus child.
Planning for future learning:
 Based on your focus child’s Developmental Summary, identify an interest area that is meaningful for
your focus child that you would like to work on to extend their development and/or learning. Provide a
reason for why you have chosen this area.
 Identify a Learning Outcome and sub-element related your focus child’s learning and development that
you will work towards achieving through the chosen interest area.
 Develop a goal to support this Learning Outcome.
 Jot down some suggestions/ideas for provisions, resources, experiences, teaching strategy and/or
environments related to the chosen area that you could provide to meet this goal?
Document your answers on the ‘Developmental Summary’ and ‘Reflection and Planning’ templates.
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Child Study Three: 0 – 6 years
Developmental Summary
Using point form, summarise the child’s development. What have you learned about your focus
child?
Child’s Name: Hannah Age: 3 yrs 1 months Date:10/08/19
Attendance Pattern:  Monday Tuesday  Wednesday  Thursday  Friday Observer: Vivianne
Family Background:
 Child has a father, mother and a brother back
home.
 Family is of Chinese descent who has travelled
over many countries before settling in Australia.
Child’s Interests:
 Child likes to watch cartoons
 Child likes to play with toys
 Child likes painting and colouring
 Child likes listening to music
 Chld likes to play with puzzles and play dough.
Physical Development:
 Child is able to dress and undress herself
without external support.
 Child has developed toilet training.
 Child can manage spoon and fork while
eating.
 Child sometimes takes afternoon naps.
Social/Emotional Development
 Child is not an effective communicator
 She does not interact much with her peers
 With her educators, she shows mostly non
verbal signs of agreement like smiling.
 She does not take active part in group tasks
but likes to showcase her achievements.
Language Development/Communication:
 The child does not speak much and does
not interact much with other kids or
educators.
 However the child is able to communicate
non verbally with others by showcasing he
achievements or smiling and laughing when
happy.
Cognitive Development:
 Child shows high cognitive developmental
skills
 Can identify the purpose of toys like legos
even if that is not the activity
 Can learn from observing environment and
how other children function, but can build
upon the task for own personal benefit.
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Child Study Three: 0 – 6 years
Reflection and Planning
Childs Name: Hannah Students Name:
Reflection: Based on your focus child’s Developmental Summary what interest area would you like to work on to extend your
focus child’s development and/or learning? Explain why you have chosen this area.
The developmental area that I would like to focus upon is in linguistic and communication. This is
because Hannah does not display effective communication with other children. She maintains
limited communication with the educators and most of her communication is limited to the use of
nonverbal cues like smiling and waving, displaying contention by showcasing achievements.
Future Planning: (Identify a Learning Outcome related your Focus Child’s learning and development that you will work towards
achieving through the chosen interest area. Develop a goal to support this Learning Outcome. Jot down some ideas/suggestions for
provisions, resources, experiences, teaching strategies and/or environments related to the chosen area that you could provide to
meet this goal).
Outcome 5: Children are effective communicators
Goal: develop communicative competence in focus child to ensure effective linguistic and communicative skill development.
Ideas : encourage the child to take part in more group based activities and games, like group construction and building
games, dramas and role plays etc. to develop and encourage team collaboration and communication.
Early Years Learning Framework.
Principle - Ongoing learning and reflective practices
Practice - Continuity of learning and transitions
Learning Outcome - 5: Children are effective communicators
Sub-element - 5.1 Children interact verbally and non-verbally with others for a range of purposes.
5.2 Children engage with a range of texts and gain meaning from these texts.
5.3 Children express ideas and make meaning using a range of media.
5.5 Children use information and communication technologies to access information,
investigate ideas and represent their thinking.
Goal to support learning outcome: Establish communication between peers and encourage child to
engage in more active communication between peers as well as educators.
Estimated timeline – 3 weeks
Future experiences/provisions:
Child will be able to communicate better and more freely with peers.
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Child will be able to interact and exchange ideas and opinions with peers and educators alike
Activity 4a
Collaborative Project Planning Using a Web.
This task involves collaborating with your colleagues and children to develop a plan for an interest-based project
based on the interest, outcomes and goals you have identified for your focus child in Activity 3.
To complete this task you will need to:
 Collaborate with your colleagues and children to brainstorm ideas for an interest-based project.
 Develop a web plan for your interest-based project. On the web plan template provided, document
ideas and potential experiences/topics that are related to this interest that you can plan for the child.
Your web plan should:
- Identify at least four potential ways you could develop the project based on the interest and
goals previously identified. You will be required to add to this (in different colour) as you move
through the project.
- Include links to the EYLF Learning Outcomes where appropriate.
To see a sample go to: Pinterest page (http://www.pinterest.com/intchildcarecol/) Planning and
Documentation boards  Project approach airplane unit.
Document your planning on the ‘Web Planning’ template.
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Child Study Three: 0 – 6 years
Web Planning
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Specific goals:
Build a house, Build a
few trees, draw a road,
add a few people, add a
few vehicles (use Legos
for humans and cars)
EYLF outcome:
Outcome 5:
Children are
effective
communicators
Objective: engaging
child in a group
based activity to
stimulate interest
alongside
communication
What can be built:
Community/
neighbourhood
environment
Secondary
resource:
Cardboard, sticks,
threads etc
Building new
things
Area of
development
focus: Linguistic
and
communication
Primary
resources: use
center provided
resources

Integrated Workplace Assessment Task. CHC50113. Trainer.
Activity 4b
Interest Area/ Table.
This task involves you setting up an interest area/ interest table based on the child/ group identified interest.
To complete this table you will need to:
 Identify the interest.
 Identify the age group.
 Identify the resources required.
 Describe the setup.
 Identify five additional experiences that you could provide to extend, challenge and reinforce interest.
Consider concepts of science, maths and technology.
 Provide rationale for your experience choices.
Document your planning on the ‘Interest Area/ Table’ template.
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Child Study Three: 0 – 6 years
Interest Area/ Table
Identified Interest: Building and construction
Age Group of Children: 2 yrs to 3 yrs
Resources (list):
 Building blocks
 Cardboard
 Scissors, tape and glue
 Wooden sticks
 Thread
 Kite paper (multi coloured)
 Paint, paintbrush, sketch pens
 Chart paper
 Soil / sand
 Cotton
 Wires
Describe the setup of your interest area/ table.
In this activity, the child’s primary interest, building and creating new things will be given focus.
The activity uses the resources described above and a moderate to large setup to help he child build
a small neighbourhood with a group. The reason behind making it a group task is to establish
communication between likeminded peers.
The resources will be used to build neighbourhood elements like houses, trees, painted roads etc.
List and describe additional experiences that you could provide to extend, challenge and reinforce
interest. Consider concepts of science, maths and technology.
Additional experience – make hanging clouds by enforcing sticks behind the structure and hanging
cotton pieces with thread to make it look like it is in the sky. Wires can be used to make small kites
seem flying in the sky by attaching them on the ground.
Educator scaffolding is required in instances of using sharp and harmful instruments.
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Rationale: How will the follow-up experiences offer opportunity for children to be challenged, explore and
experiment.
The follow up experiment is a bit challenging than the regular experiences at the centre. Therefore it
will allow the child to be engaged in a more cognitively demanding task while exploring different
materials suitable for experimenting with.
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Activity 5
Collaboration with focus child.
Using the ideas from Activity 4a and 4b, talk with your focus child to determine what
resources/materials/equipment the child would like incorporated into the interest area.
Add the child’s ideas to the web plan (Activity 4a) to build a basis for further planning.
From this discussion, complete a learning story to document the collaboration.
Document your answers on the ‘Web Planning’ and ‘Learning Story’ templates.
Child Study Three: 0 – 6 years
Learning Story
Planning for future
Today….
Hannah was sitting with a lot of dinosaur models at her lap. She has been sitting for nearly ten
minutes. In front of her were two bowls with a few dinosaurs in them. She was trying to classify
them according to herbivores and carnivores. The educator walks up to her and tells her that she is
doing a good job. Afterwards the educator asks her “Hannah, do you want to build something
new?” Hannah nods vigorously, smiles and says “yes”. “what would you like to build Hannah?”
the educator asks. Hannah says she would like to build a big dinosaur.
The educator says “what about a house? And a few cars and some trees?”
Hannah replies with a nod and a grin.
“What would you like to build then Hannah?” the educator asks again. Hannah says she would like
to build a house and some trees with cars on the road. Then the educator asks what would you like
t build them with? Hannah immediately points to the stack of chart paper near the table.
Reflection on collaboration….
Hannah loves to build new things. Therefore, it was successful introducing the idea of building something to her. Her
readiness indicated that she was interested beyond anything and even knew what she wanted to build new things
with. This can be used as an evidence of developed cognitive functions.
Where to next…. It is possible for Hannah to engage in group
tasks where she can build new things with groups and
communicate with them at the same time. This would help
Hannah learn communication and develop linguistic skills while
doing something she loves doing.
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Integrated Workplace Assessment Task. CHC50113. Trainer.
Observed By:
Activity 6
Planning an evolving interest based experience.
You are required to plan and implement the project for a week-long period based on the child’s/ groups
identified interest. This involves implementing five experiences based on observing children’s learning and
modifying the interest area/ table in response to children’s interactions over the course of the week.
For Example: Interest Learning Centre Area ‘Dinosaur’- Building a prehistoric model with a volcano and
explore science concepts, take photos of the process and display with children’s stories/comments as
it develops.
Interest Learning Centre Area ‘Sense of Self’ - Providing children with canvases or cardboard with
mirrors to create a portrait in stages, background, sketch & paint. Provide artists books/examples of
portraits, photos of children, photos of each stage with the children’s comments and stories in creative
area.
To complete this task you will need to:
 Refer to your web plan and choose an appropriate follow-up experience.
 Use collaboration with colleagues and children to guide your planning.
 Refer to the five additional experiences from observations in Activity 4b.
Discuss the additional ideas for your week long interest based project with your supervisor. Consult with the
children on materials to be added or made available.
Your additional ideas will be introduced on daily basis to supplement the information, resources, materials
already presented in the interest area/ table.
Once you have implemented your planned project over the week, evaluate how the experience went. Reflect on
your role in the experience and how you managed the interest and learning.
Document your plans and reflections on the attached ‘Weekly Planning Interest Based Experience Plan’
and ‘Evaluation and Reflection’ templates.
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Child Study Three: 0 – 6 years
Weekly Planning Interest Based Experience Plan
Monday Date: 05/08/19
Experience:
Playing in sandpit
Strategies/Resources:
Outdoor based activity, sand pit, plastic buckets, plastic shovels and other instruments.
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Hannah was taken outside to play on the sandpit where she sat and engaged herself fully. She was
particularly interested in taking the sand in and out of the bucket. She filled the small bucket with sand and
then poured it out and redid the whole thing. Then she saw another child putting sand in the bucket and
carefully tilting it to form a well shaped structure. She tried to replicate it but failed he first few times. She
did not give up and continued trying until the fourth time when she was able to manage a perfect structure.
She was very happy and called the educator to show what she had made.
Evaluation and reflections
Comment on –
Planned Outcomes: Hannah did well within what was planned as an outcome for the task by being
able to build a small castle structure with the sand.
Unplanned Outcomes: Hannah broke the first structure and built another one. Then she sat on it
and it immediately broke, she laughed and continued having fun like that for quite some time.
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Where to next: Planning for the following day including modifications to experience/space/resources,
consultation with children for their ideas/resources required.
The following day, Hannah would be made to build a truck out of play dough in the indoor activity session.
This would differentiate from the previous day’s task by being indoor and being slightly more cognitively
demanding and according to consultation with the child, she wanted to play with building blocks.
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Tuesday Date: 06/08/19
Experience:
Play dough – making a truck
Strategies/Resources:
Play Dough, model truck
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Hannah was given a set of build –your –own-truck which had blocks and instruments in it. Hanna
poured out the whole thing and started trying to put the pieces together but failed. The educator
saw her making cry – face and decided to help her out. She gave Hannah a set of Play dough
and showed her how to make specific parts for a truck using these. Hannah then tried to make
her own truck. She succeeded in making something that looked like a big vehicle and she was
satisfied
Evaluation and reflections
Comment on –
Planned Outcomes:
Hannah was able to build a truck made of play dough.
Unplanned Outcomes
Hannah though that she had to use the toy set to build a truck and started doing that.
Where to next: Planning for the following day including modifications to experience/space/resources,
consultation with children for their ideas/resources required.
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The lesson plan for the next class would be collage art. Upon asking Hannah if she wanted to play with
puzzles, she said she did. Therefore this modification was introduced.
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Wednesday Date:07/08/19
Experience:
Collage art
Strategies/Resources:
Paper, chart paper, glue and pen/pencil, scissors.
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Hannah was given an outline of a human and a pair of scissors. With the help of the educator,
Hannah was able to cut the lines and make pieces out of the picture. Afterwards she was able to
put them back on a red chart paper piece by piece, glue them together and form the whole
human structure again.
Evaluation and reflections
Comment on –
Planned Outcomes: Hannah was able to remake the whole human structure using the pieces and
the glue.
Unplanned Outcomes: Hannah was confused between the head and another similar shaped
structure and tried to put the other structure in place of the head.
Where to next: Planning for the following day including modifications to experience/space/resources,
consultation with children for their ideas/resources required.
The next day’s activity for Hannah was making geometric prints out of Lego pieces. This modification was
introduced to help Hannah engage in a creative activity while learning something new. Thus the
modification was important to help Hannah learn about shapes using paint.
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Thursday Date:08/08/19
Experience:
Art and craft – Geometric Lego Blueprints
Strategies/Resources:
Lego pieces, paint and chart paper / dipping the pieces in paint and making porints
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Hannah was given a set of Lego pieces and asked to dip them in a plate of paint and make prints
out of the pieces. After watching the educator do the same, Hannah tried to do it and was
successful in doing the same. She made various shapes like squares, circles, rectangles and
arcs. She was happy and smiled.
Evaluation and reflections
Comment on –
Planned Outcomes: Hannah was able to print geometric shapes out of the lego pieces.
Unplanned Outcomes: She thought she was supposed to build something with the Legos and
instinctively started doing so.
Where to next: Planning for the following day including modifications to experience/space/resources,
consultation with children for their ideas/resources required.
The next day’s task for Hannah would be making dinosaurs out of paper plates. Hannah wanted to go back
to building new things and she was particularly interested in the set of dinosaur toys. So this task was
designed to engage her in building a dinosaur for herself using paper plates and glue along with chart
papers.
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Friday Date:09/08/19
Experience:
Dinosaur making
Strategies/Resources:
Toy dinosaurs, picture books, paper plates, chart paper, scissors, glue
What happened? Complete jottings on the children’s responses/interactions/interests/learning.
Hannah was shown a few model dinosaurs and pictures from the picture books. Afterwards, she
was told that she would be making dinosaurs out of paper plates. There she used paper plates,
chart paper, scissors and glue to cut chart papers and paper plates into dinosaur body parts and
attached them together to make a model dinosaur. Afterwards she happily showed it to everyone
at the centre.
Evaluation and reflections
Comment on –
Planned Outcomes:
Hannah was able to make dinosaurs out of paper plates and was glad about it.
Unplanned Outcomes : She showed her dinosaur models to every one else. It was unplanned
because she is usually a quiet and reserved child.
Where to next: Planning for the following day including modifications to experience/space/resources,
consultation with children for their ideas/resources required.
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Hannah was asked what she would like to do next week, to which she replied she would want to play with
play dough and Lego again. The modification made for this activity included using legos and play dough to
create replicas of lego toys.
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Child Study Three: 0 – 6 years
Evaluation and Reflection
Name of Child: Hannah Date of Implementation:
05/08/19
Student
Name:
Viviann
e
Evaluation of Experience: (How did the experience meet the goal and outcomes? Was it appropriate or
not, did it go well or not so well and why? How did the child respond? What did the child gain from the
experience? How successful was the implementation of the experience – including set up, resources,
environment, timing, transitions etc.? )
The experience met the goal and the outcomes set for the child as it was specifically designed to meet
one focus area that the child was lacking – linguistic and communicative development. The experience
was appropriate as it made proper use of the child’s interests in order to develop upon her skillset. The
child responded positively to the experience and by establishing and managing communication with her
peers, was able to overcome one of her chief hurdles. The implementation of the experience was also
successful as it was setup within the centre, utilised most of the centre provided as well as additional
resources, implemented in an environment where a group of interested children alongside educators
were able to participate. The entire experience took a little over an hour but it was not boring for the
children, rather the children transitioned smoothly from identifying the resources to building primary
models, establishing communication and engaging in a fun play based learning
Future Planning: (What next…how will you extend, revisit or build upon this experience, future teacher
strategies, further develop goals? Will you vary the experience or work on a new skill/interest? How will
you extend/encourage/challenge children’s ideas/experiences/interests/skills/development/abilities?
What provisions/provocations can you set up to further the child’s learning and development?)
In the future, I can extend this practice to make it more inclusive of other goal areas like cognition and
memory retention by changing certain parts of the experience to include more cognitively demanding
tasks like puzzles. This would not only modify the experience but will also allow the children to focus
more on specific areas of their skill development for their development
Reflection on your Role: (Reflect on and evaluate your teaching performance – strategies, learning,
development and management. Think about your interactions with the child; how you supported the
child; how you managed the experience; what you did well; what you could work on for your own
professional development; anything you might change; any unexpected outcomes/problems etc. Also
think about tone of voice, supervision, awareness of safety issues etc.)
In my role as the educator, I was able to successfully identify the child’s developmental requirements
and act on them, Interactions with the child also showed me that identifying the skill requirements is
crucial as an educator in order to develop feasible educational systems that the child can benefit from.
For my own professional development I can use this experience to check how well I can implement this
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in a situation where the child’s benefits will be given high priority. At the same time, I will also take care
of any kind of safety issues and developmental barriers that accompany it.
Professional Goal: (What can you work on to improve your skill/s?)
To improve my skills I can work more on communication and interaction as well as asking more goal
directed questions. At the same time, prioritising a child’s developmental areas should be my focus.
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