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CHC50113: Early Childhood Education and Care

Unit   Information 
Qualification Code and   TitleCHC50113 Diploma of Early Child Education and Care
Unit   Code(s)Unit   Title(s)
CHCECE023Analyse information to   inform learning

 

Assessment   TaskCase   Study
Task   ResultSatisfactory / Not   Satisfactory 
Submission   Method Online - Moodle
Submission   Requirements 
Online submission required (via Moodle). Please   ensure your file/s will be saved and uploaded in PDF.
If signatures are required by the assessment (e.g.   supervisor and/or MEGT assessor), students can attach a photo of the original   document alternatively students   can scan the page/s as supportive evidence.


Unit of CompetencyApplication
CHCECE023This unit describes the   skills and knowledge required to gather and analyse information about   children’s learning, in order to inform practice. 


Criteria   Outline
Unit   of competencyElements, Performance Evidence & Knowledge   Evidence
CHCECE0231.1, 1.2, 1.3, 1.5, 2.1,   2.3, 2.5, 4.1, 4.2, KE 1 -8


Student   Instructions
You must answer all parts/questions of the assessment. All your   answers will need to meet the criteria (please refer to criteria outline onto   next page).  Your answers must be typed, you can use one of the   following fonts: Arial, Verdana, or Times New Roman; font size   must be 11 pt and spacing of 1.15. You will be required to electronically   tick the student declaration prior to submitting your assessment on Moodle.   Submission must be done prior or on the due date given to you by your   relevant trainer (unless written permission for an extension has been   granted).
As part of this assessment you must ensure   you utilise the student assessment guide in conjunction with the following   documents:
•                National   Quality Framework and Standards for Early Childhood Education and Care
•                The   relevant approved learning framework under the National Quality Framework for   Early Childhood Education and Care.
•                United   Nations Convention on the Rights of the Child
•                Early   Childhood Code of Ethics
•                Organisational   standards, policies, and procedures


To ensure this you are required to attach a reference list at the end of your assessment following APA referencing   system (copy available on Moodle under “Study Skills”).
Attempt all aspects of the assessment 
Task   Overview
Case   Study
Part   A & B  –  Observe and Interpret
Part   C – Summative assessment
Part   D & E - Questions


 

Case Study

You have a focus child named Aisha who is 2 years and 10 months old. Aisha is an only child in her family and lives with both her mother and father. Aisha has been attending an early childhood service since she was six months of age. Ten months ago, Aisha’s parents changed jobs so they needed to move to a new house to be closer to their work. Aisha now attends your toddler program at your centre three days per week from approximately 7.00 am to 6.00 pm.  

Aisha has just returned from a four-week family holiday at her grandmother’s produce farm, where she played in the gardens and helped her grandmother and family collect produce to sell at the local markets. Aisha only gets to physically visit her grandmother on her farm once each year. Aisha’s family have told you that she speaks weekly to her grandmother on the phone. During this time, they have lengthy conversations about what is currently growing in and changing in grandmother’s garden. Aisha’s grandmother will often mail photographs to Aisha of vegetable, fruits and herbs that are growing on her farm.          


Part A

You will need to watch the video called ‘Mint tea and a chat’ on Aisha and Lauren. 

Access: ECA Learning Hub https://youtu.be/_Ba3ybKxz_E

While watching the video write a running record for 2 minutes focussing on Aisha (who is wearing a hot pink dress with white shapes over it). Use the attached observation template provided. 

You will need to have access and use the NQS, EYLF, Code of ethics and a centre’s policy and procedure around observations and planning for children. 


Complete all sections of the observation template: 

  1. Write a running record
  2. Interpret/analyse the running record- including domains of development, skills with the domain and EYLF outcomes
  3. Follow up/implications. Based on your interpretation/analysis- what could you plan for Aisha to further support her skills, knowledge, interests, strengths, relationships, or behaviour?   
  4. Link your planning ideas to the NQS- a Quality area and an element
  5. Name a relevant theorist and describe how this observation links to his/her theory. 

Part B

You will be given two other methods of observations on Aisha (anecdotal and socio gram) on the templates provided. 

Complete all sections of the observation template: 

  1. Interpret/analyse the anecdotal and socio gram- including the domains of development, skills with the domain and EYLF outcomes for each observation
  2. Follow up/implications. Based on your interpretation/analyse- what could you plan for Aisha to further support her skills, knowledge, interests, strengths, relationships, or behaviour?   
  3. Link your planning ideas to the NQS- a Quality area and an element
  4. Name a theorist and describe how this observation links to his/her theory


Part C

Using your interpretations/analyse of each of the three observations you will then write a summative assessment of Aisha. Use the attached summative assessment template provided. 

  1. Summarise Aisha’s identity, community, wellbeing, learning, communication skills and domains of development  
  2. What do you notice are Aisha’s interests, strengths?   
  3. What could you plan to further support Aisha’s learning and development? 
  4. Name four other people you could involve in collecting ideas to further support Aisha’s learning and development? 
  5. What strategies could you use to collect each of their ideas?

Ensure you keep a copy of this summative assessment to be used for CHCECE024 Case Study

Part D

  1. Give five examples of what you need to consider ensuring confidentiality requirements are met when writing/storing/sharing observations on Aisha. 
  2. Give four examples of how you would work with the Code of ethics: include when writing, interpreting/analysing and planning for Aisha. 


Part E  

  1. Research a centres policy and procedure on observing/planning for children. (Provide a copy) 

Working with that policy and procedure explain what you need to consider when observing and planning for Aisha. 

  1. Thinking about inclusion principles- explain what other methods of observations you could use to observe Aisha holistically?  

Answer

Part A 1, 2, 3, 4, 5

Running Record Observation 
NameAisha Date
Age in years and months2 years 10 months

Observer
Time9.30 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); 
  1. children interact verbally and non-verbally   with others for range of purposes. Aisha interacts with Lauren both verbally   and non-verbally, when she was advising Lauren not have too much water using   her words and gestures.



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
NameAisha Date
Age in years and   months2 years 10 months

Observer
Time
Setting/Background   Information
Aisha working outdoors with another peer and   educator in the garden. 
ObservationInterpretation- 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)
  1. children develop disposition for learning   such as curiosity, cooperation, confidence, creativity, commitment,   enthusiasm, persistence, imagination and reflexivity. 
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 (ACECQA2009); 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


  1. Research   and attach a copy of a centres policy   and procedure on   observing/planning for children. 
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. 

  1. Thinking   about inclusion principles -   explain what other methods of observations you could use to observe Aisha   holistically?  

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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