TASK 1 – Observing and documenting children’s learning
1.For this task you will be taking observations of 3 children of different ages (at least 6 months apart in age).
2.It will take a couple of weeks to complete this task as you will be observing 3 different children and documenting their learning.
3.BEFORE you start you must discuss this task with your room leader or workplace supervisor.
4.Your room leader or workplace supervisor will need to complete the section below before you commence this task.
CHC30113 Supporting Development Assessment – Australia.

Part A: Touching base with your workplace supervisor
Meet with your room leader or workplace supervisor about the requirements of this task so that they can guide and support your work.

Part B: Family permission
BEFORE you start taking observations you must gain written permission from the parents of the 3 children you are observing.
1.Use the permission forms below.
2.With your room leader/workplace supervisor’s guidance, discuss the permission forms to the relevant parents. Briefly explain your role and the purpose of the request. Parents need to sign and date the permission form.
3.Note: observations that are made prior to receiving parent permission will not be accepted.

Part C: Observations

• You are required to take 3 observations for each of your 3 children (9 observations in total).
• All observations need to be strength-based and use non-judge mental language.
• Observations will be a mixture of styles including anecdotal, learning stories, photos, art work samples and jottings. The style of observation required is specified in the instructions for each observation.
• Each observation will focus on a specific area of development: physical, social, cognitive, emotional and language.The developmental focus is specified in the instructions for each observation.
• There is no requirement for you to be directly involved with the child in the experiences that you observe, however this may occur naturally during some of your observations.
• Remember to include routines and transitions in some of your chosen observations as these are also opportunities for children’s learning and development.

For each observation you are required to:
1.Respectfully gather information – taking observations, conversations with the child, other educators and the parents
2.Analyse the learning in your observations
3.Share this respectfully with other educators and the child’s family (where appropriate)
4.Provide an idea to extend the child’s learning
5.Link your extension to the program/curriculum
6.To support your work you should use the EYLF (or VEYLDF), the NQS and the resource Develop mental Milestones and the EYLF & NQS.

• CHILD 1
• Follow the instructions below to complete your 3 observations for this child.
• Attach your 3 observations to your submitted work.

Discuss:
a. To find out about this child’s needs, interests, abilities and cultural practices, you will need to have conversations with the child, their parents (with support of room leader/workplace supervisor) and other educators who work with this child.
b. These conversations can be informal chats before and throughout your time observing this child.
c. The information you gain about the child will help you to understand and analyse their learning when you document your observations.
d. Document what you learned about the child’s needs, interests, abilities and cultural practices below.

Step 1 – Observe:
1.Take 3 images of the child at play (a series of photos of the child engaging in one experience/event). Do not include other children in the photo.
2. Write a sentence about the photos to explain where and when they were taken.
3. Describe what you observed the child doing, with reference to their physical development. You can mention other children’s involvement – however do not identify these children.

Step 2 – Analyse:
Look carefully at your photos and read your observation. Use this information to help you to analyse the child’s learning and development. Describe the following:
1. the learning that happened
2. how the child interacted with others
3. how the child responded to the play environment
4. what all this information tells you about the child’s abilities, interests, knowledge and development
5. EYLF/VEYLDF Learning Outcomes that relate to your information

Step 3 – Extend:
After analysing the learning and development, the next step is to think about possible ways to extend on the child’s abilities, interests, knowledge and development.
A. Suggest an idea to extend on the child’s physical learning and development.
B. Explain how your extension idea will support the child’s physical learning and development.
C. Where could your extension idea fit into the program/curriculum?

Step 4 – Share
• Share your observation, analysis and extension idea with your room leader/workplace supervisor.
• Date of discussion:
• Room leader/workplace supervisor name:
• Room leader/workplace supervisor signature:

CHILD 1 Observation 2
Focus Social development
Observation style Jottings

• Step 1 – Observe:
• Over 1 -2 weeks, observe the same child a few times when they are participating in social experiences. Make some quick jottings (minimum 5) about what you observe.
• Gather together all your jottings. Write a 1-2 paragraph summary of the information in your jottings that describes what you observed the child doing, with reference to their social development. You can mention other children’s involvement – however do not identify these children.

Step 2- Analyse
Carefully read your jottings and the summary. Use this information to help you to analyse the child’s learning and development. Describe the following:

• the learning that happened
• how the child interacted with others
• how the child responded to the play environment
• what all this information tells you about the child’s abilities, interests, knowledge and development
• EYLF/VEYLDF Learning Outcomes that relate to your information

• Step 3 – Extend
• After analysing the learning and development, the next step is to think about possible ways to extend on the child’s abilities, interests, knowledge and development.
• Suggest an idea to extend on the child’s social learning and development
• Explain how your extension idea will support the child’s social learning and development.
• Where could your extension idea fit into the program/curriculum?

Step 4 – Share:
• Share your observation, analysis and extension idea with your room leader/workplace supervisor.
• Date of discussion:
• Room leader/workplace supervisor name:
• Room leader/workplace supervisor signature:

• Step 5 – Attach to your submission:
• Samples of child’s work (minimum 2 pieces). Clearly label these with the child’s name and observation number.

CHILD 2

• Follow the instructions below to complete your 3 observations for this child.

• Discuss:
• To find out about this child’s needs, interests, abilities and cultural practices, you will need to have conversations with the child, their parents (with support of room leader/workplace supervisor) and other educators who work with this child.
• These conversations can be informal chats before and throughout your time observing this child.
• The information you gain about the child will help you to understand and analyse their learning when you document your observations.
• Document what you learned about the child’s needs, interests, abilities and cultural practices below.

• Step 1 – Observe
• Observe the child at play.
• For your anecdotal observation write a detailed description to include:
• What you observed the child doing and how they communicated, with reference to their emotional development. You can mention other children’s involvement – however do not identify these children.
• Talk to your room leader and other educators about what you have noticed.

• Step 2 – Analyse
• Read your observation carefully. Use this information to help you to analyse the child’s learning and development. Describe the following:
• the learning that happened
• how the child interacted with others
• how the child responded to the play environment
• what all this information tells you about the child’s abilities, interests, knowledge and development
• EYLF/VEYLDF Learning Outcomes that relate to your information

Step 3 – Reflection
Think about (reflect on) your observation and analysis. List 3 ways that you could support this child’s emotional development:

Use your knowledge of EYLF Learning Outcome 3 to guide you.
1.
2.
3.

Step 4 – Share
• Share your observation, analysis and reflection with your room leader/workplace supervisor.
• Date of discussion:
• Room leader/workplace supervisor name: ____________
• Room leader/workplace supervisor signature: _________

The learning story observation style combines the elements of observe and analyse into one detailed observation. It tells a story about the child and usually includes some photos to enhance the story.

Step 1 – Observe and analyse

Observe the child at play, or during a routine or transition time. Make sure to observe for long enough (or more than one time) so that you have enough information to write your learning story.

Write a detailed description (3 paragraphs) to include:

• The setting for your observation

• What you observed the child doing and how they communicated
• How the child interacted with you and other children (however do not identify these children)
• What you noticed about the child’s communication development
• How you responded to the child, e.g. conversation and questions (give details)
• including some analysis of the learning and what this tells you about the child and their communication skills and development

• Add 2 relevant photos to support your learning story. These could be of the setting,the child engaging in an experience/routine/transition, etc. Do not include other children in the photos.

Step 2- Reflection
Think about (reflect on) your learning story and answer the following questions.

What are some key things you learned about this child?

How could you continue to support their communication development?

Step 3 – Link to EYLF
Link your learning story with a relevant Principle and Practice from the EYLF.
Name the EYLF Principle:

Why is this Principle relevant for your learning story?

Name the EYLF Practice:

Why is this Practice relevant for your learning story?

Over 1 -2 weeks, observe the same child a few times when they are participating in different physical experiences. Make some quick jottings (minimum 5) about what you observe.

Gather together all your jottings. Write a 1-2 paragraph summary of the information in your jottings that describes what you observed the child doing, with reference to their physical development. You can mention other children’s involvement – however do not identify these children.

Step 1 – Analyse
Carefully read your jottings and the summary. Use this information to help you to analyse the child’s learning and development. Describe the following:

• the learning that happened
• how the child interacted with others
• how the child responded to the play environment
• what all this information tells you about the child’s abilities, interests, knowledge and development
• EYLF/VEYLDF Learning Outcomes that relate to your information

Step 2 – Extend
Scaffolding learning is one strategy that educators use to extend and build on a child’s learning.Reflect on your observation and analysis and think of how you could scaffold this child’s learning.

Provide a suggestion for how you could scaffold this child’s learning to support their physical development:

How have you shown respect for children’s right to observe and choose not to participate and how have you supported children to choose experiences that support their level of development:

How does the child react to play environments? How have you ensured that the child was interested and challenged in the environment without causing frustration?

Step 3 – Attach to your submission:
 Jottings (clearly label these with the child’s name and the observation number)

CHILD 3

 Follow the instructions below to complete your 3 observations for this child.

CHC30113 Supporting Development Assessment – Australia.

Discuss:

 To find out about this child’s needs, interests, abilities and cultural practices, you will need to have conversations with the child, their parents (with support of room leader/workplace supervisor) and other educators who work with this child.
 These conversations can be informal chats before and throughout your time observing this child.
 The information you gain about the child will help you to understand and analyse their learning when you document your observations.
 Document what you learned about the child’s needs, interests, abilities and cultural practices below.

Step 1 – Observe
 Observe the child in a social setting.
 For your anecdotal observation write a detailed description to include:

• What you observed the child doing and how they communicated, with reference to their social development. You can mention other children’s involvement – however do not identify these children.
• Talk to your room leader and other educators about what you have noticed.

Step 2 – Analyse
Read your observation carefully. Use this information to help you to analyse the child’s learning and development. Describe the following:

• the learning that happened
• how the child interacted with others
• how the child responded to the play environment
• what all this information tells you about the child’s abilities, interests, knowledge and development
• EYLF/VEYLDF Learning Outcomes that relate to your information

Step 3 – Reflection
Think about (reflect on) your observation and analysis.
List 3 ways that you could support this child’s social development:
Use the resource Developmental Milestones and the EYLF & NQS to guide you.
1.
2.
3.

Did this child require support to communicate with their peers, if so how did you support them?

If not how would you support the child to communicate with and understand others?

Ensure you consider the child’s age and stage of development in your response:

Step 4 – Share
• Share your observation, analysis and reflection with your room leader/workplace supervisor.
• Date of discussion:
• Room leader/workplace supervisor name:
• Room leader/workplace supervisor signature:

• Step 1 – Observe
• Take 3 images of the child at play. (A series of photos of the child engaging in one experience/event). Do not include other children in the photos.
• Write a sentence about the photos to explain where and when they were taken.
• Describe what you observed the child doing, with reference to their cognitive development. You can mention other children’s involvement – however do not identify these children.

Step 2 – Analyse
Look carefully at your photos and read your observation. Use this information to help you to analyse the child’s learning and development. Describe the following:

• the learning that happened
• how the child interacted with others
• how the child responded to the play environment
• what all this information tells you about the child’s abilities, interests,knowledge and development
• EYLF/VEYLDF Learning Outcomes that relate to your information

Step 3 – Extend

• Suggest an idea to extend on the child’s cognitive learning and development.

• Explain how your extension idea will support the child’s cognitive learning and development.

The learning story observation style combines the elements of observe and analyse into one detailed observation. It tells a story about the child and usually includes some photos to enhance the story.

• Step 1 – Observe and analyse
• Observe the child at play, or during a routine or transition time. Make sure to observe for long enough (or more than one time) so that you have enough information to write your learning story.

Write a detailed description (3 paragraphs) to include:

• The setting for your observation
• What you observed the child doing and how they communicated
• How the child interacted with you and other children (however do not identify these children)
• What you noticed about the child’s emotional development
• How you responded to the child, e.g. conversation and questions (give
• details)
• including some analysis of the learning and what this tells you about the child and their communication skills and development

• Add 1-2 relevant photos to support your learning story. These could be of the setting, the child engaging in an experience/routine/transition, etc. Do not include other children in the photos.

Step 2- Reflection
Think about (reflect on) your learning story and answer the following questions.

What are some key things you learned about this child?

How could you continue to support their communication development including how to express and manage feelings appropriately?

Step 3 – Link to EYLF
Link your learning story with a relevant Principle and Practice from the EYLF.

Name the EYLF Practice:

Why is this Principle relevant for your learning story?

Why is this Practice relevant for your learning story?

Task 2 – Setting Up Learning Environments
There are 2 parts to this task. The first part involves researching the importance of play in early childhood. In the second part you will be assisting to set up safe and developmentally appropriate play experiences for children. Follow the instructions for each part.

Part A:
 In the EYLF, read about the Practice Learning through Play on page 17.
 In the course textbook The Early Childhood Educator for Certificate III, Edition 2, read about Parten’s stages of play.

In your own words, explain why play is important for children:
Include the different stages of play.

Part B:
For this task you are required to set up 3 safe learning environments for children, in both indoor and outdoor spaces.

• Discuss this task with your room leader/workplace supervisor.
• Room leader/workplace supervisor feedback is required for each learning environment set up.
• There are some different requirements for each learning environment you will set up.
• Carefully follow the instructions for each learning environment to complete this task.

Learning Environment 1

• Set up a safe and inviting learning environment indoors using appropriate resources and equipment.
• Your learning environment should support children’s:
• holistic development
• sense of belonging
• individual play
• enjoyment of language and literature
• Resources should include: children’s stories and puppets
• Take 2 clear photos of your set up learning environment. Do not identify the children.
• You are required as part of this task to interact and engage with children during their play in the learning environment, noticing how they play. Read the stories to individuals or small groups of children.
• Answer the following questions to describe your learning environment.

1.Ages of children accessing this learning environment: ____
2.What is the purpose of your learning environment? What can children do here?
3.What safety aspects will you consider when setting up this learning environment?

Consider potential behaviours that may arise during the planned experience, Provide 2 strategies below that you could use if a challenging behaviour did arise ensuring that your strategies address the below:

• Appropriate to the child’s level of understanding
• Allow children to understand their actions
• Make an informed choice regarding their behaviour.
• Understand and accept responsibility for their actions

1.
2.

5.What resources and equipment are available for children to use in this learning environment?

6.How will these resources and equipment support children’s holistic
development? Consider all areas of development.

7.How will this learning environment support children’s individual and one on one play?

8.How will your learning environment provide stimulation and challenge for children?

9.How will your learning environment support children’s sense of belonging?

Reflection
After children have played in the learning environment you set up, think about (reflect) on the experience.

How did the children play, interact and use the resources?

How did you support children’s language development?

What modifications could you make to improve the learning environment? How would these changes support children’s play?

CHC30113 Supporting Development Assessment – Australia.

Add photos of how you set up your learning environment in the space provided on the on the following page.

Learning Environment 2

• Set up a safe and inviting learning environment outdoors using appropriate resources and equipment.
• Your learning environment should support children’s:
• holistic development
• sense of belonging
• parallel or cooperative play
• use of open-ended resources
• gross motor skill development
• Resources should support children’s physical activity
• Take 2 clear photos of your set up learning environment. Do not identify the children.
• You are required as part of this task to interact and engage with children during their play in the learning environment, noticing how they play.
• Answer the following questions to describe your learning environment.

1.Ages of children accessing this learning environment: ____

2.What is the purpose of your learning environment? What can children do here?

3.What safety aspects will you consider when setting up this learning environment?

4.What equipment and open-ended resources are available for children to use in this learning environment?

CHC30113 Supporting Development Assessment – Australia.

5.How will these resources and equipment support children’s holistic
development? Consider all areas of development.

6.How will this learning environment support children’s parallel or cooperative play? (Please specify play stage).

7.How will your learning environment provide stimulation and challenge for children?

8.How will your learning environment support children’s sense of belonging?

CHC30113 Supporting Development Assessment – Australia.

Reflection
After children have played in the learning environment you set up, think about (reflect) on the experience.

How did the children play, interact and use the resources?

How did you support children to be physically active?

What modifications could you make to improve the learning environment? How would these changes support children’s play?

Add photos of how you set up your learning environment in the space provided on the on the following page.

CHC30113 Supporting Development Assessment – Australia.

Learning Environment 3

• Set up a safe and inviting learning environment indoors or outdoors using appropriate resources and equipment.
• Your learning environment should support children’s:
• holistic development
• sense of belonging
• decision making
• use of natural materials
• fine motor skill development
• Take 2 clear photos of your set up learning environment. Do not identify the children.
• You are required as part of this task to interact and engage with children during their play in the learning environment, noticing how they play.
• Answer the following questions to describe your learning environment.

1.Ages of children accessing this learning environment: ____

2.What is the purpose of your learning environment? What can children do here?

3.What safety aspects will you consider when setting up this learning environment?

4.What equipment, resources and natural materials are available for children to use in this learning environment?

5.How will these resources and equipment support children’s holistic
development? Consider all areas of development.

6.How will this learning environment provide stimulation and challenge for
children?

7.How will your learning environment support children’s sense of belonging?

Reflection
After children have played in the learning environment you set up, think about (reflect) on the experience.

How did the children play, interact and use the resources?

How did the learning environment and resources support children’s decision making?

CHC30113 Supporting Development Assessment – Australia.

How did you support children’s fine motor skills?

What modifications could you make to improve the learning environment? How would these changes support children’s play?

Working with the ECA Code of Ethics:

• For this task you will be required to access the ECA Code of Ethics

The ECA Code of Ethics provides a range of commitments for educators working with children, families, colleagues and the community.

Reflect on the 3 learning environments that you provided for children in Task 2.

CHC30113 Supporting Development Assessment – Australia.

1.For each learning environment, select 1 commitment from the ECA Code of Ethics and briefly explain how you demonstrated this commitment in your practice:

Learning Environment 1
Commitment:

How your practice demonstrated this commitment:

Learning Environment 2
Commitment:

How your practice demonstrated this commitment:

Learning Environment 3

Commitment:

How your practice demonstrated this commitment:

The ECA code of Ethics states in relation to families, educators will “listen to and learn with families and engage in shared decision making, planning and assessment practices in relation to children’s learning, development and well being”.

2.Provide 1 example of your own practice that highlights each of the below focuses:

a) An example of how you model care, empathy and respect for children,
educators and families?

b) An example of how you have shared a child’s successes with their family:

c) An example of how you encourage families’ contributions in the learning
community?

Reflection of overall practice
For this task you will need to think about your practices and engagement throughout this cluster. Think back to your observations of the 3 children in addition to your learning environments.

CHC30113 Supporting Development Assessment – Australia.

1.Provide 2 examples of how you were able to develop trusting relationships:
i)
ii)

2.Provide 1 example of how you encouraged a child or group of children to respect differences and similarities in others:

3.Provide 2 examples of how you have modelled language that encourages children to express ideas and opinions with peers and educators. 1 example must be verbal and 1 must be non-verbal:

4.How have you engaged in a shared conversation with children to extend their thinking?

5.Do you allow children to lead their play? What is your role in this?

6.Provide 1 example of when you have initiated play and invited children to participate?

7.Why is the practice of initiating play and inviting children to participate so important?

CHC30113 Supporting Development Assessment – Australia.

8.When you show enthusiasm, playfulness and enjoyment, how does this support the child’s sense of belonging?

Routines are important for predictability and consistently. Routines also support children to feel safe in their environment.

9.Provide a brief explanation of a routine that you participate in that ensures children feel safe:

CHC30113 Supporting Development Assessment – Australia.

10.Provide 1 example where you have supported a child through a challenging situation. What was this situation and how were you able to encourage and motivate the child to succeed?