GDECE106 : Assessment 2 Learning and Development

Assessment 2

Task Description

In terms of physical, social-emotional and cognitive development, identify aspects of learning and development of a child (You can have an example from your placement, your family or your social circles, but please respect the confidentiality of their identity, make them unidentifiable, using a pseudonym). Explain their milestones of development, specifically identifying development across all domains. Use theoretical tools from different perspectives that we have discussed in the class, e.g.: constructivism, behaviourism, humanistic theory, cognitivism, etc. Appraise a range of intentional teaching strategies to support the child’s holistic learning and development, along with individual needs if required. Link to EYLF/NQS.

Criteria

• Explain the milestones achieved by the child, and any notable milestones that have not been achieved but would be expected at the child’s age.
• Appraisal of strategies to support the child’s development and learning
• Clear connections to EYLF, NQS
• Draw on relevant academic literature to support your explanation.

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.

Assessment Approach Guided by the Academic Mentor

The Academic mentor guided the student through the assessment in a structured, step-by-step approach:

Step 1: Choosing the Child and Context

• The mentor advised selecting a child from a placement or social circle while ensuring confidentiality.
• A pseudonym was used to protect identity.

• The student documented observations across multiple sessions to capture authentic behaviours and developmental progress.

Step 2: Recording Milestones and Observations

• The mentor helped the student identify physical, social-emotional, and cognitive milestones, highlighting areas where the child met or had yet to meet age-appropriate expectations.

• Observations were structured into tables for clarity, covering domains such as motor skills, language development, emotional regulation, and social interactions.

Step 3: Applying Theoretical Frameworks

• Using class materials, the mentor guided the student to link observed behaviours to relevant theories:

  • Constructivism for how the child builds knowledge through interaction.
  • Behaviourism for understanding reinforcement and learning patterns.
  • Humanistic theory for socio-emotional growth and self-concept.
  • Cognitivism for problem-solving and memory development.

• This step helped justify why the child displayed certain behaviours or milestones.

Step 4: Appraising Teaching Strategies

• The mentor encouraged the student to explore intentional teaching strategies, such as play-based learning, scaffolding, and differentiated instruction to meet individual needs.

• The student linked strategies to EYLF and NQS outcomes, ensuring holistic support for learning across all domains.

Step 5: Linking to Frameworks and Literature

• The mentor guided the student to critically reference academic literature to support observations and strategies.

• EYLF learning outcomes and NQS quality areas were explicitly connected to observed behaviours and recommended teaching practices.

Step 6: Finalising the Assessment

• The student integrated all sections into a coherent report with clear headings, tables, and reflective commentary.

• Ethical standards were emphasised, including correct citation and maintenance of confidentiality.

Outcome and Learning Objectives Covered

Outcome Achieved:

• Comprehensive understanding of child development across multiple domains.
• Ability to observe, analyse, and reflect on child behaviour and learning.
• Development of strategies to support holistic and individualised learning.
• Clear connection between theory, practice, and professional frameworks (EYLF/NQS).
• Strengthened academic writing, ethical practice, and evidence-based reasoning.

Learning Objectives Addressed:

• Observe and analyse child development systematically.
• Apply developmental theories to real-life observations.
• Plan and evaluate teaching strategies for holistic development.
• Demonstrate ethical practice, confidentiality, and academic integrity.

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