Use Information about Children to Inform Practice
Part 1: Individual Child Studies
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Two focus children, for this assessment you are required to use information provided gathered through using a holistic approach, information covers all areas of development (including cognitive, social and emotional, expressive and receptive language, fine and gross motor) through the observation methods outlined below.
Complete an observation record using the video provided.
https://www.youtube.com/watch?v=LVj_Homvy40
USE INFORMATION PROVIDED TO COMPLETE THIS ASSESSMENT
To form a holistic assessment of the child, you are required to complete the following for each child:
- Running record/ Jotting observation
- Parent/educator conversations
- Art work sample
- One Learning Story with photographs
Your tasks include:
Analysis of each observation provided
Forming observational questions
Links to Theorists
Links to EYLF outcomes
Scaffolding activities
Note: You must interpret each observation and make links to the appropriate theorist where possible e.g. a child sharing equipment = sharing and demonstrating pro-social skills or a child who cries upon leaving a parent = Bowlby’s Attachment Theory (refer to Bowlby’s theory).
- Complete an Individual Summary Form for each of the focus children
(format ‘G’ provided). Using your observations and conversations provided.
This helps you transfer the information you have identified about the child, onto one format to help with your planning.
Analysis of jottings, records, work samples and photographs: are to be recorded on this Individual Summary Form to gain a more accurate, holistic view of the individual child’s interests, knowledge, ideas and abilities in relation to each learning outcome area.
Information about families: Include general non-confidential information about the family in your Individual Summary Form below
Remember this information only needs to be general (e.g. interests, number of children in family, family type, cultural background etc.)
Individual Summary Template (Format G)
| Child’s name | |
| Age: | |
| Date: | |
| Contributors of Information: | |
| Summary of current information from family, including cultural practices:
(for confidentiality: use initial only) |
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| Interests: | |
| Abilities/strengths: | |
| Recent accomplishments: | |
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| Major concepts/understandings/abilities currently emerging: | |
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| EYLF Learning Outcomes
Provide one jotting for each of the following outcome areas. These are jottings of children’s behaviour you may have observed, however did not write up within your observations. |
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| Outcome 1: Children have a strong sense of identity | |
| 1. Children feel safe, secure, and supported
2. Children develop their emerging autonomy, inter-dependence, resilience and sense of agency 3. Children develop knowledgeable and confident self-identities 4. Children learn to interact in relation to others with care, empathy and respect |
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Outcome 2: Children are connected with and contribute to their world |
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| 1. Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
2. Children respond to diversity with respect 3. Children become aware of fairness 4. Children become socially responsible and show respect for the environment |
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| Outcome 3: Children have a strong sense of wellbeing | |
| 1. Children become strong in their social and emotional wellbeing
2. Children take increasing responsibility for their own health and physical wellbeing |
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Outcome 4: Children are confident and involved learners |
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| 1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
2. Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating 3. Children transfer and adapt what they have learned from one context to another 4. Children resource their own learning through connecting with people, place, technologies and natural and processed materials |
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| Outcome 5: Children are effective communicators | |
| 1. Children interact verbally and non-verbally with others for a range of purposes
2. Children engage with a range of texts and gain meaning from these texts 3. Children express ideas and make meaning using a range of media 4. Children begin to understand how symbols and pattern systems work 5. Children use information and communication technologies to access information, investigate ideas and represent their thinking
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| Write 2 goals you would like to implement for this child over the next two weeks: | |
| Ideas for Future Planning: (Identify 4 experiences based on your focus child’s knowledge, ideas, abilities, interests, needs and cultural practices).
These are what you will use in your planning. |
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Example: Individual Summary Template (Format G)
| Child’s name: J. W. (Please use initials or a code for confidentiality) | |
| Age: 3 years | |
| Date: 22/1/14 | |
| Contributors of Information: Karen, Bec, Tracy (Write who contributed to this information. These may include: Yourself, parents, staff in room – for confidentiality use parents initials or ‘J.W’s parents’) | |
| Summary of current information from family including cultural practices:
(for confidentiality: use initial only) |
|
| J is three years old. J comes from a two parent family and is the youngest of three children. J has a sister (M) who is 7 years old and a brother (B) who is 9 years old. J attends preschool three days a week and has been attending the centre for 14 months. J is currently very interested in trains and animals. He has a Thomas the Train set and reads Thomas books with his family. Mum says that he takes his plastic animals everywhere and is always creating homes for them. J’s favourite movie is currently Nemo and he listens to the wiggles. J is moving house soon. | |
| Interests: | |
| Enjoys Thomas the train and has a train set at home | |
| Animals and creating homes | |
| Movie: Nemo | |
| Reading | |
| Abilities/strengths: | |
| J is very confident at climbing – showing balance and co-ordination | |
| J is interested in print – asks adults to read print on packages and in books | |
| Using 7+ word sentences | |
| Uses language to request information and discuss happenings | |
| Recent accomplishments: | |
| Drawing representational drawings | |
| Sharing- Verbally negotiating with others | |
| Major concepts/understandings/abilities currently emerging: | |
| Catching a ball
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| EYLF Learning Outcomes
Provide one jotting for each of the following outcome areas. These are jottings of children’s behaviour you may have observed however did not write up within your observations. |
|
| Outcome 1: Children have a strong sense of identity | |
| 1. Children feel safe, secure, and supported
2. Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
3. Children develop knowledgeable and confident self-identities
4. Children learn to interact in relation to others with care, empathy and respect |
J confidently asked educators for assistance
J verbally approaches strangers at the centre asking them their name. J confidently uses the toilet and asked for help when pulling up his pants. J was seen helping one of the babies who fell over today, stopping and saying “are you ok?, there we go”. He helped them up until the educator came over. |
Outcome 2: Children are connected with and contribute to their world |
|
| 1. Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
2. Children respond to diversity with respect
3. Children become aware of fairness
4. Children become socially responsible and show respect for the environment |
J picked up a paper when he dropped it on the floor
J redirected the watercourse today onto the plants at the end and during play.
During group time discussion about water conservation J said “we need to save our water so the animals have water to drink, so they don’t die”
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Outcome 3: Children have a strong sense of wellbeing
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| a. Children become strong in their social and emotional wellbeing
b. Children take increasing responsibility for their own health and physical wellbeing |
J talked about this vegetables at lunch today saying “They make me strong”
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Outcome 4: Children are confident and involved learners
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| 1. Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
2. Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
3. Children transfer and adapt what they have learned from one context to another
4. Children resource their own learning through connecting with people, place, technologies and natural and processed materials |
J was very interested in the watercourse spending over an hour changing directions of the tubing.
Through problem solving J discovered that water will not run uphill. He said “we have to put this end down or it won’t come out”
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| Outcome 5: Children are effective communicators | |
| 1. Children interact verbally and non-verbally with others for a range of purposes
2. Children engage with a range of texts and gain meaning from these texts
3. Children express ideas and make meaning using a range of media
4. Children begin to understand how symbols and pattern systems work
5. Children use information and communication technologies to access information, investigate ideas and represent their thinking
|
J expresses his ideas verbally
J initiates interactions with peers and adults verbally J is very interested in reading and requested the very hungry caterpillar today.
J very interested in creating homes for plastic animals today requesting boxes to collect leaves from the ground for the dinosaurs .
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| Write 2 goals you would like to implement for this child over the next two weeks.
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| 1. To extend J’s interest in Water play and buildings.
2. To increase level of challenge for J involving math, science and literacy.
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| Ideas for Future Planning: (Identify 4 experiences based on your focus child’s knowledge, ideas, abilities, interests, needs and cultural practices).
These are what you will use in your planning. |
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| 1. Plastic animals, boxes and natural materials to create homes | |
| 2. Train corner- add trains, timetables, Thomas books, railway map, pictures of different trains. | |
| 3. Catching a semi- deflated beach ball | |
| 4. Reading- one to one reading time on a topic of interest, Nemo, Trains, animals
5. Add packing boxes into home corner to role play moving. |
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Example: Learning Story Template
Learning Story to be designed on PowerPoint.
Name: Date:
DOB: Age:
Setting: Time: Observed By:
| Learning Story |
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Observation |
| Jasper showed great interest in comparing two different equipment catalogues today. He drew my attention to the different prices for the same piece of equipment. He asked me to read how much they cost. I said “These are $30 and these are $45”. Jasper asked a range of questions including, “Why aren’t they the same?” Together we compared the equipment and discovered they both had the same amount of pieces and same brand. They were the same item. Jasper said “I think we should buy this one ($30) it’s cheaper and it’s the same thing. “
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Analysis |
| Jasper showed today that he was able to confidently use texts to obtain information and gain meaning (Outcome 4). He was able to recognise price symbols ‘$’ from other text on the page (Outcome 5). Jasper utilised a range of learning processes including problem solving, critical thinking and investigation to reach a clear decision (Outcome 5). He was also able to communicate his ideas and queries verbally and use others as a resource (Outcome 5).
In this observation we can see: Outcome 4: Children are confident and involved learners Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.
Outcome 5: Children are effective communicators Children engage with a range of texts and gain meaning from these texts Children interact verbally and non-verbally with others for a range of purposes Children begin to understand how symbols and pattern systems work |
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Where To From Here? |
| The next step is to work out how to extend on this interest and understanding. It could include:
Having Jasper help order the equipment e.g. collaborate with others, order online or in paper version, take responsibility for checking it when it arrives, checking it matches the docket and order etc. Utilise money in play, such as playing shops or monopoly Providing a range of research texts related to Jaspers’ interests Share this learning with his family and incorporate any ideas or comments they make. Jasper may do this all the time at home or in the supermarket! Extend to using the internet to research information with Jasper on topics of interest
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| Please ensure that you include the (2) focus children’s analysed data as part of your assessment documentation.
Individual Summary Template (Format G) MUST be completed for each child: 1 Halima 1 Maya |
End of Written
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