CHC50113: Early Childhood Education and Care
Answer
Part A 1, 2, 3, 4, 5
| Running Record Observation | ||||||
| Name | Aisha | Date | ||||
| Age in years and months | 2 years 10 months | |||||
| Observer | Time | 9.30 am | ||||
| Setting/Background Information | ||||||
| Aisha and Lauren are interacting in the dining area while waiting for morning tea. | ||||||
| Time | Observation | Interpretation- identifies domains of development, skills, learning dispositions and EYLF outcomes. | ||||
9.30 am 9.32 am | Aisha comes to the table while Lauren is sitting at the table. Aisha has four cup coasters and arranges them on the table. She starts with that of Lauren who is present at the dining table, Lauren smiles and says “thank you” and Aisha tells Lauren pointing at the coaster on the other side of the table “this is not for you” then she points at the coaster in front of Lauren and says “this for you”. Aisha puts the last coaster in front of her and says “one for me” with a big smile on her face. Lauren smiles as well and points to her coaster and says “for me”. Lauren points on the other side of the table and says “this for Isabella” and Aisha replies “this is not for Isabella, Isabella not here”. Both girls have 2 glasses in front of them. Aisha says “there no water”, Lauren replies “no” and Aisha says “noo, call”. The educator gives them a jar of mint water and says “here is some water for both to pour”. Aisha serves herself with water first using her right hand and then she passes the jar to Lauren saying “here you are”. Lauren holds the water jug and pours some water for herself at the same time Aisha asking Lauren “not too much water”; she says this while shaking her head and figure as a gesture to show Lauren not to serve a lot of water. Lauren does not fill her glass to Aisha’s expectations hence Aisha asks her to add some more, when she seems reluctant Aisha helps her add some more water. Lauren holds the glass using both hands and says “mint tea” and then she starts to drink. Aisha holds her glass with both hands and says “mint tea” and starts to drink too. They start to have conversation about lipstick if they are wearing lipstick and both of them laugh. They drink some of the water and after some time Laurel indicates they need some more water and says “mint tea more” and she reaches out for the jug and Aisha reaches for the jug at the same time and says “I want some more” Aisha holds the jug and pours some more for herself and then pours some for Lauren. While Aisha was pouring the water to Lauren she says “not too much water” and Lauren is agreeing. Aisha takes the role of serving themselves and she is very observant to avoid filling the glasses to the brim. She then places the jar of water further on the table. Aisha gets a spoon and says “let mix it” then she asks Lauren” mix it?” Lauren points at her glass asking for a spoon. Aisha gets a spoon and hands it over to Lauren, Lauren takes the spoon from Aisha and says “lets mix it”. | The domains of development for Aisha in this case include; • Language and literacy development • Social and emotional development • Cognition • Physical wellbeing and motor development Aisha displays a great sense of responsibility both for Lauren and herself. She tries to ensure that everything is in order by being observant especially of Lauren who she seems to understand that she is younger than her. Learning dispositions evident include enthusiasm, curiosity, confidence, and persistence. Aisha is showing her hand-eyes coordination is developing when she shows she could pour water for herself. She is also supervising and helping Lauren pour her mint tea and advising Lauren not to have too much water which is developing her social skill. Aisha uses her communication skill, she is using both verbal and non-verbal communication by asking questions, engaging in conversation and sharing fun. She uses facial expressions and gestures confidently for communication. Aisha shows her cognitive development by solving problem when she knows Lauren does not have a spoon. She reaches out and gets her one. EYLF Learning outcome 1: Children have a strong sense of identity. 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency (ACECQA, 2009); Aisha has learned to interact in relation to others with care, empathy and respect. When Aisha pouring the water for herself she was showing independence and she is developing her emerging autonomy and inter-dependence. 1.4 children learn to interact in relation to others with care, empathy and respect (ACECQA, 2009); when Aisha helped Lauren to pour some more water; Aisha demonstrated that she interacts in relation to others with care, empathy and respect. EYLF Learning outcome 3 children have a strong sense of wellbeing 3.1 children become strong in their social and emotional wellbeing. Aisha able to interaction with her friends and she also shows her facial expression. 3.2 children take increasing responsibility for their own health and physical wellbeing. Aisha displays good balance and gross motor skills and this helps her take the lead role in all the tasks. Aisha is seen walking around the dining carrying the coasters. EYLF Learning Outcome 5: Children are effective communicators (ACECQA, 2009);
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| Follow ups/Implications | ||||||
| Aisha illustrates well-emerging communication skills as she speaks with some fluency and is more audible. She also uses a combination of both verbal and non-verbal cues. This illustrates good language and literacy development that will be essential for ensuring continuous learning experience. We can provide different types of juice so they can experience with different flavour. We also can set the shop selling different types of drink, this experience helps Aisha and Lauren enjoy and engage in dramatic play. | ||||||
| Link to NQS | ||||||
Quality area 1 Educational program and practice Element 1.1.3: Program learning opportunities. The program, including routines, is organised in ways that maximise opportunities for each child’s learning. The setting of the environment allows Aisha to learn and develop the skills she already has while interacting with Lauren. Quality area 5 Relationship with children Element 5.2.1: Collaborative learning. Each child is supported to work with, learn from and help others through collaborative learning opportunities (ACECQA, 2017). Aisha greatly understands her responsibility to Lauren and the need to safeguard their connectedness through helping her. | ||||||
| Name a theorist and describe how this observation links to his/her theory. | ||||||
| Jean Piaget's theory of cognitive development explains the cognitive capacity of Aisha. This theory implies that children pass through four stages of mental development (Brown & Desforges, 2013). According to the theory Aisha is in the Preoperational stage that covers 2 to 7 year old children. At this stage egocentrism is a major element whereby children are not able to manipulate information while they view their point of views as the correct one. This can be seen when Aisha puts her points across with the understanding that she is right. For instance, she insists that Lauren adds more water to her glass and at the end goes ahead and adds water to Laurens glass to at least the level of hers. This shows that Aisha does is yet to understand that others such as Lauren could have different opinions, feelings, needs, and perspectives about many subjects. | ||||||
Part B 1, 2, 3, 4
| Anecdotal Observation | |||
| Name | Aisha | Date | |
| Age in years and months | 2 years 10 months | ||
| Observer | Time | ||
| Setting/Background Information | |||
| Aisha working outdoors with another peer and educator in the garden. | |||
| Observation | Interpretation- identify domains of development, skills, , learning dispositions and EYLF outcomes. | ||
Aisha held her friend’s hand as she led her over to the line of empty small watering cans beside the vegetable garden. Pointing towards two of the watering cans with her right index finger, she said to her friend ‘One dor you, one dor me’. Aisha bent down and picked up one of the empty watering cans with her Right hand and walked to the tap carrying her watering can, looking back toward her friend, and with her left hand, gestured her friend to follow her. At the tap, Aisha placed her watering can carefully under the tap, and switched the tap on using two hands, grimacing as she did so. As it filled with water, she was saying ‘nearly full’, slowly three times. When it was full, she smiled as she said ‘enough’ and switched the tap off with two hands. After moving her watering can from under the tap, she took her friend’s watering can from her and repeated the process. ‘Come on’ she said to her friend as she picked up and carefully, using two hands, carried her watering can in front of her body, to the small tomato plants in the vegetable garden. She then slowly and carefully, with her tongue out at the right side, tipped the watering can so it watered each tomato plant, stepping sideways to the next one, to continue the watering. After she watered the last one, she smiled and said to her friend who was beside her doing the same thing, ‘These need to be watered so they grow and grow’. Aisha then turned to the educator and said, ‘all watered now’, holding the empty watering can with her right hand, and lifting her left arm up and shrugging her shoulder with a broad smile on her face. | EYLF Learning outcome 1: children have a strong sense of identity. 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency (ACECQA, 2009). Children learn to interact in relation to others with care, empathy and respect. The level of autonomy and social skills in Aisha seems to grow to another level. She is there ensuring that her responsibility are accomplished while interacting and being responsible of her friend. The interaction is smooth as Aisha helps Lauren fill the watering cans. EYLF Learning Outcome 2: children connected with and contribute to their world. 2.4 Children become socially responsible and show respect for the environment (ACECQA, 2009). Aisha is developing a sense of responsibility for the environment. She understands that plants need water to grow and that people have a responsibility of watering them. EYLF Learning Outcome 5: children are effective communicators. 5.1 Children interact verbally and non-verbally with others for a range of purposes (ACECQA, 2009). Aisha engages with Lauren both verbally and non-verbally. She communicates everything she understands to her friend, for instance, she points towards the cans explaining that one is for each of them, when the can is about to fill she says so, and when they accomplish the task she communicates to the educator verbally and non-verbally, with so much confidence. The above description displays dispositions such as confidence, persistence, and commitment to her work. The main domains of development in the above description entail social and emotional development as well as cognition and general knowledge. | ||
| Follow ups/Implications | |||
| Aisha can be viewed to have strong gross motor control walking around, carrying the watering cans and watering the tomatoes without any help. It is important to support her with appropriate environment and resources to ensure that these skills grow to maturity. As Aisha understand the garden need to be water. Follow this experience, we can talk about how much water we need to watering to the garden and when should we watering, it will encourage Aisha to understand the steps of taking care the garden. We also can get Aisha and her friends to get the seeds from home or some kind of trees, flowers to take in to the centre and asking them to plant by themselves. | |||
| Link to NQS | |||
Quality are 1 educational program and practice Element 1.1.3. program learning opportunities. The task given by the educator is well-organised and provides an opportunity for Aisha to learn. From when Aisha sees the cans at the vegetable garden to when they fill the cans and waters the plants, Aisha displays great knowledge in each action. This can be seen when Aisha is seen to understand the need for concentration to avoid overflowing of the water and when she knows that watering the plants is essential for their growth. Quality area 2 Children’s health and safety (ACECQA, 2017). The educator stands afar to supervise the tasks given to Aisha and her friend. This is essential not only for observation but also to ensure the safety and health of the children is protected. Supervision also enables the children to understand the significance of responsibility as Aisha gives a feedback for the task they were doing. | |||
| Name a theorist and describe how this observation links to his/her theory. | |||
| Lev Vygotsky’s sociocultural theory is vital in explaining learning among children. This theory explains the significance of people within a child’s environment in influencing learning and development (Lantolf et al., 2015). Aisha might have learned watering plants from her parents or teacher. On the other hand Aisha is teaching Lauren how to water and the significance of watering plants. | |||
Part B 1, 2, 3, 4
| Socio gram | |||
| Name | Date | ||
| Age in years and months | Aisha 2 years 10 months | ||
| Observer | Time | ||
| Setting/Background Information | |||
| Aisha is in the sand pit outdoor play space. With a group of 3 peers. Aisha and her peers are mixing sand and water together and then sprinkling rose petals over their cooking (sand creations) | |||
Socio gram KEY: RESPONDED: NON-VERBAL: INITIATED: | Interpretation- identify domains of development, skills, children learning dispositions and EYLF outcomes. | ||
The main domain of development here entails social and emotional skills. This includes relationships with others, behaviours, emotions and temperament. Some of the learning dispositions in this case include cooperation, commitment and reflexivity. Bringing the three together means that they have to cooperate and tolerate one another so that all their tasks are accomplished. Aisha uses both verbal and non-verbal communication to pass across what she is saying. A lot of communication takes place between Lauren and Aisha illustrating that they could be having a closer relationship compared to Sally. Most of the communication is initiated towards Aisha. She seems the most liked as well as knowledgeable in the game they are playing. EYLF Learning Outcome 1: Children have a strong sense of identity. 1.4children learn to interact in relation to others with care, empathy and respect, which entails interaction with others with care empathy and respect is also achieved when the three children form a relationship while playing. EYLF Learning Outcome 4: Children are confident and involved learners (ACECQA, 2009).
They are able to develop learning dispositions such as commitment, persistence, imagination as well as essential skills such as experimentation and inquiry. EYLF Learning Outcome 5; Children are effective communicators (ACECQA, 2009). 5.1 The children interact using both verbal and non-verbal communication. This allows language development. | |||
| Follow ups/Implications | |||
| Aisha’s social skills are still developing and need great support. Although most of the communication seems to centre at her, she seems not to initiate any communication. When Aisha’s social and emotional elements are enhanced she will be able to relate freely with her peers. Follow up this experience to improve her new skills as she grows by using more complex tools in cooking for her to choice like measure scoops, or different type of dishes to use for cooking. We can also make MasterChef dramatic play for Aisha and her friends to explore their interesting in competition and it also improve their language and cognitive abilities. | |||
| Link to NQS | |||
The setting accomplishes NQS quality area 1: educational program and practice. Element 1.1.1 It allows the enhancement of learning and development in each child (ACECQA, 2017). It also allows maximum opportunities for each child while the learning and development in relation to their identity, and effective communication is ensured. Effective relationships are significant for children as they enable them to develop socially and extend their knowledge through learning from others. Lauren has developed a trusting relationship with Aisha and she is learning a lot from her. NQS quality are 5 relationship with children (ACECQA, 2017). Element 5.2 relationship between children. Each child is supported to build and maintain sensitive and responsive relationships. It is also ensured in this setting especially when the relationship among children is enhanced. Collaborative learning is encouraged as the three children form a responsive relationship while self-regulation is achieved when the children are allowed to control their behaviours. | |||
| Name a theorist and describe how this observation links to his/her theory. | |||
| Stages of play by Mildred Parten entail a theory that describes the play among Aisha and her friends. This theory identifies six types of play in relation to how children relate while they are playing (Whitman, 2015). In relation to this theory Aisha and her friends are practicing associative play whereby they are playing together although the rules of the game are not set while no roles are assigned. The three friends are making sand creations by mixing sand and water together and then sprinkling rose petals over their cooking. | |||
Part C 1, 2, 3, 4, 5
Summative assessment- Child’s name: Aisha Date: |
Current interests: socialization with other children, playing and taking care of the environment. |
| Outcome 1: Children have a strong sense of identity identify domains of development, skills |
EYLF Learning Outcome 1: Children have a strong sense of identity (ACECQA, 2009); Children develop their emerging autonomy, inter-dependence, resilience and sense of agency; Children learn to interact in relation to others with care, empathy and respect. 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency (ACECQA, 2009); Aisha has learned to interact in relation to others with care, empathy and respect. When Aisha pouring the water for herself she was showing independence and she is developing her emerging autonomy and inter-dependence. The level of autonomy and social skills in Aisha seems to grow to another level. She is there ensuring that her responsibility are accomplished while interacting and being responsible of her friend. The interaction is smooth as Aisha helps Lauren fill the watering cans. 1.4 children learn to interact in relation to others with care, empathy and respect (ACECQA, 2009); when Aisha helped Lauren to pour some more water; Aisha demonstrated that she interacts in relation to others with care, empathy and respect. Social and emotional development domain ensures that a child develops personal identity. In this case, Aisha has developed a close attachment with her educator hence can be able to initiate a conversation with the educator while also performing tasks without being pushed. Aisha also shows a sense of autonomy and resilience as she smoothly performs her tasks. Aisha has learned to interact with Lauren with the concept of care and empathy as she helps her accomplish different tasks such as fill the water can and the glass of water. |
| Outcome 2: Children are connected to their world identify domains of development, skills |
EYLF Learning Outcome 2: children connected with and contribute to their world. 2.4 Children become socially responsible and show respect for the environment (ACECQA, 2009). Aisha is developing a sense of responsibility for the environment. She understands that plants need water to grow and that people have a responsibility of watering them. Social and emotional domains of development which ensures the acquiring of skills essential for effective relationships with educators and other children. Aisha is learning to connect to her world including her friends, the educator and plants. Aisha displays different skills including empathy, caring and responsibility as she ensures that Lauren who is younger than her gets her actions right. Other social skills that Aisha displays include good communication both verbal and non-verbal, good listening and fairness hence she is more sociable and forms a positive relationship with the friends, where there are no notable misunderstandings. |
| Outcome 3: children have a strong sense of wellbeing identify domains of development, skills |
EYLF Learning outcome 3 children have a strong sense of wellbeing 3.1 children become strong in their social and emotional wellbeing. Aisha able to interaction with her friends and she also shows her facial expression. 3.2 children take increasing responsibility for their own health and physical wellbeing. Encompasses the domain of physical wellbeing and motor development. Aisha displays good balance and gross motor skills and this helps her take the lead role in all the tasks. Aisha is seen walking around the dining carrying the coasters, compared to Lauren, she comfortably lifts the water jar and leads in filling the watering cans and watering the tomatoes. This displays good development of motor skills as well as physical wellbeing that ensures Aisha performs her tasks in a wonderful manner. |
| Outcome 4: Children are involved and confident learners identify domains of development, skills |
EYLF Learning Outcome 4: Children are confident and involved learners (ACECQA, 2009). Aisha is able to develop learning dispositions such as commitment, persistence, imagination as well as essential skills such as experimentation and inquiry. The domain of Cognition and general knowledge. Aisha displays a great level of cognition by showing an understanding on why things are being done. Aisha understands the need for having enough water before breakfast and why watering plants is important. This illustrates that Aisha is a confident learner since she has the ability to master the things she has been taught before. Her mastery skills ensures that she understands her environment including what, how and when to do some things, for instance, she knows when to close the tap to avoid the water from running over. She uses the knowledge she has to educate her friend Lauren e.g. telling her that plants heed water to grow. Reporting skills are also seen when Aisha reports to the educator that the task is done. This depicts her as an involved learner as she utilises different dispositions for learning such as confidence, commitment and cooperation. |
| Outcome 5: Children are effective communicators identify domains of development, skills and EYLF outcomes |
EYLF Learning Outcome 5: children are effective communicators. 5.1 Children interact verbally and non-verbally with others for a range of purposes (ACECQA, 2009). Aisha engages with Lauren both verbally and non-verbally. She communicates everything she understands to her friend, for instance, she points towards the cans explaining that one is for each of them, when the can is about to fill she says so, and when they accomplish the task she communicates to the educator verbally and non-verbally, with so much confidence. Aisha interacts with Lauren both verbally and non-verbally, when she was advising Lauren not have too much water using her words and gestures. The domain of Language and literacy development is evident in Aisha. At her age, the non-verbal and verbal communication is excellent. She appropriately uses hand and head gestures while being able to construct meaningful sentences. She effectively communicates with her friends and this alleviates any kind of misunderstanding. Her effective communication skills are what seem to make her likable by both Lauren and Sally. Some of the communication skills that Lauren displays include being a good listener, good use of gestures such as hand and head, clarity while communicating, use of a friendly tone and feedback. These skills ensure that despite being the most knowledgeable she still maintains a good relationship with her friends. |
| Who could I involve in collecting ideas to further support Aisha’s learning and development? |
| A Developmental psychologist would be a vital professional to give direction on how to support Aisha to be an exceptional leaner and develop holistically. This professional is essential since their field covers physical, cognitive and social elements of development which are fundamental for Aisha’s learning and development. An independent early childhood educator can also be involved to evaluate Aisha’s level of learning and development. I could involve in Aisha’s parent, grandmother, educator to collect ideas to support Aisha’s learning and development her new skills. |
| What strategies could I use to collect their ideas? |
| To acquire a detailed report from the above professionals it would be essential for them to interact or observe Aisha as she does specific tasks. A proper strategy would involve them propose specific tasks they would like to observe and allow the educator to give out these tasks to Aisha as they observe. This would put Aisha away from any fear that could arise on the first meeting with people she has never met before. Another strategy would involve direct contact between Aisha and the professionals whereby they would asses her capabilities while interacting. A final report by the professionals would clearly establish areas of deficiency in learning and development while their appropriate recommendations would establish ideas to fill in the gaps. |
| Planning to support further learning and development: |
| Further learning and development for Aisha involves adequate modification of the environment to ensure that the learning opportunities are expanded. More of exploration and experimental opportunities should be provided to increase creativity and positive thinking. Introduction of appropriate media and technology could enhance learning and development, for instance, video-watching and gaming can enhance the cognitive function of Aisha. |
| Strengths |
Aisha displays exemplary performance in; Language and literacy Social development Cognition Physical wellbeing and general motor skills |
| Areas to enhance |
General knowledge of how things work Approaches towards learning e.g. curiosity and creativity Problem-solving skills The enhancement of these areas would enable Aisha to develop a learning attitude whereby he would be a dynamic learner in all environments. |
Part D 1, 2
| 1. Give five examples of what you need to consider ensuring confidentiality requirements are met when writing/storing/sharing observations on Aisha. |
| All records and Aisha’s reports must be stored in a locked filing cabinet while if electronic data is used measures such as encryption should be used to protect the information from unauthorized persons. |
| Parents or guardians must be informed before any confidential information is put in written form. This includes personal information such as health condition and social status. |
| Written requests as well as written parental consent must be obtained before any information containing confidential data is shared to a third party. |
| Information should only be used for its stated purpose while any data that is no longer in use should be appropriately disposed to alleviate potential misuse by any unauthorized persons. |
| Confidential and personal information such as names can be removed when this information is used in other circumstances such as research which is aimed at representing a specific population. |
| 2.Give four examples of how you would work with the Code of ethics: include when writing, interpreting/analysing and planning for Aisha. |
| When planning for Aisha it is essential to understand that each child has unique capabilities and interests hence interventions must be aligned to her capacity and not in relation to that of other children who might have higher or lower abilities than Aisha. |
| When interpreting the data it is vital to acknowledge the child’s uniqueness in cultural and linguistic identities and how this affects their learning and development. |
| When writing a report on Aisha’s information, it is essential to maintain ethical and legal standards so as to maintain the safety and security of Aisha. This entails maintaining honesty, ensuring confidentiality and protection of her rights. |
| In the case of data analysis, it is significant to maintain impartiality and avoid any bias that could affect the quality of the information. The findings should be in the best interest of the child while at the same time positively contributing to the development of research in the field of early childhood education. |
Part E 1, 2
Working with that policy and procedure explain what you need to consider when observing and planning for Aisha. |
When observing the child, educators should understand that they are performing a researcher’s role hence the need to stick to the objectives that relate to ensuring enhanced learning for the child. For Aisha, it is appropriate to illustrate her needs and establish interventions that will ensure that these needs are met conclusively. During observation, there is need to maintain objectivity and utilize the element of looking, listening and recording appropriately to avoid being moved by preconceptions. Planning requires good understanding of the learning and developmental needs and opportunities. This will help establish the appropriate resources, environment, and experiences for ensuring learning. Interventions should be categorised into long-term, medium-term and short-term to ensure incremental learning with great effectiveness. |
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Tracking could be a vital observation technique to acquire holistic information from Aisha. Tracking brings to light a child’s choices in any setting including information such as time, other people involved, the actions and reactions of the child. This detailed view of a child in any setting gives broad information that if used with Aisha it could give a holistic observation and required findings. Learning stories could also be used to develop holistic observations for Aisha. This method entails building narratives of a child over specific time with details of what the child can do, what they know, and consequences of their actions. This is essential as it establishes information about a child’s current learning and development levels hence the ease in planning for their enhancement interventions Documenting Aisha’s learning can also be used as an observation method to establish the learning and development achieved at a given time. In this method, a documentary evidence of a child is provided while the child’s work samples are included by the child’s parents and educators to support the information provided. Other documentation can be included for instance tape-recordings, photographs and transcriptions. The analysis and interpretation of this documented evidence is vital in giving a clear view of Aisha’s capabilities while establishing her deficiencies. |
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