Support the Holistic Development of Children in early Childhood - Management Assignment Help

Assignment Task:

Task:

Assessment details Instructions
Assessment overview

The objective of this assessment is to assess your knowledge as would be required for you to support the holistic development of children in early childhood; provide experiences to support children's play and learning; support children to connect to their world and use information about children to inform practice
Assessment Event number 2 of 2
Instructions for this assessmentThis is a written assessment and will be assessing you on your knowledge of the four units.
This assessment document is in five parts and also contains an Evidence Guide and final Assessment Feedback (marking tools).
This assessment will be completed while you are on work placement. You must read the entire document before commencing your work placement, so you are aware of all requirements.
1. Focus Child Observations
2. Experience Plans and Implementation
3. Reflective Journals
4. Sustainability Checklist
Detailed instruction for each assessment part is contained at the beginning of each assessment part and include:
Assessment task introduction
When the assessment task must take place
Where the assessment task will take place
Resources and equipment required to complete the assessment task if different from those in this assessments details table
Specific assessment conditions (where required)
You must read the entire document before commencing your assessment, so you are aware of all requirements.
Submission instructions On completion of this assessment, you are required to upload it as per the instructions on your Online Learning Support (OLS).
It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE.
Conditions of Assessment Assessment conditions will require you to:
Read the learning resources on the Online Learning support (OLS)
Complete and submit your written assessment onto the Online Learning Support (OLS)
Assessment must ensure the use of:
National Quality Framework for Early Childhood Education and Care
The relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Confidentiality
Instructions Where an assessment task requires the recording of a child observation and/or development of a plan for a child, the child must only be identified by:
Their first initial
Age in years and months – for example 5 years 3 months
Where a student is required to collect and provide evidence of documentation from an Education and Care Centre, each document must be de-identified to protect the child’s right to privacy and confidentiality.
Prior to undertaking any observation:
parental/guardian consent must be obtained, and a copy included in the submitted assessment; and
Students must also request the child’s permission prior to commencing an observation.
Where an assessment requires video recording of adults, each participant must provide written consent and this consent must be included in the student’s assessment submission.
What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment, all questions must be answered correctly.
You must ensure your assessment responses are written in your own words (unless otherwise specified), include APA referencing where required
You must adhere to the word count requirements where specified.
What do I need to provide? Computer and internet access
Due date and time allowed Due Date: Refer to your individual training plan on the OLS
Venue: To be completed online.
Note: This assessment may be completed and submitted prior to the commencement of work placement.
Supervision The marking teacher may ask for additional evidence to verify the authenticity of your submission and confirm that the assessment task was completed by you.
Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer.
Contact your Head Teacher for the assessment appeals procedures at your college/campus.
Part 1:
Focus Child Observations
Introduction: To complete this assessment part the student must complete observations of three focus children of varying ages.
When: To be completed by the completion of work placement
Where: The observation templates can be completed outside of service hours so as not to impact your engagement with the children and educators in the service. Notes can be made whilst at the service to be written up when on a break away from the children or when outside service hours.
Resources and equipment: As outlined in the assessment instruction table.
Note : Before observing, photographing or gathering any information about children, students must gain written permission from the parent/guardian.
You will need to discuss this requirement with your Workplace Supervisor early in your Work Placement. Your Workplace Supervisor will assist you to choose focus children to observe aged 2-6yrs. You will need to introduce yourself to the parent/guardian and explain why you are requesting their permission to observe.
Make sure that you have permission in writing before you start to photograph or write about the child.
The Permission to observe form MUST be completed by each focus child’s parent or guardian before you start to photograph or write about the child. You will find this form in your Work Placement Documents.
Scan and submit the completed permission form with your Work Placement assessments.
In consultation with your WP Supervisor gain permission to observe three different children aged 2-6yrs.
Use the Permission to observe form and complete one for each child (three in total).
The children will need to be of varying ages to meet the assessment requirements.
Secondary source information is beneficial in planning effectively for children in education and care.
In consultation with each child, their parents/ guardians and the other educators in the room gather information about each child to complete a secondary sources form. One for each child (three in total).
Use the secondary sources template located in this task document.
Observing children helps gather significant information which enables educators to analyse development and plan effectively for children in education and care. To gather observations of children it is important to observe, listen and talk with children for sustained periods of time. While observing children pay close attention to what they are saying and doing and document this in your observations. Observations must always be free from biased comments and negative labelling of children and written positively and objectively.
Record two observations for each focus child. (Six observations in total).
Each observation you complete must use a different observational technique.
Observational techniques are listed below:
Secondary source record (all children)
Work sample (Brandon)
Anecdotal record (Louis)
Learning story (Brandon)
Jotting (Louis) & (Lara)
Digital images (Lara)
Observation templates are provided in this assessment below
Analyse each observation (six in total) to identify:
Aspects of the child’s development
Knowledge, ideas, abilities and interests
Social interactions
Reactions to play environment
Include planning suggestions (where to next) for each observation (six in total) based on the information gathered. Share your observations and analysis with other educators and your WP Supervisor.
Secondary Source Template - Friday
Child’s name: Lara
Age: 2
Days of attendance:
All week Date: 18 June
Feedback / information gathered from the focus child:
Lara shares humour with other children. She likes to free play a lot as it expands her mind and gets her thinking of what’s next.
Feedback / information gathered from parents/guardian and family:
Lara has developed a lot socially being in the Little Explorers and they’re super excited to see her progress later on the centre.
Feedback / information gathered from educators, including the child’s existing developmental records (if appropriate):
You need to add details
-
Future planning ideas (ideas for the child).
Lara is very a happy and social child. As she is older, she can express her opinion in group discussions led by the educator
Secondary Source Template - Friday
Child’s name: Louis
Age: 2
Days of attendance:
All week Date: 18 June
Feedback / information gathered from the focus child:
Louis likes to participate and join into dramatic plat experiences and likes to lead by example and introducing new ideas and characters.
Feedback / information gathered from parents/guardian and family:
Louis is confident in using verbal and non-verbal communication. He is very well spoken and clear when he talks. He has developed a lot since he came into the Little Explorers room.
Feedback / information gathered from educators, including the child’s existing developmental records (if appropriate):
You need to add details
Future planning ideas (ideas for the child).
Louis has developed a lot of skills while being in the Little Explorer’s room. He has ideas for every task and could lead them if he was given the opportunity. He actively participates in group tasks.
Secondary Source Template - Friday
Child’s name: Brandon
Age: 2
Days of attendance:
All week Date: 18 June
Feedback / information gathered from the focus child:
Brandon is an enthusiastic learner. He would repeat what you say that he finds new to learn and even though he is new in the Early Learner’s room he has really fit in with everyone.
Feedback / information gathered from parents/guardian and family:
Brandon is a very positive child in the room. He likes to mix and mingle with different children and play with them whenever there’s an opportunity. He has active listening to what is being said.
Feedback / information gathered from educators, including the child’s existing developmental records (if appropriate):
You need to add details
Future planning ideas (ideas for the child).
Contribute in fair decision making. He likes to keep toys to himself but will then share when you ask him how he would feel if he was on the other end. He would grow into it by seeing other children share as well.
Work Sample Template
Child’s name/age:
Brandon 2yrs
Observer:
Date:
11/06/21
The Setting (location, list materials and equipment available )Painting table
Paddle pop stick
Glue
Coloured tissue paper
A3 paper
Child’s Work
Attach Child’s Work Sample
(objectively describe what the child did and any comments they made )
Brandon created a poster full of coloured tissue paper and pompoms with glue.
In this section you need to include more details about what the child did and said. The more specific detail you have in here the more you will be able to comment on in the analysis and the easier it will be to suggest a follow up planning idea
There should be a sample of work to go with this observation - maybe a photo of the end product - poster
Analysis (identify developmental areas, skills, concepts, knowledge, dispositions and interests)
Brandon used his right hand and grasped the paddle pop stick to scoop into glue while the left hand held the cup this should be part of the observation not in the analysis section so it wouldn’t fall out of his hand. He was very pleased with each tissue paper he laid out and would smile up at me when he would press it down to the paper. This task helps Brandon to strengthen his fine motor skills and teaches cause and effect. The art he created allows him to express himself in an artistic, open way.
In an analysis or interpretation, you need to include details of what the observation tells you about the child’s development. What does the observation tell you about the child’s fine motor skills, self help skills etc
Relevant Approved Learning Framework Links:
Learning Outcome 4:
1.Manipulate objects and experiment with cause and effect, trial and error, and motion ?
Learning outcome 3:
Shares humour, happiness and satisfaction Planning suggestions? (Where to next? What experiences could you set up next time? What strategies would you use? Why?)
Getting Brandon to start drawing objects and animals using pencils. Getting his creative side more open and rising his self-esteem.
How does this link to the collage experience you have written the observation about
Anecdotal Observation Template
Child’s name/age:
Louis, age 2 and 7 months Date:
10/06/2021
Setting:
Outdoor area on the wooden deck Observer:
Observation: (write down what you saw and what you heard).
Louis was given a number 4 laminated sheet of paper and was told to put it in the letterbox was the number 4 in front of the box. With my help we recognised the number and started going to letterbox 5,6,3,2 and 1 to see if we can match the outlining of the number. What exactly did he do here? Since they didn’t, louis ran and found the number 4 box and stuck the paper with his right hand inside and started jumping around because he got it correct.
He would also help out other children once he got the hang of the task and what notify them where to go. – describe exactly what he did and said with the other children

• Relevant Approved Learning Framework Links:
• Learning Outcome 1 – children have a strong sense of identity
• Be open to new strategies and discoveries
• Learning Outcome 3 – children have a strong sense of wellbeing
• Increasingly co-operate and work collaboratively with others
• Planning suggestions? (Where to next? What experiences could you set up next time? What strategies would you use? Why?)
• Playdough helps children's muscles grow by the playdough being a tough texture so Brandon would have a good experience when he uses pencils and scissors for his future tasks. As he continues using playdough, we can also get him to create other objects without using shape cutters and getting him to free play it by copying us or using his imagination. What else could we add to the play to further extend his learning? From your observation he is cooking - how could you follow up on his cooking play
• (Attach photos to this observation if you wish and you have permission)
•  
• Digital Images/ Photographs Template
• Child’s name: Lara Photographs
• Child’s age: 3yrs Date: 11/06/21 Observer: Observation:
• 10:40 this morning I decided to take out the blocks once all the children arrived for the day. Lara was very eager to get ready on building whatever she decided to make. I simply asked her while observing “Lara what are you going to make this morning” she replied with “a crown from yesterday” which meant a flower crown one of the other educators made a day before. From that she got very inspired and decided that was her task for this experience. She had her mind set on how big it was but had no colour scheme.
• Remember to just write about what you observed. More details needed here – what did she do, did she say anything while she did this, did she interact with the other child? Extra detail will give you information about her fine motor skills, problem solving, social skills etc
• Analysis:
• Lara’s motor skills and hand eye-coordination would develop accordingly while she is playing with blocks. There is divergent thinking into this task which makes it very intriguing for the children because they need to be more focused into their task. For example they need to press it down so it connects, if they aren’t paying attention a risk can be their hand slips and they hurt their other hand if it is holding the block underneath. Cognitive flexibility is a great function and learning tool. Lara is building an object based on an inspiration she saw from the day before. – specify the time of day and time and specialise her skills. 2-3 skills Links to relevant approved learning framework:
• Learning Outcome 4:
• 1.Manipulate objects and experiment with ?cause and effect, trial and error, and motion ?
• 2. Develop an ability to mirror, repeat and ?practice the actions of others, either ?immediately or later ?
• Planning suggestions? (Where to next? What experiences could you set up next time? What strategies would you use? Why?)
• Lara is learning to imitate objects other people are doing. To focus more on her creative side we could start drawing with her using templates or doing step-by-step then she can do it herself.
• You need to provide a specific follow up idea. How does drawing relate to this observation? If you include more detail in the observation to show her fine motor skills, social skills etc you will be able to identify what to follow up on
• Jottings Template
• Child’s name: Lara Observer:
• Setting:
• Little Explorers’ room
• Date:
• 05/06/2021 Analysis:
• Relevant Approved Learning Framework Links:
• Jottting:
• -10:00am all the children including Lara sat around the table to listen to myself, and the educator talking about sustainability.
• -Lara was listening carefully and at 10:10 it was her turn to take the plastic out the makeshift ocean, she carefully pincer-grasped the small tongs in her right hand, pulled up her sleeve and grabbed the plastic wrap out of the container. She placed it on the table and gave a smile to the table from her success.
• -Once it was her turn again around 10:15, she said, “no more throwing rubbish, very bad” and took out more plastic from the container. Lara was very aware about the task instructions and was waiting patiently for her turn to be next.
• - another 5-10 minutes went by it was her turn next she repeated her earlier steps while concentrating carefully and making sure no one distracts her from the task.
• Through this observation, it is evident that Lara engages and contributes to the experience. She has also shown that she recognises the contribution she makes to the task by repeating what we say and saying it to the child next to her for example, “plastic hurts animals in the water.” While showing sympathy and saddened emotion. She is well skilled non-verbally by showing her empathetic side to the discussion and experience we had towards the sea life animals.
• Since the ‘water’ was mainly cornstarch and blue food colouring Lara stood back a bit from the table, with her pulled up sleeves. She only gently looked over so she wouldn’t get her hands and clothes dirty used her right hand to get the tongs and fish the plastic out of round container and make sure it was plastic free. She was very happy and excited by her hard work and was pleased by her teamwork and patience. Outcome 2.4
• Outcome 1.4
• Planning suggestions? (Where to next? What experiences could you set up next time? What strategies would you use? Why?)
• Since Lara finds it interesting being involved in these tasks we can create and implement more tasks such as world clean up day. This helps her being focused on caring for the community, teaching her at a young age and watching educators clean up and such she would see as a norm and start doing it herself. What exactly could you do to follow up on her emerging environmental consciousness
• (Attach photos to this observation if you wish and you have permission)
• Jottings Template
• Child’s name: Louis Observer:
• Setting:
• Drawing table
• Date:
• 09/06/2021 Jotting:
• Relevant Approved Learning Framework Links:
• Analysis:
• Louis was doing free play and asked me to help him draw and elephant, I told him I can draw one for myself and he can copy me step-by-step and ask if he needs any help or have any questions. I started to carefully draw circles as the body and face while turning over and observing him with his moves. He carefully got the colouring in pencil with his right hand and started to draw with his tongue sticking out in concentration. He grasped the pencil with his full hand. Wrapping it around and would draw and look back up at me asking “Madina is this okay?” “Am I doing right drawing?.” Louis is an effective communicator and isn’t afraid to ask questions whether its once or a number of times of the same question. He is effective in his work and would make sure he is proud of it before he shows anyone. I would then give him a smile and say he’s doing great work and get back to my drawing. Louis is committed to doing a task he has never done before and won’t get distracted by other things. -At around 10:30 Louis first asked me to help him draw the elephant.
• -10:35 came around and he started copying me very closely so he can get it as similar as mine.
• -10:45 he started asking questions once we got to the smaller details like the eyes and ears.
• -He then would comment on what coloured pencils he would use to colour it in.
• -After he finished he was very happy and felt successful on his task of learning how to draw an elephant.
• Outcome 4: children are confident and involved learners –
• 1.are curious and enthusiastic participants in their learning
• 2.persist, even when they find a task difficult.
• Planning suggestions? (Where to next? What experiences could you set up next time? What strategies would you use? Why?)
• Print out or have drawing stencils so Louis can have more confidence if he still finds it hard later on in the service. The stencil can help him out draw and once he’s comfortable he can do it free hand.
• (Attach photos to this observation if you wish and you have permission)
• Introduction: To complete this assessment part the student must complete four experience plans based on the three focus children they have observed and the interests of the children.
• When: To be completed by the completion of work placement
• Where: Completing the experience plan templates can be completed outside of service hours so as not to impact your engagement with the children and educators in the service. Notes can be made whilst at the service to be written up when on a break away from the children or when outside service hours.
• Resources and equipment: As outlined in the assessment instruction table.
• Please note: this can be the same experience planned for Providing Care for Children Project assignment 1: Physical Play Experience.
• 1. Physical Experience
• Plan, implement and evaluate an outdoor physical experience that is focused on developing your three focus children’s understanding of physical fitness and offering the children challenge and appropriate risk-taking opportunity.
• Read through the assessment and the relevant physical experience template before undertaking the assessment
• Steps to complete the Physical Play Experience Plan:
• Use the Physical Play Area Plan Template and complete all planning sections.
• Access the Early Years Learning Framework to link your plan to relevant learning outcomes.
• Access the National Physical Activity Guidelines for Australians and provide one link to the guidelines.
• Gain feedback from your workplace supervisor about your plan and adjust accordingly. Record the feedback on the template.
• Negotiate a day and a time with your workplace supervisor so that you can implement your planned experience
• Ensure you have all resources, materials, equipment etc. ready for the day of implementation.
• Discuss with the three children during the experience how their bodies work and the importance of physical activity to health and wellbeing.
• After implementation document and reflect on the experience and your role in the supporting children’s physical development. Complete the final sections of the experience plan template.

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