Developmental summary reflection and planning

Development Cluster

Early Childhood Education and Care

Off-the-Job Assessment

LA017438

Please note that all four units in the Development Cluster are now co-assessed. This is the only written off-the-job assignment to be completed for all four units. Please ensure that you have read the learning materials for all four units and completed the online tests for CHCECE017 and CHCECE023 units prior to commencing this assessment.

Checklist:

□ I have read the learning resource CHCECE017

□ I have competed the online tests for CHCECE017, LA017362

□ I have read the learning resource CHCECE018

□ I have read the learning resource CHCECE022

□ I have read the learning resource CHCECE023

□ I have competed the online test for CHCECE023, LA017363

□ I have attended a live/recorded Connect Session for this cluster of units (optional)

□ I have accessed the forums for assistance with this unit (optional)

You are NOW ready to start this assessment. Good luck!

Assessment Summary
This assessment is graded. Learners will receive a Distinction or Credit or Competent or Not yet Competent in accordance with TAFE NSW Assessment Guidelines.

Weighting: 25%

Marks out of 100

What you have to do
Before beginning your assignment, it is important that you have all required formats and documents that were part of the download for this assignment.

Also check in the ‘Assessment tips’ section under this assessment tab in the OLS for this unit for any helpful fact sheets and web-links.

TASK OVERVIEW

Task 1 involves completing a series of observations on a three (3) year old child, ‘LiLu’

Task 2 involves completing a developmental summary of the child’s interest, strengths and emerging skills

Task 3 involves creating planning suggestions for the child based on the observations and developmental summary and identifying appropriate educator interactions

Please read through all tasks very carefully.

Task 1: Observations

Watch the following video sequences of ‘Lilu’ (3 year old child).

Video clips can be accessed from the OLS under the Assessment Information tab; Resources Required tab; click on Notebook icon and this opens up a new screen.

Complete 4 observations (as detailed below) based on the clips provided:

Observation 1 – Anecdotal Observation – Sequence 1: Lilu and puzzle

Observation 2 – Learning story- Sequence 2: Drawing puppets at home

Observation 3 – Jotting – Use Sequence 3 – Lilu and Dad walking into service and

Use Sequence 4 – Lilu saying goodbye to Dad

Observation 4 – Jottings - Use Sequence 5 – Lilu at the park – Part 1 and

Use Sequence 6 – Lilu at the park – Part 2

The following observation templates

Your four (4) completed observations must cover the developmental domains;

Physical; Social; Emotional; Cognitive; Communication

Each observation must include:

· interpretations

· links to the Early Years Learning Framework (EYLF) Learning Outcomes and sub elements

· future planning ideas for each observation

Your observations must cover the following five (5) developmental domains:

· Physical

· Social

· Emotional

· Cognitive

· Communication

The following observation proformas have been developed to use for this task

ANECDOTAL OBSERVATION

Child’s name:

Date:

Setting:

Observer:

Observation:

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Relevant Approved Learning Framework Links:

Possible future planning:

LEARNING STORY

What happened and who was involved:

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Relevant Approved Learning Framework Links:

Possible future planning:

Observer:

Date:

JOTTING PROFORMA 1 (sequence 3 and 4)

Child’s name:

Observer:

Setting:

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Relevant Approved Learning Framework Links:

Date:

Entry 1:

Entry 2:

Possible future planning:

JOTTING PROFORMA 2 (sequence 5 and 6)

Child’s name:

Observer:

Setting:

Interpretation, including developmental skills, concepts and dispositions/links to theory:

Relevant Approved Learning Framework Links:

Date:

Entry 1:

Entry 2:

Possible future planning:

END OF TASK 1 - PLEASE CONTINUE TO TASK 2.

Task 2: Developmental summary

Using the observations on ‘Lilu’ for Task 1 complete a Learning and Development Summary.

The Learning and Development summary must describe the progress that the child is making towards each EYLF Outcome (or approved Learning Framework) and cover all developmental domains

EYLF Outcomes are:

· Children have a strong sense of identity (Emotional development)

· Children are connected with and contribute to their world (Social development)

· Children have a strong sense of wellbeing (Physical – gross and fine motor and Emotional development)

· Children are confident and involved learners (Cognitive development)

· Children are effective communicators (Communication development)

The Learning and Developmental Summary must identify the child’s:

· Interests

· Strengths

· Emerging skills

· Future planning

The following Developmental Summary proforma has been developed to use for this task.

Learning and Development Summary

Child’s Name: Date:

EYLF Learning Outcomes

Strengths, Interests and Emerging Skills, Relationships

Children have a strong sense of identity

Include Emotional development – self regulation, independence and autonomy, confidence, empathy

Children are connected with and contribute to their world Include Social development- participation in groups, sharing, turn taking; respect for the environment, diversity and social justice

Children have a strong sense of

wellbeing Include Physical development (fine /gross), self-care skills; Emotional development: recognising and expressing emotions appropriately

Children are confident and involved learners Include Cognitive and Creative development: dispositions for learning, play and learning styles, sharing knowledge with others, persistence and concentration, initiating experiences and exploring their ideas.

Children are effective communicators Include Communication development; verbal and non-verbal, receptive and expressive language; language background and use of languages other than English, literacy

Possible future planning:

END OF TASK 2 - PLEASE CONTINUE TO TASK 3.

Task 3: Planned experiences

Apply the knowledge you have gained from the observations and developmental summary completed on ‘Lilu’ to:

a) Write up two (2) experience plans to support ‘Lilu’s’ development, you may choose to implement an experience or set up a learning centre based on the information collected about the child. Consider what you have included as your future planning ideas.

One (1) experience plan must be for the indoor environment.

One (1) experience must be for the outdoor environment.

One plan must aim

· to promote children’s creative expression,

· to provide an opportunity for you to share an example of creative expression in art, architecture, inventions, music or dance.

· to provide an opportunity for you to teach children techniques when using materials and equipment

Both plans must include a creative transition to and from the experience or learning centre.

Please note for each of these two (2) experiences you will NOT be implementing them so you will NOT need to complete the ‘evaluation/reflection’ section or the ‘follow up ideas’ section of your Experience Plans, these have been ‘greyed out’ in the experience plan template below. All other sections must be completed.

The following experience plan proforma has been developed to use for this task. Please see Assessment tips for information on how to complete this Experience Plan successfully.

Experience Plan (Indoor)

Learner’s name:

Plan number: 1

Name of experience:

Date/s presented:

Number of children:

Name/s and age/s of children:

Reason/s you have chosen to present this experience:

Identify developmental priorities/learning opportunities:

Relevant Approved Learning Framework Links (e.g. EYLF):

Describe how you will set up the learning environment

a) detail the physical learning environment – indoor/ outdoor plan, equipment/materials (for one plan include example of creative expression in art, architecture, inventions, music or dance to share with children)

b) detail safety considerations

How will you transition the children to and from the experience and involve them in it?

Describe how you will teach children techniques when using materials and equipment.(one plan)

How will you communicate effectively with the child/ children? How will you promote positive behaviour throughout this experience?

How will you collaborate with the child/ children throughout this experience?

Reflection/evaluation of the experience (not required to be completed for this assignment)

Possible Future Planning (not required to be completed for this assignment)

Experience Plan 2 (Outdoor)

Learner’s name:

Plan number: 2

Name of experience:

Date/s presented:

Number of children:

Name/s and age/s of children:

Reason/s you have chosen to present this experience:

Identify developmental priorities/learning opportunities:

Relevant Approved Learning Framework Links (e.g. EYLF):

Describe how you will set up the learning environment

c) detail the physical learning environment – indoor/ outdoor plan, equipment/materials (for one plan include example of creative expression in art, architecture, inventions, music or dance to share with children)

d) detail safety considerations

How will you transition the children to and from the experience and involve them in it?

Describe how you will teach children techniques when using materials and equipment.(one plan)

How will you communicate effectively with the child/ children? How will you promote positive behaviour throughout this experience?

How will you collaborate with the child/ children throughout this experience?

Reflection/evaluation of the experience (not required to be completed for this assignment)

Possible Future Planning (not required to be completed for this assignment)

END OF TASK 3 – THIS IS THE END OF THIS ASSESSMENT

14 LA017438 Development Cluster – Off-the-Job Assessment CHC50113-01V01

© New South Wales Technical and Further Education Commission 2016 (TAFE NSW-WSI) Version 3, January 2016

LA017438 Development Cluster – Off-the-Job Assessment CHC50113-01V01 13

© New South Wales Technical and Further Education Commission 2016 (TAFE NSW-WSI) Version 3, January 2016