chc50113 diploma of early childhood education and care · 2020. 10. 14. · the planning cycle ......

CHC50113 Diploma of Early Childhood Education and Care

CHCECE009

Use an approved learning framework to guide practice

CHCECE023

Analyse information to inform learning

CHCECE024

Design and implement the curriculum to foster children’s learning and

development

CHCECE009, CHCECE023 & CHCECE024 LG v1 – 22/07/2016 © copyright 2016 Strategix Training Group. All rights reserved. www.strategix.edu.au 1

Table of Contents

Introduction ........................................................................................................................................... 2

Identify Learning Frameworks ................................................................................................................ 3

The Early Years Learning Framework ............................................................................................................ 3

My Time, Our Place ....................................................................................................................................... 9

The National Quality Framework and the Approved Learning Frameworks .............................................. 13

Apply the Framework to Support Learning ................................................................................................. 13

Pedagogy ..................................................................................................................................................... 17

UN Convention on the Rights of the Child .................................................................................................. 19

Early Childhood Code of Ethics .................................................................................................................... 20

Gather and Document Information ....................................................................................................... 21

Gathering Information................................................................................................................................. 21

The Planning Cycle ....................................................................................................................................... 24

Times to Document ..................................................................................................................................... 25

Assessment Principles ................................................................................................................................. 25

Formative Assessment ................................................................................................................................ 26

Summative Assessments ............................................................................................................................. 26

Observing Particular Behaviours ................................................................................................................. 27

Methods of Documenting Observations of Children’s Learning ................................................................. 28

Collaborate with Others ....................................................................................................................... 62

Collaborating with Colleagues ..................................................................................................................... 62

Collaborating with Children ......................................................................................................................... 62

Collaborating with Families ......................................................................................................................... 63

Sharing Information..................................................................................................................................... 64

Monitor Children’s Learning ................................................................................................................. 66

Monitoring Documentation ........................................................................................................................ 66

Analyse Data ................................................................................................................................................ 68

Learning Environments................................................................................................................................ 71

Use Evidence to Inform Practice ........................................................................................................... 77

Learning through Play ................................................................................................................................. 77

Intentional Teaching .................................................................................................................................... 79

Modelling ..................................................................................................................................................... 80

Planning .............................................................................................................................................. 82

Designing the Curriculum ............................................................................................................................ 83

Transitions ................................................................................................................................................... 84

Implement Learning Experiences ................................................................................................................ 86

Assessing and Evaluating ...................................................................................................................... 90

Reflect on Children’s Learning ..................................................................................................................... 90

Evaluating With Children ............................................................................................................................. 91

Evaluating With Families ............................................................................................................................. 92

Formats for Evaluation ................................................................................................................................ 93

References ........................................................................................................................................... 94


Introduction

This Learner Guide will provide information based on the units of competency CHCECE009 Use an approved

learning framework to guide practice, CHCECE023 Analyse information to inform learning and CHCECE024

Design and implement the curriculum to foster children’s learning and development. This Learner Guide will

discuss the methods of gathering and analysing information to inform your practice, maximising children’s

learning and designing and evaluating curriculums that foster the learning of each child in early childhood

education and care settings.

This Learner Guide will assist your work in education and care settings by discussing the following topics:

Identify learning frameworks

Gather and document information

Collaborate with others

Monitor children’s learning

Use evidence to inform practice

Planning

Assessing and evaluating.

ACTIVITY: Resource File

As you work through the Learner Guide you will be accessing some important documents and resources.

Here is a space that you can jot down the names and websites of these resources and documents to create

your own resource file.


Identify Learning Frameworks

The National Law and National Regulations have a requirement for all approved services to provide an

educational program that is based on an approved learning framework. There are two Nationally Approved

Learning Frameworks and four Jurisdiction-Specific Declared Approved Learning Frameworks.

The Nationally Approved Learning Frameworks are:

Belonging, Being and Becoming – The Early Years Learning Framework (EYLF)

My Time, Our Place – Framework for School Age Care in Australia.

The Jurisdiction-Specific (State and Territory) Declared Approved Learning Frameworks are:

Australian Capital Territory: Every Chance to Learn—Curriculum Framework for ACT Schools

Preschool to Year 10

Victoria: Victorian Early Years Learning and Development Framework, Department of Education and

Victorian Curriculum and Assessment Authority

Western Australia: Curriculum Framework for Kindergarten to Year 12 Education in Western

Australia

Tasmania: Tasmanian Curriculum, Department of Education of Tasmania.

Most services will be implementing the Early Years Learning Framework for children birth to five years old

or the My Time, Our Place for school aged children. Both frameworks recognise play and leisure as

foundations for children’s learning and both have similar principles and learning outcomes. It is important

that you identify which approved learning framework is relevant and being implemented in your service

and that you are actively involved in the implementation in your service. Each service will have a policy and

procedure that will outline their expectations regarding the implementation of the approved learning

framework.

Approved learning frameworks provide opportunities for education and

care services to think deeply and critically regarding their approach

towards the learning, development and care provided to the children.

“The frameworks are designed to inspire conversations, improve

communication and provide a common language about young children’s

learning among children themselves, with their families and the broader

community, with educators and with other professionals” (DEEWR,

2009).

Curriculums are informed by approved learning frameworks and support the ongoing cycle of decision

making. Educators are informed and inspired to provide opportunities to children, value the benefits and

importance of learning through play, respect diversity, develop meaningful relationships and promote

collaboration in decision making.

The Early Years Learning Framework

The aim of the EYLF is to encourage, extend and enrich children’s learning from birth to five years, including

the transition to school. The Framework assists educators to provide experiences for children that will

create foundations for learning and can also extend on children’s prior knowledge. This will maximising


their potential for learning. It is important for you to have a solid understanding of the framework and how

it will be implemented in your service.

READ: The Early Years Learning Framework, Belonging, Being, Becoming.

Belonging, Being and Becoming includes the practices, principles and learning outcomes of the

Early Years Learning Framework.

READ: Educators’ Guide to the Early Years Learning Framework for Australia

This document provides educators with practical examples of documentation and the EYLF in

action, along with guidance to implement the EYLF.

The EYLF is comprised of practices, principles, goals and learning outcomes. The principles of the EYLF are

reflective of theories and evidence from contemporary research studies regarding the learning of children

and pedagogies in early childhood. These principles underpin the practices of educators and assist the

progress of children towards the Learning Outcomes.

The principles include:

1. Secure, respectful and reciprocal relationships

2. Partnerships

3. High expectations and equity

4. Respect for diversity

5. Ongoing learning and reflective practice.

ACTIVITY: Principles of the EYLF

What is your understanding of the EYLF and its purpose?

https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

http://ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf


Take a look at each of the Principles of the Early Years Learning Framework. Provide a summary of your

understanding of each Principle in the table below.

Principle Summary of Understanding

Secure,

respectful and

reciprocal

relationships

Partnerships

High

expectations

and equity

Respect for

diversity

Ongoing

learning and

reflective

practice

The principles of the EYLF underpin the practices of early childhood educators.

This means that the principles of the EYLF form the basis of the practices used by

educators when working with children and fostering growth, learning, belonging

and well-being. There are eight practices within the EYLF including:

1. Holistic approaches

2. Responsiveness to children

3. Learning through play

4. Intentional teaching

5. Learning environments

6. Cultural competence

7. Continuity of learning and transitions

8. Assessment for learning.



ACTIVITY: Practices of the EYLF

Take a look at each of the practices of the Early Years Learning Framework. Provide the key points that

made an impact on you for each practice in the table below.

Practice Key Points of Impact

Holistic

approaches

Responsiveness

to children

Learning through

play

Intentional

teaching

Learning

environments

Cultural

competence

Continuity of

learning and

transitions

Assessment for

learning

The overall goals of the Early Years Learning Framework for children are:

Belonging – “Belonging acknowledges children’s interdependence with others and the basis of

relationships in defining identities. Relationships are crucial to a sense of belonging” (EYLF, 2009)

Being – “Being recognises the significance of the here and now in children’s lives” (EYLF, 2009)

Becoming – “Becoming reflects this process of rapid and significant change that occurs in the early

years as young children learn and grow” (DEEWR, 2009).



READ: The Early Years Learning Framework: Getting Started by Joy Goodfellow.

This is a free sample chapter that describes the Early Years Learning Framework and its

components, including Belonging, Being and Becoming.

ACTIVITY: Belonging, Being and Becoming

Looking at the three main underpinning components of the EYLF, what do each of them mean to you?

Complete the table below.

Belonging

Being

Becoming

The Early Years Learning Framework also consists of a set of learning outcomes that are “designed to

capture the integrated and complex learning and development of all children across the birth to five age

range” (DEEWR, 2009). This means that the learning outcomes reflect the nature of children’s learning. The

outcomes acknowledge that children develop and learn at their own pace and in their own way, and have

been designed to be observable and broad.

Educators support individual children in their progression of learning and development towards the

learning outcomes. The learning outcomes in the EYLF are placed into five categories. Under each category

are more specific outcomes providing further clarification, meaning and opportunity for children’s learning.

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/RIP0904_EYLFsample.pdf


Outcome 1 –

Children have a

strong sense of

identity

Outcome 2 –

Children are

connected with,

and contribute to,

their world

Outcome 3 –

Children have a

strong sense of

well-being

Outcome 4 –

Children are

confident and

involved learners

Outcome 5 –

Children are

effective

communicators

Children feel safe, secure, and supported Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self-identities Children learn to interact in relation to others with care, empathy and respect

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation Children respond to diversity with respect Children become aware of fairness Children become socially responsible and show respect for the environment

Children become strong in their social and emotional well-being Children take increasing responsibility for their own health and physical well-being

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating Children transfer and adapt what they have learned from one context to another Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Children interact verbally and non-verbally with others for a range of purposes Children engage with a range of texts and gain meaning from these texts Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work Children use information and communication technologies to access information, investigate ideas and represent their thinking

Source: (DEEWR, 2009)

The points listed in each outcome are relevant to children of all ages. As an educator, you are responsible

for ensuring that children’s learning and experiences are maximised by covering all areas of the EYLF. When

you are planning for children’s learning, you should plan with each child and the learning outcomes in

mind. Having said that, not all of the learning outcomes will be met over each child’s time in an education

and care setting. Experiences should not be planned just to tick learning outcomes off. Having a solid

knowledge and understanding of the children in your care, their interests, abilities and needs will

determine and enhance your planning and children’s learning. They will be engaging in experiences that

cover a wide range of the learning outcomes detailed in the EYLF.


ACTIVITY: Learning Outcomes

Look at the scenarios in the table below and find the learning outcomes that describe the learning that is

happening.

Scenario Learning Outcomes

Kate is in home corner

with one of her friends.

They are playing chef and

customer at the

restaurant. They are

taking turns at who is the

chef and customer.

Toby is drawing at the art

table with a thin pencil

using an emerging tripod

grip. He makes fluid

marks across his page.

Sarah is completing a

puzzle and has been

sitting for five minutes.

Sarah turns the puzzle

pieces around until they

fit into the slot. Sarah is

also matching the colours

in the pieces to the edge

of the puzzle board, “look

they are both green”.

My Time, Our Place

My Time, Our Place (MTOP) is the framework for school aged children and follows on from the EYLF. It

extends the principles, practices and learning outcomes to meet the needs of the children accessing school

aged care services. The aim of the framework for school age children, “My Time, Our Place”, is to extend

and enrich the development of school age children and assist them in engaging in play and leisure times

during their day. The MTOP is used in services that provide before and after school care and vacation care

during school holidays for children of school age.

MTOP acknowledges the importance of play based learning and leisure,

and emphasises the development of life skills and enjoyment. Social and

emotional development and communication skills are also important

concepts.


MTOP’s vision for children’s learning includes:

Collaborating with children to provide learning opportunities through play and leisure creating

meaningful learning for children

Meeting the needs and interests of children are attended to

Collaborating with children ensures children’s voices are included in the planning of their learning

Building relationships and strengthening children’s interests and talents is important

Using the goals of the EYLF belonging, being and becoming as a foundation

Conveying high expectations for children to meet learning outcomes through play and leisure

Promoting planning and decision making through an ongoing cycle similar to the EYLF

Encouraging children’s learning holistically and viewing children as active participants in their own

learning and development.

READ: My Time, Our Place

This document provides educators with guidance when implementing the framework for school

aged children.

MTOP is comprised of practices, principles, goals and learning outcomes. Like the EYLF, the principles of the

MTOP are reflective of theories and evidence from contemporary research studies regarding the learning of

children and pedagogy. These principles underpin the practices of educators and assist the progress of

school aged children towards the learning outcomes. The principles include:

1. Secure, respectful and reciprocal relationships

2. Partnerships

3. High expectations and equity

4. Respect for diversity

5. Ongoing learning and reflective practice.

The practices of the MTOP vary from the practices of the EYLF due to the context and different age groups

being catered for. The practices of the framework for school aged children are underpinned by certain

principles and assist educators when promoting the learning of children accessing the school aged care

service. The practices include:

1. Holistic approaches

2. Collaboration with children

3. Learning through play

4. Intentionality

5. Environments

6. Cultural competence

7. Continuity and transitions

8. Evaluation for well-being and learning.

http://www.mytimeourplace.com.au/the-framework.html


ACTIVITY: Practices of My Time, Our Place

Look at the practices in the MTOP framework. Detail the similarities and differences between the practices

of the EYLF and the MTOP using the table below.

EYLF Practice MTOP

Practice Similarities Differences

Holistic

approaches

Holistic

approaches

Responsiveness

to children

Collaboration

with children

Learning

through play

Learning

through play

EYLF Practice MTOP

Practice Similarities Differences

Intentional

teaching Intentionality

Learning

environments Environments

Cultural

competence

Cultural

competence

Continuity of

learning and

transitions

Continuity and

transitions

Assessment for

learning

Evaluation for

well-being and

learning


MTOP has similar learning outcomes to the EYLF. The learning outcomes are placed into five categories and

under each category more specific outcomes are provided for further clarification, meaning and

opportunity for children’s learning.

Outcome 1 –

Children have a

strong sense of

identity

Outcome 2 –

Children are

connected with,

and contribute to,

their world

Outcome 3 –

Children have a

strong sense of

well-being

Outcome 4 –

Children are

confident and

involved learners

Outcome 5 –

Children are

effective

communicators

Children feel safe,

secure, and

supported

Children develop

their autonomy,

inter-dependence,

resilience and

sense of agency

Children develop

knowledgeable

and confident self-

identities

Children learn to

interact in relation

to others with

care, empathy and

respect

Children develop a

sense of belonging

to groups and

communities and

an understanding

of the reciprocal

rights and

responsibilities

necessary for

active community

participation

Children respond

to diversity with

respect

Children become

aware of fairness

Children become

socially

responsible and

show respect for

the environment

Children become

strong in their

social and

emotional well-

being

Children take

increasing

responsibility for

their own health

and physical well-

being

Children develop

dispositions such

as curiosity,

cooperation,

confidence,

creativity,

commitment,

enthusiasm,

persistence,

imagination and

reflexivity

Children use a

range of skills and

processes such as

problem solving,

inquiry,

experimentation,

hypothesising,

researching and

investigating

Children transfer

and adapt what

they have learned

from one context

to another

Children resource

their own learning

through

connecting with

people, places,

technologies and

natural and

processed

materials

Children interact

verbally and non-

verbally with

others for a range

of purposes

Children engage

with a range of

texts and gain

meaning from

these texts

Children

collaborate with

others, express

ideas and make

meaning using a

range of media

and

communication

technologies

Source: (DEEWR, 2009)


The National Quality Framework and the Approved Learning Frameworks

The National Quality Framework (NQF) and the Education and Care Services National Law and National

Regulations 2011 include the two approved learning frameworks, the EYLF and MTOP. It is important that

educators have a solid understanding of the relationship between the two approved learning frameworks.

READ: Australian Children’s Education and Care Quality Authority (ACECQA)

Information about the National Quality Framework and the Education and Care Services National

Law and National Regulations 2011 can be accessed from the ACECQA website.

The National Quality Standards Quality Area 1, Educational Program and Practice, discusses the best

practice for services when implementing an approved learning framework, providing information about the

approved learning frameworks and the ongoing planning cycle for the documentation and evaluation of

children’s learning. The quality area provides educators and services specific standards to work towards

regarding the interpretation and implementation of the approved learning frameworks.

READ: The National Quality Standard

The Guide to the National Quality Standard provides educators and services best practice

benchmarks for the implementation of early childhood education and care throughout Australia.

The Guide to the Education and Care Services National Law and National Regulations 2011 provides the

requirements for services to adhere to, including the requirement of services to provide programs that are:

Based on an approved learning framework

Delivered in accordance with that framework

Based on the developmental needs, interests and experiences of each child, and

Takes into account the individuality of each child (National Law and Regulations, ACECQA, 50-51).

The Guide to the Education and Care Services National Law and National

Regulations also provides information to services and educators regarding

the required assessment of children’s learning and encourages educators

and services to access additional information from the learning

frameworks.

PLAY: Video Topic 6, Quality Area 1 – Educational Program and Practice

View the video QA1 - Educational Program and Practice for more information.

Apply the Framework to Support Learning

Each service will have implemented an approved learning framework to enrich the learning and

development of the children accessing care. As an educator you will assist with the implementation of the

approved learning framework within your service. It is important that you have a solid understanding of the

frameworks and how to use them when supporting the learning of all children. It is also important that you

and your colleagues discuss how to implement the frameworks by sharing ideas and developing plans.

These discussions can take place during team meetings and can cover the following topics:

The service’s planning process

The method of documenting, recording and analysing children’s learning and the service’s planning

cycle

The collaboration process with colleagues, children and families

http://www.acecqa.gov.au/

http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard

https://youtu.be/-uBGFrmSg1c


Determining the educational leader. An educational leader is the person responsible for mentoring

the development and implementation of the educational programs throughout the service. They

will chair the team planning meetings and provide assistance and guidance to staff within the

service

How practices and principles of the learning framework are embedded within the service and

individual educator’s pedagogy, philosophies, and policies and procedures

Reflective practices

Decision making processes.

The Educator’s Guide to the Early Years Learning Framework details that the key to implementing the

framework and developing meaningful curriculums, hinges on the decision making process of educators. It

also states that any and all decisions educators make during their work affects children in some way or

another. Sometimes these decisions are in the best interests of children and other times they are made to

assist workloads or complete tasks. It is important that educators are aware of the reasons they make

decisions and how they will impact on the children in the class.

The implementation of the framework is the responsibility of all educators and encourages all to see

themselves as pedagogical leaders. This means that you are promoting best practices by creating

environments and cultures that centre upon meaningful and nurturing relationships, learning and teaching

strategies, and informed decision making processes. When educators work in this way they are able to view

and document children’s learning holistically.

A large part of implementing the framework includes using reflective practices and assessing parts of the

curriculum, the environment and your own impact on the learning of the children.

READ: Thinking About Practice, Working with the Early Years Learning Framework

Read the document from Early Childhood Australia, “Thinking about Practice. Working with the

Early Years Learning Framework” to gain additional information regarding the framework and its

components.

Reflect on Your Own Practices

When implementing and applying the learning framework it is important that you frequently reflect on

your own practices within the workplace. Reflective practice is an important tool for learning and provides

you with knowledge from past experiences which encourages new knowledge and the opportunity to

identify directions for the future. When educators engage in reflective practices you are focusing on

continuous improvement for yourself and your service, this in turn improves programs for children and

families. You can reflect upon the following:

Your strengths or weaknesses

Improvements that can be sought

Knowledge, skills and experiences

Values, beliefs and pedagogy

Understanding of and relationships with,

children and families

Implementation of the learning framework

Documentation and assessment

information.

“Assessment information can also be used by educators to reflect on their own values, beliefs and teaching

practices, and to communicate about children’s learning with children and their families” (ACECQA, 51).

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_Thinking_about_practice_Planner_Screen.pdf


We know that the EYLF and NQS detail the importance of undertaking reflective practices in education and

care settings, but when do we do this? Many educators include this practice into their daily routine. Some

examples of reflection within the daily routine include:

Whose needs or interests are being met by existing practices

Using reflective journals. You can write in your journal each day discussing who, what, why and

how things worked or didn’t work

Developing or using a set of reflective questions. You can use questions within the EYLF (page 13),

or create questions using legislation. Some educators answer a few of their reflective questions

each week as they evaluate their curriculum, others answer questions daily

Reflecting upon documentation of children’s learning. How do you capture, interpret and display

children’s learning?

Learning from everyday situations. You may have had an experience or situation happen

spontaneously within your day that you can reflect upon

Asking other educators to evaluate your documentation and provide constructive feedback

Having team discussions to discover what reflection means to the group and how you can use it in

your daily routines

Starting a reading or focus group to look at specific topics and how they can be incorporated into

your daily work

Allocating time at meetings to reflect upon your individual and group practices within the service.

EXAMPLE: Reflective Tools

There are many methods and tools that can help you to reflect upon your own practices, for

example:

Journals or reflective diaries

Discussions with your supervisor, educational leader or colleagues

Evaluations within your planning

Checklists to help keep you on track.

Reflective Models

There are several different models that can be used to reflect upon your own practices. The Early Childhood

Australia’s document, “Thinking about Practice. Working with the Early Years Learning Framework”, details

an inquiry process that educators can use to reflect upon their curriculum, learning environments,

experiences, practices and implementation of the EYLF. This inquiry process includes:

Reflecting – You think critically about what is happening and what you are doing and gives cause for

you to reflect about the reasons behind your actions and decisions

Reframing – Looking at the principles and practices of the EYLF and comparing your approaches to

the approaches in the EYLF

Acting – Make decisions about what parts you will modify and also challenge practices that are

taken for granted

Revisiting – Evaluate how the modifications are impacting all stakeholders by engaging in

discussions to decide if new approaches will be maintained or if additional modifications need to be

made.

We will discuss two other reflection methods; the Gibbs Reflective Cycle and the DATA Model.


Gibbs Reflective Cycle

The Gibbs Reflective Cycle has six (6) stages of reflection:

1. Description: The first part of the model asks you to describe

what happened, being very specific, and including

information that is relevant to the experience or situation.

2. Feelings: This is where you describe your thinking and

feelings about the situation or experience.

How did you feel about the situation or experience?

How did you feel before, during and after?

3. Evaluation: During the evaluation process of this model, you

need to break down what worked, what didn’t work and if the outcome was achieved or not.

4. Analysis: Here we analyse the causes and consequences of what happened, including why some

things worked and others didn’t. Analysis of your own contribution to the experience or situation is

also important, including if your contribution was useful or not.

5. Conclusion: The conclusion helps us to look at what you have learnt about yourself from the

experience. Detail what else you could have done. It is important to be specific when creating your

conclusion.

6. Action Plan: The Action Plan states actions that have been designed to improve your ability,

knowledge and skills. Be specific when creating the plan and ensure that you detail the reasons why

you are planning to do something.

DATA Model

The DATA Model for reflection includes the following four (4) steps:

1. Describe: Describe in detail the experience or situation including:

What happened? Who was involved?

The thoughts, feelings and emotions of everyone involved.

2. Analyse: During this stage of the model you are required to investigate:

Why the experience, situation or practice works

Why it may not work

How the values, beliefs and behaviour underpin the practice

3. Theorise: Educators need to think about how to make sense of what happened, this could include

thinking about:

New or additional sources of knowledge

Different perspectives

Formulating a new or different approach.

4. Act: This is where you get to put your new ideas and thinking into practice by trying out your new

plans and perspectives and working towards improving your practice.


ACTIVITY: Reflection

Brainstorm some reflective questions that you could use to enhance and develop your practices.

Pedagogy

It is important for educators to have an understanding of their own

pedagogy and to reflect upon its effectiveness and currency. Pedagogy is

a teaching philosophy. Pedagogy is a term that refers to how educators

influence and contribute to the learning of children. It is the way that you

work with children, how you do things, why you do them and how you

reflect upon how you work. This is created by the combination of your

personal beliefs and values, experiences within the education and care

industry, and your professional knowledge regarding children, their

development and the provision of education.

The EYLF defines early childhood pedagogy as “the holistic nature of early childhood educators’

professional practice (especially those that involve building and nurturing relationships), curriculum

decision-making, teaching and learning” (DEEWR, 2009). The EYLF acknowledges the importance of building

meaningful and secure relationships with children and families to assist in the creation of a curriculum that

is relevant and benefits their needs.

Decision making and professional judgements are at the core of an educator’s role when creating

educational environments and experiences for children. These decisions and judgements are made using

your professional knowledge and skills, your understanding of the children and families accessing the

service, your knowledge of the local community, your personal teaching styles and prior experiences, and

your awareness of the impact of your values and beliefs on children’s learning.

Over the years many theories have been devised regarding early childhood education and children’s

learning and development. These theories can also be used when developing and informing your own

pedagogy. It is important for educators to ensure their industry currency and look at a variety of

perspectives when developing and implementing their teaching philosophy. There are many theories and

the EYLF discusses briefly some theories that educators can use to enhance their perspectives, including

socio-cultural, socio-behaviourist, post-structuralist, critical and developmental theories.


READ: Theories into Practice

Read the Early Childhood Australia sample of the book, “Theories into Practice” by Andrea Nolan

and Bridie Raban, for more information on early childhood theories.

READ: What Have Theories Got to do With It?

Read the NQSPLP Newsletter discussing theoretical perspectives in early childhood.

It is important that educators reflect upon their own pedagogies and look at the reasons behind their

decisions, choices and actions. It is important for educators to remain current and challenge practices that

are only in place because that is the way that things have always been done.

You can reflect upon your own personal teaching philosophy or pedagogy by asking:

Is it still relevant to your own situation?

Does it include current values, beliefs and attitudes?

Have the stakeholders had the opportunity to provide input?

Does it include contemporary theories and perspectives?

What is important to me? What do I want to have happen?

Are my strategies effective?

How can you provide opportunities for children and

families to voice their opinions?

What are your perceptions of families, children and

yourself?

Are you upholding children’s rights, and accounting for

their views in your practices?

How does your role influence the lives of children and

families?

How do your practices reflect cultural competence?

READ: What is Pedagogy Anyway?

This document provides educators with the opportunity to reflect upon, and think critically about,

their pedagogical approach to documenting children’s learning.

ACTIVITY: Pedagogy

What are your values and beliefs surrounding children and the provision of their learning?

http://www.earlychildhoodaustralia.org.au/shop/wp-content/uploads/2015/06/SUND606_sample.pdf

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-Newsletter_No31.pdf

http://www.cscentral.org.au/Resources/what-is-pedagogy-anyway-.pdf


What theories influence your pedagogy or what theories would you like to learn more about?

Reflect upon your values and beliefs and ask yourself one of the reflective questions from page 15 in our

Learner Guide. Be sure to detail your question and provide your answer.

UN Convention on the Rights of the Child

The UN Convention on the Rights of the Child was created to protect children by outlining standards and

obligations that are non-negotiable. The Convention is the first legally binding international document that

incorporates the full range of human rights and dignity. The Convention dictates the rights for children and

defines a child as being under the age of 18 years of age, unless the laws of a country set the age of

adulthood younger.

Australia adopted the Convention in 1990 and the Australian Government has agreed to undertake the

obligations outlining the minimum standards that they must meet to provide adequate care for children.

These standards include support for children and their families in the areas of:

Health care

Education

Legal

Civil services

Social services.

Developments have been made in Australia that support the Convention such as:

Implementation of a federally based children’s services access and equity policy – accommodation

for children with a disability, from diverse backgrounds, and children at risk of being abused and

neglected

Mandatory reporting in some form in most states and territories

NQF, regulations, standards and voluntary codes of practice in children’s services

Development and adherence of the Early Childhood Australia’s (ECA) Code of Ethics 2006.

The UN Convention on the Rights of the Child is supported when educators uphold the articles during their

daily practices, their provision of educational experiences and their interactions and relationships with

children.


ACTIVITY: The UN Convention on the Rights of the Child

Look at the UN Convention on the Rights of the Child and answer the following questions.

How does the UN Convention on the Rights of the Child impact on your role as an educator?

What article relates to the vision of the approved learning frameworks within Australia?

Early Childhood Code of Ethics

Early Childhood Australia created a Code of Ethics in 2006 for educator’s who work with children. It is a

collection of expectations and appropriate behaviour for staff working with young children and provides

details of professional practices to ensure the protection, well-being, safety and education of children. The

Code of Ethics acknowledges the UN Convention on the Rights of the Child and that educators need to act

in the best interest for the child.

The Code also provides inspiration, assistance and guidance for educators with their daily decision making.

Educators can access the Code of Ethics to assist them with issues or problems they may face and use it to

assist them with making decisions regarding supporting the learning and development of children in their

care. For example 1.6 – “Create and maintain safe, healthy environments, spaces and places, which

enhance children’s learning, development, autonomy, initiative, self-worth, dignity and show respect for

their contributions” (ECA Code of Ethics, 2006).


Gather and Document Information

Gathering and documenting information about children is important as it provides the educator with a

greater understanding of the needs, abilities and development of each child in the group. This knowledge

helps educators to plan and extend children’s skills and learning. It is important to understand that all

children will develop skills and grow at their own pace and in their own way. It is important that educators

have an understanding of their own approach to undertaking assessment of learning and aim to use an

approach that is suited to the needs and development of each child, then you are able to provide

opportunities for children to demonstrate their competence and tailor your approach to acknowledge the

abilities and strengths of each child.

The EYLF discusses “assessment for learning” as part of an ongoing cycle where educators plan, document

and evaluate the learning of the children in their care. This allows educators to:

Plan for children’s current and future learning using the planning cycle

Communicate regarding the learning of children and their progress

Determine how all children are progressing towards the learning outcomes

Identify children who may require additional support

Evaluate how effective learning experiences and educator approaches were for children

Reflect upon your own personal pedagogy. Does this fit the needs of the children in this context?

The Guide to the National Law and National Regulations state that assessment is “a process used by

educators to gather information about what children know, understand and can do. This information

should be analysed by educators to plan effectively for each child’s learning”.

Assessment documentation must be kept for each child. There is no prescribed method in the National Law

or National Regulations for documenting assessment of children’s learning (ACECQA, p51). The Guide to the

National Law and National Regulations also requires documentation to be created and kept for each child

under preschool age accessing the service. The documentation should include children’s:

Developmental needs

Interests

Experiences

Participation in the educational program

Progress against the learning outcomes of the program and approved learning framework.

For children over preschool age, documentation needs to include:

Evaluations of the child’s well-being

Development and learning within the educational program.

Gathering Information

It is also important to consider the following when gathering information for documentation:

The educator’s role

The amount of documentation

Collecting information

Including the voices of educators, children, peers, families and others

Inclusive assessment practices

How the documentation will be used


Accessibility

Parent permission for documentation

Vocational placement students.

The Educator’s Role

The role of the educator is to facilitate the learning of children through

planning the curriculum and creating learning environments that are

stimulating, providing many opportunities for children to enhance their

development and skills. You are responsible for gathering

documentation of children’s learning and using the analysed

information to create environments and learning opportunities that

enhance and extend upon children’s prior knowledge and assist them to

meet the learning outcomes of the EYLF.

It is important for you to have a good understanding of how to implement the EYLF in your service and to

create learning environments that reflect the services approach to implementing the EYLF, policies and

procedures and the service statement of philosophy.

As an educator, you will be responsive to the needs, abilities and development of children and will foster

their skills and learning through the provision of inclusive and stimulating learning environments. It is also

important that you regularly reflect upon the practices you implement and also collaborate with others to

implement the EYLF and work towards meeting the standards of the NQS.

The Amount of Documentation

The amount of documentation for each child will vary and depends on the amount of time that the child

attends the service. You may have children who attend full time, part time or casually, and the amount of

documentation gathered for each child will differ based on their time of attendance. Frequent

documentation needs to be collected for each child enrolled. Documentation collected over time will

provide you with a holistic and detailed view of the child and their learning as they progress towards the

learning outcomes of the learning framework.

Gathering Documentation

It is important that documentation of children’s learning is occurring via a variety of different methods over

a period of time and in a variety of different settings. Documentation should cover a wide range of

children’s behaviour, learning, play preferences, strengths, interests and relationships. When educators are

recording a wide range of observations of children’s learning, they are able to provide a holistic picture of

the child’s learning and development. It is important to ensure that the documentation methods and tools

chosen to gather information are used with consideration of the assessment principles.

Including the Voices of Others

When gathering observations of children’s learning it is important to ensure that you have a variety of

perspectives and input. This includes using the voices and ideas of others. You can include:

Educators

Children and peers

Families

Other professionals when appropriate.


Using the voices of others in your documentation will provide depth and insight into the learning that has

taken place and will assist you when you are analysing and extending learning. As the children input ideas,

they have ownership over their learning and documentation, and are able to reflect upon their learning and

input. Families also need to be able to provide input as they will also have ideas for the learning and

analysis of learning of their child.

Inclusive Assessment Practices

When you are gathering and recording assessments of children’s learning it is important that the

documentation is unbiased and presents a true and accurate view of the child and their learning. Language

used within documentation needs to be positive, non-stereotypical and objective. Objective language

ensures that the facts are presented and that your own emotions do not influence the integrity of the

documentation.

How the Documentation will be Used

It is important to think about the way the documentation is being used by educators. You may be compiling

learning documentation for several reasons including identifying behaviours, detailing developmental

abilities, documenting learning and experiences within the program. You may be linking learning to

outcomes, identifying the need for additional

support, creating a transition report for moving up

a class or to school. You may also be displaying

children’s learning visually, compiling information

for a confidential report, evaluating children’s

experiences, as well as evaluating your own

approach or reflecting on your pedagogy. The way

the documentation is used will affect the methods

you use when gathering information.

Accessibility

Parents need to understand that the documentation is easily available and easy to understand. It is

important that your documentation is in a format that families are able to read, interpret and provide

feedback on. This means displaying the documentation in a place that is accessible to families and children

to include their input. It is a requirement under the National Law and National Regulations that

documentation held for each child is provided to families and regulatory authorities when requested.

Parent Permission for Documentation

Parents or guardians must provide the service with permission for their child to be observed for the

purpose of informing the curriculum. There will also be a section asking for permission for children to have

their photos taken and used within the program and service. This permission will most likely be found

within each child’s enrolment form. It is important to ensure you check and respect families’ wishes as

detailed on the enrolment before commencing your documentation and taking photos.

Vocational Placement Students

Sometimes services will have students completing their practical studies on vocational placement. These

students are often required to take observations and complete documentation of children. Students will

also require written permission from parents to undertake their documentation.


The Planning Cycle

The Educator’s Guide to the Early Years Learning Framework details

a cycle of planning that can be used to assist you when you are

creating documentation and curriculums for children. The planning

cycle includes:

Observe

Question

Plan

Act

Reflect.

Observe: This is the section where you gather meaningful information about the child’s learning. You will

be documenting what you can see and what is happening. It is important that you are purposeful in your

documentation. It is far better to have documentation that is meaningful and meets the context of the child

and service, than to have irrelevant material.

It is important at this stage that you identify what form of observation you will be documenting and the

format you will need to complete it. Does the type of observation format fit the information being

recorded? Is there provision for children and others to provide input? Have I documented planned and

unplanned observations? Are my observations created from a variety of methods and able to provide a

holistic view of the child?

Question: This is the section of the cycle where you start to ask questions, analyse what learning took place

and what you have observed. You can ask the following questions:

What learning is evident here?

What skills and abilities is the child demonstrating?

Is this meaningful and what strengths and interests are displayed?

What is recognised by myself, others, the child and the family?

How are the principles, practices and learning outcomes depicted?

Once you have analysed the learning that took place collaboratively it is time for this to be documented.

Most services will have their own templates that will have sections for this purpose.

Plan: In this section you are taking the information gathered from previous steps and collating it to design a

learning experience and environment that will enhance children’s learning and development. Collaborating

with colleagues, children and families during the planning stage of the cycle will strengthen the shared

learning. Consider the following:

How will learning be supported for children?

What learning outcomes are being planned?

Is your pedagogy being supported during experiences?

Are practices, principles and short and long term goals planned?

How does the experience extend children’s knowledge and skills?

Act: This section involves implementing the plans for children’s learning. You will be putting your learning

plan into action and using approaches and strategies to foster development. It is important that you are

supportive of the learning of each child and are monitoring and assessing their participation and


development, adjusting your level of assistance as needed. Your practices and principles will assist you to

implement the plan.

Reflect: Reflection is important, especially after the implementation stage. You will reflect upon the

effectiveness of the experience or environment, the children’s learning and your own input. It is important

to ensure that you are also involving children and their families in the reflection process. Children love to

look back at their learning and be involved in decisions about matters that affect them.

Reflection can be completed during discussions, thinking, talking, reviewing and documentation. You now

evaluate what happened and what the next step is for the child’s learning and development. Reflection

allows you to assess the child’s learning alongside the practices and principles of the EYLF and the learning

outcomes. Your own participation and strategies can also be assessed, which will help you to enhance your

own practices.

Times to Document

As an educator you will be busy engaging with the children and

looking at documenting learning that is meaningful and depicts

children’s skills, strengths and interests. Observation

documentation may happen spontaneously, other times you will

need to set aside specific times to complete your observations of

children. This may be due to the format of the observation method

used or if you are observing a specific skill or behaviour. It is handy

to have a notebook and pen near you for easy and quick

documentation.

EXAMPLE: Spontaneous Documentation

Hamish is the lead educator for the 3-4 year old room. He is engaging with the group of children

in the sandpit who are busy making sandcastles and digging big holes. The group of children then

start to dig “to the other end of the world” and Hamish, while engaging with the play, is

documenting in a note book the group’s adventures, voices, skills and experiences .

EXAMPLE: Setting Aside Time for Documentation

Jane the lead educator of the 2-3 year old room is wanting to observe a particular behaviour that

a child exhibits during meal times. She has chosen a running record observation as the method to

document the behaviour. Jane ensures that she plans time during the children’s lunch to be able

to sit down, observe and document the child during meal time.

Assessment Principles

When recording and documenting observations and examples of children’s learning it is important that the

assessment tools used to gather the information meet the assessment principles. The assessment needs to

be ‘stage and age’ appropriate, and assessment tools that are chosen to gather information about children

must take into consideration the assessment principles.

It is important that when we are documenting children’s learning, we are creating documentation that is

reflective of the child’s skills and abilities at the time of observation. You should document what you see

and hear and ensure during documentation to ensure you implement an assessment of children’s learning


using the assessment principles. When documenting children’s learning using the principles of assessment

you ensure that you are assessing holistically.

The principles of assessment include:

Valid – The chosen method of assessment accurately measures the learning outcomes

Representative – The assessment is a true representation of the child, their abilities and learning

Significant – The assessment demonstrates significant behaviours, possibly a milestone, new skill or

a demonstration of skills ahead or behind typical behaviours

Relevant – The information gathered in the assessment tool is relevant to the observation’s

purpose.

EXAMPLE: Choosing the Correct Assessment Method

Gina is wanting to document the fine motor skills of one of the children in her class. She ensures

that the assessment method chosen, a video recording observation, considers the assessment

principles. She documents her rationale:

Valid – The assessment method of creating a video recording is valid because it accurately

portrays and measures the child’s skills

Representative – The assessment tool provides a consistent and accurate depiction of the child

and their skills

Significant – The method of assessment demonstrates the child’s fine motor skills

Relevant – The method is relevant to the purpose of the observation – to collect data on the

child’s fine motor skills.

Formative Assessment

Formative assessment is when educators monitor the learning and development of children in their

everyday experiences. This is completed by analysing observations and documentation to identify the

child’s strengths, interests and abilities. Information from formative assessments informs educator’s

practices when creating and implementing educational experiences designed to enhance learning.

Formative assessments are also known as assessment for learning, and supporting the child during the

process of learning.

Summative Assessments

Summative assessment is when documentation recorded over a period of time is used to develop a holistic

view of the child and their learning journey. It is important for them to be completed regularly so that

educators have a good understanding of each individual child’s level of development. This information can

be used to further plan for each child and decide if environment changes may be required.


EXAMPLE: Analysis Assessment and Links to the EYLF

Analysis links to EYLF

Area of focus Child: Letty Barton Age: 4 years

Outcome 1: Children have a strong sense of identity

Strengths Letty can communicate her needs and express her feelings and thoughts with

others

Interests Enjoys role play and dress-ups and explores identity through dramatic play

Relationships Has a solid relationship with several educators

Learning Will often be hesitant when attempting new tasks but will persevere

Outcome 2: Children are connected with and contribute to their world

Strengths Enjoys the company of others and plays with all class mates

Interests Enjoys group activities

Relationships Participates in discussions with peers and educators about differences and

similarities

Learning Demonstrates awareness of living things and the connection to our world

Outcome 3: Children have a strong sense of well-being

Strengths Is able to self-regulate and manage her emotions

Interests Interested in dance and movement activities. Displays good balance and gross

motor skills

Relationships Tells educators when peers have completed tasks and celebrates their

achievements

Learning Developing fine motor skills, grips and cutting

Outcome 4: Children are confident and involved learners

Strengths Has good problem solving and puzzle skills, completing 20 piece puzzles

Interests Enjoys the science area

Relationships Will ask for assistance to investigate a new idea

Learning Will test out many theories when problem solving a task

Outcome 5: Children are effective communicators

Strengths Can write her own name and copy and recognise the letters of the alphabet

Interests Shows interest in writing and words

Relationships Shows good listening skills and understanding of different forms of

communication

Learning Is exploring with mathematical concepts such as adding, size and length.

Observing Particular Behaviours

There may be a requirement for you to develop a portfolio of observations and information regarding the

behaviour of particular children in your care. According to the service’s policy and procedure surrounding


behaviour guidance. Your supervisor and policies and procedures will guide you when you are collecting

information about a child’s behaviour. Documenting children’s behaviour can provide you with greater

insight as to the factors that are influencing their behaviour, how you can minimise these factors, and

hopefully reduce the likelihood of the behaviour.

Some observations will be used to record particular behaviours when planning strategies and the

environment to suit the needs of each child. When documenting behaviours it is important to ensure that

you are covering the following information:

A. Antecedents: What happened immediately before the behaviour? What could be the trigger? Who

were they with, what were they doing and what was said?

B. Behaviour: What occurred? What behaviour was displayed by the child? This includes shouting,

throwing items or hurting others

C. Consequences: What happened as a result of the behaviour? What were the immediate reactions

after the behaviour? This includes the child and others around them

D. Environmental events: What setting factors impacted on the incident? Were there any

expectations, materials, space, interactions or guidelines that also impacted?

E. Function/consequence: What was the child aiming to gain with the behaviour? What have they

achieved or avoided with the behaviour?

EXAMPLE: Antecedent, Behaviour and Consequence

Time: 11.30 am Child: Harry

Antecedent: The educator provided an instruction for the class to begin packing away the

equipment

Behaviour: Harry runs into book corner and hides, throwing books around the book area

Consequences: Other children have been hit by thrown books and Harry has avoided packing

away.

The following important factors also need to be included in your observations when looking at determining

specific behaviours:

The context of the observation: This includes the area where the event took place, who was

present, what resources were used

The frequency of the behaviour: How often does the behaviour occur? Daily, weekly, or a particular

time of the day. It may be based on specific times during the routine. Recording the frequency

helps you to see what antecedent events are occurring to trigger the behaviour to identify if there

is a pattern, or to see if the behaviour is more common during a particular time

The intensity of the behaviour: The intensity can be measured by giving it a rating of high, medium

or low and scoring the behaviour on the level of disruption, violence, and distress and recovery

time. What links are there to the intensity of the behaviour?

Duration of the behaviour: This could be measured in minutes or could be routine related. It is

important to see if the behaviour links to any particular event.

Methods of Documenting Observations of Children’s Learning

There are many methods of documenting the learning journeys of children in your care. The methods you

choose to document learning need to be easily understood, accessible to families and children, reflective of

the curriculum and philosophies. The observation format needs to fit the learning taking place. It is


important that the documentation you use to record the learning of children uses a variety of methods and

approaches and includes detailed and meaningful information about children; their behavior, learning, play

preferences, strengths, interests and relationships. Methods of observations can include:

Anecdotal Observation

This type of observation provides an objective and factual narrative of the specific incident or situation. This

observation is written after the event and is usually short and focused. Anecdotes should provide the

reader with an accurate snapshot of the event.

Anecdotal observations tell a story of the experience and can include everyday events or behaviours of

children. They require the writer to have a good memory to record the details of the event. Anecdotes can

focus on one child, or a group of children, and their experiences or skills. There are several different

formats that can be used for the anecdotal observation.

You can include the following in your anecdotal observation:

The child’s name and date of birth The learning outcomes achieved

The date of the observation How the experience can be extended

Who completed the observation Analysis of learning

A description of what happened Strengths that you can build on.

The context of the observation

EXAMPLE: Anecdotal Observation

Child’s Name:

Jacob Raymond

Child’s Date of Birth:

3/6/12

Date:

14th March 2016

Completed By:

Gina

Description of Experiences or Activity:

Jacob was sitting at the art table painting with three other peers using long thick brushes. He

used both hands, holding the one brush at the end of the brush handle to make long downward

brushstrokes. He then used only his left hand after dipping the brush back into the paint pot.

Jacob used small brushstrokes, still holding the long brush at the end of the handle and covered

the paper in blue paint. Jacob was very focused on covering the page with his brushstrokes.

When the paper was covered in blue paint, he dragged the paintbrush through the paint on his

page up and down and then around in a circle saying “Look at the marks on my page, they

make a circle and my paper is a rectangle!”

Analysis of Learning:

Jacob shows a preference for using his left hand and holding the brush at the end of the handle.

He demonstrates a solid attention span, covering his whole page in blue paint. He shows

knowledge of shapes and a creative manipulation of tools using two hands and then holding

the brush at the end of the handle. Jacob shows an emerging understanding of cause and effect

Anecdotal observation

Running records

Webs

Learning stories

Daily diaries

Transcripts of conversations

Portfolios

Sociograms

Event samples

Jottings

Work samples

Children’s self-reflections

Video observations

Time samples

Checklists

Photo observations

Interviews

Word lists

Diagrams or sketches.


skills regarding the amount of paint required to cover his page and to make marks across the

paper.

What learning outcomes is the child showing, telling, explaining or describing through their

play?

3.2.7 – Jacob manipulates the equipment and manages tools with increasing competence and

skill

3.1.7 – Jacob recognises his individual achievement

4.2.5 – Jacob manipulates objects and experiments with cause and effect, trial and error, and

motion.

What strengths can we build on with the child?

Creativity and interest

Attention span.

Extension Plans

Provide different shaped paper for

painting

Add natural brushes and other

painting materials to encourage more

mark making.

What can be extended upon?

Document dominant hand preference

Shape and colour recognition

Fine motor skills and brush grip.

ACTIVITY: Anecdotal Observation

What is the main focus of an anecdotal observation?

Look at the “Anecdotal Observation” example. What other learning outcomes is Jacob displaying?

Brainstorm additional extension activities to enhance Jacob’s learning.


Sociogram

This observation is a web providing information on the peers children interact with, what forms it takes and

how often. A sociogram centres on one child to map out their interactions with other children, or centres

on a group of children and their interactions with each other. Sociograms can be used for new

relationships, emerging communication, the dynamics of the group and the layout of the environment and

play areas. Key elements can include:

Non-verbal communication

Initiated communication

Responses to communication

Areas of play, for example; home corner, block corner, the art area or sandpit.

EXAMPLE: Sociogram Observation

Child’s Name:

Sally Boyd

Date of Birth:

23rd August 2014

Date:

14th March 2016

Observer:

Luke

Context

Sally has been attending the service for under six months and has made two friends. Sally’s

mum says that she talks about kindy and her friends, Danny and Jacob, all the time. Sally is non-

verbal at kindy.

Analysis of Learning

The sociogram shows that Sally was spoken to by two other children, Danny and Jacob, but she

did not respond to their communication in home corner and communicated non-verbally, by

pointing and smiling with them when playing in book corner.

What learning outcomes is the child showing, telling, explaining or describing through their

play? What strengths can we build on with the child?

1.1.5 – Sally establishes and maintains respectful, trusting relationships with other children and

educators

1.4.1 – Sally shows interest in other children and being part of a group

3.1.3 – Sally shares humour, happiness and satisfaction

Key Elements


Verbal communication

Responded to communication

Book Corner

Home Corner


ACTIVITY: Sociogram Observation

Take a look at the following sociogram and answer the following questions.

Key Elements


Verbal communication

Responded to communication

Block Corner

Art Area

Provide an analysis of learning from this sociogram.

What learning outcomes are being displayed?

Time Sample

This type of observation is a great tool for collecting snapshots about children’s behaviours and experiences

during routines and social interactions. Time samples can record behaviour or interaction patterns. It is

important not to make assumptions of a child’s behaviour based on one day’s time sample. In a time

sample, observations of the child are taken over a period of time. This will be specified by you and it may be

every five or ten minutes or on the hour. The time frame between observations will depend on what you

are observing. You may be looking for the activities that the child participates in, or how long they stay at

an activity before moving on.


EXAMPLE: Time Sample Observation

Child’s Name:

Danny Kenny

Date of Birth:

2nd April 2014

Date:

14th March 2016

Observer:

Gina

Focus of Time Sample: To determine play preferences and length of time spent in each area.

Time Observation

10.20 am

10.30 am

10.40 am

10.50 am

11.00 am

Danny is playing in home corner with Jacob and Sally. Danny is cooking dinner at

the stove and serving it to his friends, Jacob and Sally, sitting at the table.

Danny is sitting at the home corner table while one of his friends, Jacob, is making

dinner on the stove.

Danny is in home corner reading a book about dinosaurs with Jacob and Sally.

Danny is at the art table making a dinosaur picture with the cotton bud brushes.

Danny is waiting his turn at the collage table. He has asked educators if he can

make scales for his dinosaur painting.


Danny shows he has made solid connections and meaningful friendships with Jacob and Sally.

Danny shows that he is able to share and take-turns. Danny has an interest in home corner

play, cooking, art and dinosaurs. Danny spent nearly 20 minutes in home corner playing a game

with his peers, showing a good attention span. Danny also participated in a painting activity and

made a decision to extend his own painting of a dinosaur at the collage table, also showing

good interest and attention span.


ACTIVITY: Time Sample Observation

What determines the time allocation for time samples?

View the following video “Toddler Observation Video 3” from YouTube and complete the time sample

below.

Child’s Name: Date of Birth: Date: Observer:

15th May 2014

Focus of Time Sample:

Time

(One minute

intervals)

Observation



Running Record

This observation provides a factual real time description of what is happening and the behaviours displayed

within a specific period of time. It is very detailed and should record exactly what the child is doing and says

as it happens. They can be time consuming but provide great detail about particular events, behaviours or

skills. Running records are created over a specific timeframe that can last for one to ten minutes. The

length of time taken will depend on what it is that you wish to observe. These observations usually focus on

one particular child and their play or behaviour, but can also be completed to focus on a group of children

and their play interactions. Running records provide a large amount of information for educators about the

development and skills of children in their care, however they are very time-consuming and it is difficult to

interact with the children during your documentation. They are written in present tense as they are

happening.

Running records can provide information on children’s learning in each domain, for example:

Fine motor skills and hand preferences Gross motor skills and strength

Coordination skills Language skills and development

Cognitive development and problem

solving skills

Social interactions, relationships and

sharing skills.

EXAMPLE: Running Record Observation

Child’s Name:

Sally Boyd

Date of Birth:

23rd August 2013

Date:

14th March 2016

Completed By:

Luke

Time: 11.25 am – 11.30 am

Setting: Inside play in the construction area with two other children.

Time Observation

11.25 am

11.27 am

11.29 am

Sally is sitting on the mat looking at Jacob who is placing a block onto the tower.

Sally picks up a small block and passes it to Jacob. Jacob says “Ta” and Sally smiles.

She looks to the left of the tower and picks up a longer wooden block.

Sally positions the long wooden block against the side of the building that she and

Jacob have built. It falls down and Sally picks it back up pushing the edge of the

block further over the edge of the side of the building. Sally smiles at Jacob and he

says “Well done Sally”. Sally holds up a car and places the car at the top of the long

wooden block and lets the car go. It rolls down the block and lands on the floor.

Sally laughs and claps her hands.

Sally picks up the car and passes it to Jacob with her left hand. With her right hand

she moves Jacob’s hand that is holding the car over to the top of the long wooden

block. Jacob lets the car go rolling down the block. When it hits the mat at the

bottom Sally looks at Jacob and they both fall backwards laughing.


Sally demonstrates good cooperative play and sharing skills. Sally interacts warmly and has a

meaningful relationship with Jacob. This is evident when Sally interacts non-verbally with Jacob,

expressing her ideas, happiness and satisfaction. Sally demonstrates good problem solving skills

when placing the long block on to the building for the second time. Sally demonstrates her

knowledge of cause and effect (EYLF- 4.2.5).


ACTIVITY: Running Record Observation

Explain in your own words what a running record observation is and how to complete it.

View the following video “Sandpit play” from the National Quality Standard Professional Learning Program

and complete the running record below.

Child’s Name: Date of Birth: Date: Completed By:

Time:

Setting:

Time Observation


http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/connecting-with-practice-eylf-nqs/vignette-sandpit-play/


Event Sample

This observation is designed to record your observation of when an event or behaviour occurs. You specify

the focus of the event sample and add to the observation each time you witness the event or behaviour. It

is helpful for identifying what happened before the event or behaviour, and what happened during and

after. It is a great tool for recording behaviours of individual children and children in groups, and is helpful

when analysing the cause and effect of behaviours that may be concerning or challenging.

You can then use the information gathered in the event sample to make alterations to the curriculum to

better support and meet the needs of the children in your care. It is important to ensure that you are

recording the following with an event sample:

A. Antecedents: What happened immediately before the behaviour? What could be the trigger? This

includes who they were with, what they were doing and what was said

B. Behaviour: What occurred? What behaviour was displayed by the child? This includes shouting,

throwing items or hurting others

C. Consequences: What happened as a result of the behaviour? What were the immediate reactions

after the behaviour? This includes the child and others around them.

The collection of this information will help you to assess and identify why the behaviour is occurring, the

effectiveness of the current strategies and the need to collect more information to better support the child.

It is important that you are non-judgemental and focus on creating strategies and environment adaptations

to benefit the children.

EXAMPLE: Event Samples Observation

Child’s Name:

Jacob Raymond

Child’s Date of Birth:

3/6/12

Date:

14th March 2016

Completed By:

Gina

Focus: What is happening when Jacob’s classmates are getting upset with him?

Time Observation

10.15 am

Jacob sat at the puzzle table watching Amy complete a dinosaur puzzle. When Amy

had put in the last piece Jacob reached over and took the puzzle. Amy shouted,

“Hey it’s my turn”, and Jacob replied, “No you have finished”. Amy stood up and

walked away from the puzzle table telling an educator, “He snatched the puzzle off

me”. The educator discussed what happened with Amy and Jacob. The educator

said to Jacob, “Amy will tell you when she has finished the puzzle, she may have

wanted to do it again”, and they agreed that Amy would pass the puzzle to Jacob

when she had finished.

10.45 am

Jacob was in home corner with Sally, Danny and Kane. They were making dinner at

the stove. Danny placed the plates at the home corner table ready for dinner.

Jacob pushed past Kane knocking him over to get to the table first. Kane stood up

and said, “Hey that’s not nice, you pushed me”, and Jacob responded, “I did not!”

Danny told Jacob that he did push Kane over and Jacob turned to Kane and said,

“Oh, I did not know, I am sorry Kane”, Jacob helped Kane onto a chair at the table.


ACTIVITY: Event Sample Observation

Look at the event sample example and provide an analysis.


What can the event sample observation tool help you to identify?

What information is important to record in an event sample?

Checklists

This type of observation is helpful for recording children’s development or behaviour against a pre-

determined list. With a checklist you can identify if the behaviour or skill is present, absent or being

developed. Checklists do not provide a large amount of information about a child for future planning.

Checklists provide basic knowledge but do not detail a child’s perspective, ideas, intent or the context of

the observation. Checklists focus on the skills that a child does, or does not, have and are often created in

conjunction with developmental milestones, detailing core skills for children during specific ages and stages

of early childhood.

Checklists can show a snapshot of a child’s overall development and are easily completed by educators in a

short timeframe. Checklists should be used with a range of other assessment observation tools, as they do

not provide sufficient information for educators to plan for children’s learning.


Checklists are great for providing an overview of the child’s abilities and educators can create their own

checklists using developmental milestones, learning outcomes, or specific skill sets that educators are

interested in assessing.

EXAMPLE: Checklist Observation

This assessment tool provides a checklist of developmentally appropriate milestone behaviours

and basic core skills for children aged 3-5 years old.

Child’s Name: Date of Birth: Date: Observed By:

Fine Motor Skills Y/N

Turns pages singly

Can complete pouring/filling action

Improved manipulation of small objects – lids, knobs, taps

Pencil Grip (full fist, emerging tripod, correct tripod)

Drawing (scribble, representational, recognisable)

Pre-writing (follow line, copy pattern, letter formation, write name)

Scissors (grip, cutting action). Direction (straight line, curve, regular or irregular

shapes)

Threading (simple, complex)

Hammers nails

Manipulates toys with ease

Unbutton/button small and large buttons

Dominant Hand ( L R )

Cut food with knife

Gross Motor Skills Y/N

Rides tricycle using feet to push the pedals

Jumps in place, 2 feet together

Walks up and down steps/ladder (holding rail, feet on each step, alternating feet)

Walks smoothly, along a line, using stilts, tip toes, backwards, heel to toe

Runs fluidly, control over start, stop and turn

Balances on a beam, walks forward, jumps off 2 feet together

Balances on 1 leg ( L R)

Hops ( L R)

Dominant Hand, Foot ( L R)

Ascends/descends “A” frame

Propels self on swing

Throws and catches bean bag or ball with direction

Kicks ball, with direction


Cognitive/Intellectual Skills Y/N

Recognises numbers to:

Counts to:

Counts objects to:

Can sort items by appearance

Can differentiate items by size

Recognises shapes:

Square Circle Rectangle Oval Triangle Diamond (Other)

Recognises colours:

Red Blue Green Yellow Orange Pink Purple Brown Black White (Other)

Can build complex/basic constructions

Remembers:

Class routine

Words and actions to songs and rhymes.

Puzzle work:

Number of pieces, inset pieces or interlocking

Uses trial and error, visual clues.

Language and Literacy Skills Y/N

Joins in and enjoys rhymes and songs

Asks many questions

Can follow directions (simple or complex)

Expresses needs to adults and/or peers

Uses long sentences and conjunctions in conversations

Recognises:

Written words

Own written name

Other words.

Re-tells familiar stories (using visual clues, plot, sequence of events, past and future

tenses)

Can visually discriminate pictures, letters, words and numbers

Social/Emotional Skills Y/N

Seeks adults for reassurance on drop off

Sometimes uncooperative with adults

Responsive to praise

May act to help others in distress

Conflict resolution skills?

Able to share/take turns

Uses manners


Able to verbalise needs

Independence/responsibility increasing?

Will role play

Type of play (solitary, parallel or co-op)

Comments/Future Planning:

ACTIVITY: Checklist Observation

What is the purpose of checklists in planning for children’s learning?

Take a look at the “Milestones: Children 0-4 years” from Parenting SA. Choose one age bracket from the

milestones and create a checklist to use as an assessment tool in an education and care service.

Checklist Items Y/N

Webs

Webs are great observation tools for recording a variety of information about individual children or groups

of children. Webs help you to identify patterns and focus on aspects of development, behaviour and skills.

Webs can be used to collate the information that children already know about certain topics, and then plan

extensions for their learning. You can web information about children’s interests, development, family

structure and abilities.

http://www.parenting.sa.gov.au/pegs/peg77.pdf


EXAMPLE: Web

This Web details the observed information about an individual child including the interests, family

background, social/emotional and language development.

ACTIVITY: Web Observation

What other pieces of information can you include in a web observation?

Jottings

Jottings are a helpful tool when observing, allowing the educator to jot down notes about children’s

behaviours, transcripts of conversations and situation details. They can also be added to by many different

people. Jottings are less time-consuming than other forms of documentation, and you are able to record

important information and details. They can be used to document information for an individual child or a

group of children. Jottings can also be used to document notes and important information that you wish to

extend upon at a later date.


EXAMPLE: Jotting Observation

This is an example of a jotting for a group of children.

Date Jotting

16th June 2016 Danny, Sally and Jacob are really enjoying playing in home corner lately and

have been using the stove and utensils. They have been discussing the

ingredients needed and talk about the Television show Master Chef.

17th June 2016 Danny asked if he could make a chef hat “Like on Master Chef”. Other

children became interested also and we all sat down and discussed what a

chef’s hat needed and looked like. The group worked out that we needed

white material or cardboard and it needed to be tall with a “bit” on the top.

20th June 2016 Jacob brought in a recipe book from his house today and the children have

been busy in home corner cooking up a storm. We decided to ask our

classmates to bring in some more recipes to make our own recipe book

with.

21st June 2016 We have created a display that talks about the different parts of a recipe –

the ingredients (including measurements) and the method. We have added

measuring cups and spoons into the home corner area for the children to

experiment and cook with. We found a recipe in the cook book for biscuits

and the children have decided that we should do some cooking and eating!

22nd June 2016 The group participated in a cooking experience making biscuits. The children

enjoyed following the recipe and measuring out the ingredients. We all had

a turn at adding ingredients and stirring the mixture. The children loved

kneading the cookie dough and rolling it out flat. They chose some cookie

cutter shapes and started cutting out their cookies. We then put them in the

oven and couldn’t wait to eat them.

TRUE OR FALSE: Jotting Observation

Question True False

Jottings can include information about behaviours, transcripts of conversations

and situation details

Jottings can only be added to by the same educator from the start

Jottings take up much more time than other observation methods

Jottings need to be used in conjunction with other forms of assessment

You can extend on jottings at a later date


Photo Observations

The use of photographs in assessment tools is very useful as it captures visual representations of children’s

participation, skills and development. Photo observations use a small number of purposefully selected

photographs that are natural shots of a child or a group of children in action. It is important that the photos

are not staged as we want to gather information about the child’s abilities and skills, and natural photos of

children playing and learning will provide more information.

When using photo observations it is important that you are providing additional information to support the

visual representation of the child’s learning. Such as:

The context of the observation and event

Persons present

Experiences and processes engaged in

Environment and resources.

EXAMPLE: Photo Observation

Child’s Name:

Letty Barton

Date of Birth:

5/4/2013

Date:

18th February 2016

Observed By:

Luke

Context

Letty climbs the ladder to the fort using both hands holding onto the side rails. She lifts her

right leg onto the next step and using her right leg and both arms she pulls herself onto the top

step of the ladder. At the top she smiled saying, “I did it!” Letty has previously been frightened

to climb this blue ladder at the fort.


Letty demonstrated good hand-eye and foot-eye coordination stepping up the ladder. She

showed good gross motor skills and strength pulling herself up the large steps of the ladder.

Letty showed pride in her achievement and persisted to experience success. Letty overcame

her emotions and sought out a new challenge. Letty initiated communication with educator

Luke and shared her happiness and satisfaction at her efforts.


ACTIVITY: Photo Observation

Complete the following photo observation.

Child’s Name:

Date of Birth:

Date:

Observed By:

Context



Learning Stories

Learning stories are narratives that focus on the strengths and interests of children using a social and

cultural context. They involve the perspectives of many parties including the child, educators and families.

They originated in New Zealand and are widely used in Australia and throughout the world. This form of

documentation provides detail to children’s everyday experiences that focuses on events of significance

and makes the child’s feelings and perspectives visible. There are several formats that learning stories can

take and most now include the use of photographs or video recordings to support the story or narrative of

learning.

Learning stories have helped early childhood educator’s move away from an older approach to

documenting where the focus of documentation would surround what the child was not able to achieve

and planning would centre on providing experiences for the child to achieve these skills, to provide a

positive system of recording children’s strengths, interests, persistence and communications. When

educators use this method we view children as competent learners and in turn, children also view

themselves as competent learners.

Learning stories also provide many opportunities for

children’s learning to become visible and for families and

children to provide input. Children and families have the

opportunity to contribute their own stories and provide

educators with suggestions to the curriculum. Children

have the opportunity throughout this format of

documentation to provide input into the creation,

analysis and extension of the document.

Learning stories can also have drawings, children’s voices and other representations from children to

accompany them. This helps to ensure the documentation of children’s learning is meaningful and takes

into account more than one perspective of what was happening. Often an educator can observe a situation

and analyse what they think is happening and may miss what is really happening due to there being only

one perspective recorded. Learning stories are also easily displayed for children and families to view and

provide feedback.

READ: The Educators’ Guide to the Early Years Learning Framework for Australia

The Educators’ Guide to the Early Years Learning Framework’s for Australia is a fantastic resource

providing educators with in-depth information and support when implementing the framework. It

also provides examples of how the Framework is implemented in the section titled “The Early

Years Learning Framework in Action”. This section provides educator stories and models for

practice. This includes the many learning story formats that educators are using to document

children’s learning.

https://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf


EXAMPLE: Learning Story Observation


ACTIVITY: Learning Story Observation

What are the main things to remember when writing learning stories?

Access The Educators’ Guide to the Early Years Learning Framework’s for Australia and the internet to view

more about learning stories. Choose a learning story where you liked the format and/or enjoyed the

storytelling. Provide the details of where the learning stories were found.

Work Samples

Collecting samples of children’s work is a great way to document children’s progress over a period of time.

Work samples that can be collected include:

Artwork such as paintings, drawings or collages

Writing, including mark making and the use of letters and numbers

Clay work or play dough constructions

Sewing, weaving or threading work

Children’s maps and diagrams

Wooden blocks or other constructions.

It is important and shows respect to children when you ask a child’s permission to use the work sample in

your documentation, take a photograph or copy the work sample for your records. There are two ways that

work samples can be collected and used in documentation and these include making a copy of the work

sample using a scanner or photocopier, or taking a digital photograph of the work sample.

Samples of children’s work on its own does not provide enough information about the child’s progress, but

when matched with information about what happened before, the process and production of the sample

piece, you are providing a holistic view of the learning experience and the context of the observation. The

context is the description of what happened during the making of the work sample, who was involved or

nearby, and if any conversations occurred during production.


Educators can also add photographs of the child during the creation of their piece. This additional

information provides insight for educators to better analyse the learning of the child. When children are

involved in deciding the pieces that should be included in documentation portfolios, they are provided with

the opportunity to self-assess their work and express their own perspectives and opinions of their learning.

Providing children with this opportunity also provides them with ownership over their learning.

EXAMPLE: Work Sample Observation

Child’s Name:

Tyler Bransome

Date of Birth:

5/4/2014

Date:

4th March 2016

Observed By:

Gina

Work Sample Context

Tyler sat at the table to do a crayon drawing

and straight away picked up the yellow

crayon. Tyler held his crayon with a palmer

grip and showed good manipulation and

muscle control of the crayon when making

side to side markings across the page. Tyler

made marks across his page with yellow,

blue, red and green. Tyler showed decision

making skills when choosing colours. When

Tyler had finished using the green crayon he

stood up, looked at his picture smiling and

admiring his work. He left the table.

ACTIVITY: Work Sample Observation

Look at the following work sample and complete the table.

Child’s Name:

Vandyr Waller

Date of Birth/Age:

21st June 2013, 3 years

Date:

Observed By:

Work Sample

Context


Interviews

Interviews are a good way to document children’s voices, perspectives and understanding of their world

and learning. Interviews can be completed while the child is participating in play and educators can ask

children questions that are related to their play. Interviews can also include a set of specific questions

surrounding a particular topic such as a class project, going to school, the child’s favourite thing to learn

about, the child’s biggest interest or what they are doing during their play.

It is important that you find a method of recording that will best suit you and the children. Some educators

prefer to write it down in note form or write it word for word as the child is responding. Some educators

record the child’s voice so they are able to copy it down at a later time. It is important that if you are

choosing to record the children’s responses, that you have checked to see if their parent has provided

permission.

EXAMPLE: Interview Observation

This is an example of an interview with set questions about a class project on different houses.

Child’s Name:

Danny Lacey

Date of Birth:

5/4/2012

Date:

18th February 2016

Observed By:

Luke

What kind of house do you live in?

My house has a hallway and is all downstairs.

What is your house made out of?

Bricks and wood.

Who lives at your house?

Mum, Dad, my sister and me.

Tell me about your garden or backyard.

I have strawberries growing and lots of plants with a pool.

What would you change about your house?

I want stairs that go up and down and around. And a slide that goes from the roof down and my

room upstairs.

EXAMPLE: Interview Observation

This is an example of a less formal interview with a child during their play.

Child’s Name:

Danny Lacey

Date of Birth:

5/4/2012

Date:

18th February 2016

Observed By:

Luke

I like the colours that you are using Danny, can you tell me about your building?

I am making a tower with all of the coloured blocks. I am making a pattern.

That is a pattern, what is it that makes it a pattern?

It has the same colours going after each other. Look, blue, green and red and then it goes again.

How tall are you going to build your tower?

I am making my tower up to the roof and using all of the blocks. Only the ones that are in the

pattern.

Will you count the number of blocks you have used to see how many there are?

Maybe, I think there will be a hundred of blocks!


A hundred blocks, that is a lot of blocks. How long do you think it will take to count to one

hundred?

I think it will take a week that is a long time. In a week I am going camping.

Where are you going camping?

At the beach with my mum and dad and grandpa. We are sleeping in a sleeping bag. Look my

tower is finished! It has all of the patterns of blocks with blue, green and red!

Your patterned tower is so very tall, I love it Danny. Well Done!

ACTIVITY: Interview Observation

Brainstorm some questions that you can use in an interview with children. Try to think of suitable questions

for different age groups.

Daily Diary

Daily diaries are narratives that focus on the group of children and the significant events of each day and

they can contain photographs. By creating a daily diary to display at the end of each day, educators are able

to provide families with information about their child’s day and learning.

Educators can include photographs and work samples into the diaries to enhance the narrative and provide

visual representations of the learning taking place. This provides families with a snapshot of the day’s

events and prompts conversation and input into the curriculum. Some services will add copies of the daily

diary to individual children’s portfolios to supplement and enhance their documentation of learning.

Information within daily diaries can include:

Narratives of the daily events

Photographs

Children’s voices and conversations

Family input

Reminders about upcoming events.

There are several ways that services can display their daily diaries for each room including:

Scrapbook displayed on a book stand on their sign-in bench

Written on a whiteboard

Displayed on an interactive whiteboard, monitor or digital photo frame

Emailed to the families each day.


EXAMPLE: Daily Diary

Wednesday 9th September 2016

Mr Luke and Miss Gina

Today we did a lot of activities inside as it was raining outside. During group time we discussed

the weather and the children all decided that it was good the rain was falling so that it could

water the plants and give the animals a drink. They also expressed their interest in waiting to

see the rainbow come out after the rain had stopped. Some of the children thought it would rain

for one hundred days!

In block corner Danny, Sally, Danny, Jacob, Kim and

Lane were working together creating a construction

with the large hollow blocks.

Lane: “It is a bridge to take us from there to there.”

Danny: “Yeah and it has a turning signal in the middle

to help you go around the corner safely.”

Jacob: “There is a secret tunnel underneath that the

cars can hide in and not be found by the monster.”

The children collaborated and included each other’s ideas when creating the block construction

and recognised the contributions of others. The children demonstrated great language skills

while discussing how the construction would take place and what pieces needed to be used.

Amy was engaged in the painting experience using the

easels and she was excited by all of the colours. She knew

straight away what colours she needed and what she was

making. Amy demonstrated great control of her brush and

decision making skills when painting today. Amy told Mr

Luke about her painting “I am making a rainbow so we can

see one, in case of it raining for one hundred days!”

Hayley and Gino were concentrating very hard on their

large construction masterpiece at the table today. They

worked together using the connectors to create a large

and very intricate creation. Hayley said, “It is a

masterpiece and we made it very big” and Gino said, “It

is the clouds full of rain up in the sky, but it doesn’t

have lightning in it”. Hayley and Gino demonstrated

their knowledge of construction, teamwork and the

weather as they created their construction today and showed a good use of language,

collaboration and imagination.

Parent Input:


TRUE OR FALSE: Daily Diary

Question True False

Daily Diaries have to cover every activity that happened during the day

Photos, transcripts and work samples enhance the documentation of daily dairies

Daily diaries should only be displayed in a book for families

Diary entries can be added to children’s portfolios of learning

Diaries should be available at the end of each day

There are many formats that educators can use for daily diaries

Only the lead educator can contribute to the diary writing each day

Diary entries can be emailed to families

Permission for photographing children needs to be reviewed before taking photos

and adding them into the daily diaries

Children’s Self-Reflections

Children’s self-reflections are a great tool to gather their perspectives surrounding their own learning. They

can be narratives and include the voices of the children. This type of observation tool gathers information

about what children think about their own learning and provides their perspective about what learning

took place and how the experience impacted upon them, allowing children to express and articulate their

feelings and ideas and take control of their own learning.

Self-reflections can happen at the end of a project or the

creation of a piece of work. This will allow educators to

encourage children to reflect upon their learning and

increase in knowledge while it is fresh in their minds. It

enables them to reflect upon their learning, knowledge,

interest in the experience, language, interactions with

others and the process either individually or as a group.

Self-reflections can be verbal, transcripts of children’s

voices or pictorial. Educators can assist children to self-

reflect by jotting down their words next to their visual

representations, photographs or work samples.


EXAMPLE: Children’s Self-Reflections

This example is a child’s self-reflection looking at their own picture as they played with others

during a role play experience.

Child’s Name:

Danny Lacey

Date of Birth:

5/4/2012

Date:

18th February 2016

Observed By:

Luke

Child Self-Reflection

“I was the doctor and everyone came to my

doctor’s place to get better.”

“I had a special doctor’s hat and bag.”

“Mia bringed her baby. The baby was sick with

chicken pops. I gave her a needle and a lollipop.”

“I had lots of work to do.”

“I got very tired and had to lay down and the sick people looked after me haha.”

“Being a doctor is fun and I liked helping people but I think I need to have a doctor’s bed and a

cup of coffee.”


Danny demonstrates good language skills and is confident to express his feelings and ideas

about his own learning and good social and turn taking skills. Danny shows how he is exploring

aspects of identity through role play and transfers knowledge from one place to another. He

shows good knowledge and understanding of what doctors do and wear. Danny shows a good

sense of humour and expressed his interest and enjoyment at helping others.

ACTIVITY: Children’s Self-Reflections

What are the benefits of gathering and documenting children’s voices and reflections?


How can you provide encouragement for children to self-reflect upon their own learning?

Word Lists

When children are developing their language it is important for educators to document the words they are

using. It is important that educators collaborate with others, including families, to create the word lists and

provide the context in which the words are being used. This helps to provide a fuller view of the child’s

vocabulary and understanding of speech and provides educators with the opportunity to enhance and

support the child with their developing language skills.

If there is a child in your care that speaks a different language at home to the language they speak when

attending the service, it is important to document them both as it will provide you with information

regarding how the child is learning English. You can collaborate with the child’s family and use the skills of

bilingual staff in your service to document the words spoken by children with multiple languages. This will

also help the child to settle and feel comfortable in the service as staff have taken an interest in their

communication methods and efforts. They will have a sense of belonging as their familiar words are being

used within the service setting.

Word lists can be used for older children to document their knowledge about a particular subject or topic.

Using word lists at the beginning and the end of a project can provide information on how the child’s

language and vocabulary have increased.

It is important to note the context of the language used when creating word lists as this will provide

essential information about the child’s language development, and understanding that words spoken have

a meaning.

EXAMPLE: Word List Observations

Child’s Name:

Tyler Bransome

Date of Birth:

5/4/2014

Date:

4th March 2016

Observed By:

Gina

Word Example

Cow Picks up the plastic toy cow and says “Cow”

Car Points at the cars on the road and toy cars in the room saying “Car”

Ta Will say “Ta” when given something or when he wants you to pass him

something

Oh no When he drops an object he will say “Oh no”


Ning Ning Queen Tyler will say “Ning Ning Queen” when he sees his favourite car Lightning

McQueen

Suu Points to his shoes and says “Suu” when he needs the shoe put on or

removed

All Gone Says “All gone” when he has finished his cup of milk or lunch

“Hiya” Says “Hiya” when he arrives at the service

Tatta Will say “Tatta” when leaving the service

Oooh what’s dat? Tyler will say “Oooh what’s dat?” when he spots something new

ACTIVITY: Word List Observations

Create a word list for a child that you work with in an education and care service, or a child that may be

part of your family and friends.

Child’s Name:

Date of Birth:

Date:

Observed By:

Word Example

Conversation Transcripts

Transcripts of children’s conversations are useful assessment tools for recording older children having

discussions with their peers and educators. Transcripts of discussions provide educators with information

about the development of children’s language, their thinking processes, understanding of social

conventions, such as turn-taking and listening, and the child’s perspectives.

Educators can use technology such as video or voice recorders to capture the children’s discussions many

times a day and transcribe the conversation at a later date. Some educators are able to record

conversations as they are happening.

As you get to know the children in your group and develop an understanding of their needs, abilities and

interests, you will be able to recognise the conversations that are valuable to document for the learning

journeys of the children in your group. It is important that you explain to children what you are doing and

why you are recording their words and language use. This helps the children to be more actively involved in

the documentation process themselves.


Conversation transcripts can be displayed in the room for children and families to view, and when displayed

with work samples and photographs of children’s play and learning it provides children and families with

opportunities to reflect and revisit their experiences.

EXAMPLE: Transcripts of Conversations

Children’s Names:

Jacob, Danny, Danny, Lane and Amy

Date:

4th March 2016

Observed By:

Luke

Context: Jacob, Danny, Danny, Lane and Amy were playing in the sandpit and collaborating

together to create a sandcastle with a mote and bridges.

Jacob: We need to make the castle super tall

Danny: Yeah so the bad guys can’t get in and scare us

Jacob: Yeah and we can make it so big their ladders can’t reach

Danny: I can build this side big

Danny: Yeah and I will do this side, Jacob get the back really big

Jacob: I need some help, Lane can you help me make the back really big and tall and huge?

Lane: Ok

Everyone starts to dig a mote around the sandcastle and they all place the sand on top to make

the castle taller and bigger.

Luke: How deep will you make the mote?

Danny: We will dig right to the bottom

Jacob: To the bottom of the earth!

Danny: Nobody can go to the bottom of the earth, it is too far and too hot

Jacob: Let’s fill it with water to cool it down

Danny: You will need a lot of water, the middle of the earth is fire red

Luke: How long will it take to dig to the middle of the earth?

Danny: It will take all day and we will need to have an ice-block to keep us cool

The children begin discussing their favourite ice-block flavours.

ACTIVITY: Transcripts of Conversations

Why are conversation transcripts important?

Provide an analysis of learning of the conversation transcript in the example.


Video Observations

Video recordings of children during their play can be a useful tool when analysing and interpreting

children’s development, interactions, play and learning. Recordings can be used to record:

Children’s language and expression

Role play and imaginative experiences and games

Social interactions, collaboration and conflict resolution

Constructions and creations

Songs and dances

Mastering a new skill.

Video recordings are also great because they make learning visible and allow the viewer to revisit the

experience, prompting discussion and reflection. The children may notice things that they did not see

before and be able to provide some greater insight into the learning that took place. It is important to

ensure that you are aware of the confidentiality policies and procedures in place at your service. This

includes checking each child’s enrolment form to ensure their parents have provided permission for their

child to be recorded by video. You must respect the families wishes detailed on the enrolment form before

commencing your documentation and taking videos.

PLAY: Children Playing with Cars and Trucks

View the video from Early Childhood Australia’s National Quality Standard Professional Learning

Program. This video is a good example of using video recording as a tool for documenting

children’s learning.

ACTIVITY: Video Observations

Watch the Video Children Playing with Cars and Trucks from the Early Childhood Australia’s National

Quality Standard Professional Learning Program. What learning is visible during play?

Diagrams or Sketches

The use of diagrams and sketches is a quick assessment or observation method that can be completed

while educators are engaging and communicating with children. Diagrams and sketches are also a great

way to involve all parties in the documentation of children’s learning, irrespective of their language and

literacy skills. Diagrams and sketches are handy for educators that may not have access to a camera or a

video recorder. The following can be recorded:

Items children have created

Plans or maps of children’s play

Children’s perspectives and collaboration

Placement of children, equipment and educators.

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/connecting-with-practice-eylf-nqs/vignette-children-playing-with-cars-and-trucks-2/

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/connecting-with-practice-eylf-nqs/vignette-children-playing-with-cars-and-trucks-2/


Displaying and providing opportunities for children to view diagrams and sketches will enhance their

interest and knowledge of this type of communication and documentation and encourage them to develop

their own diagrams and sketches during their play. It is important to ensure that you are providing

narratives to supplement the diagrams, as this provides the context for the observation.

EXAMPLE: Diagrams and Sketches

This is an example of a sketch an educator created of a construction created by a child.

Child’s Name:

Tyler Bransome

Date of Birth:

5/4/2014

Date:

4th March 2016

Observed By:

Gina


Tyler sat for approximately 10 minutes

creating the block construction and

demonstrated good attention span. Tyler

showed good decision making skills when

choosing blocks and their placements.

Tyler demonstrated a good understanding

of cause and effect skills, problem solving

skills and an understanding of balance

when placing the blocks on top of each

other. Tyler initiated communication with

Miss Gina saying, “Look, Daddy’s fire station” upon completion of his building.

Learning Outcomes Displayed:

4.1.3 – Tyler uses play to investigate, imagine and explore ideas

4.1.8 – Tyler persists even when he found the task difficult

4.2.1 – Tyler applies a wide variety of thinking strategies to engage with situations and solve

problems, and he adapts these strategies to new situations.

Portfolios

Portfolios provide evidence of a child’s learning journey and are one way that educators can ensure that

documentation is easily accessible, easy to add to and available for children and families to view and make

contributions to. There can be several reasons educators create portfolios and their purpose will dictate the

format and methods of collecting and displaying the documentation. Portfolio purposes can include:

Collating children’s learning journey for the child and family

Collecting data for the child’s move to a new service, room or the transition to school

Collecting data to provide to a specialist or other professional.

The documentation collected within the portfolio demonstrate the child’s progress and development and

can include a variety of the following documentation:

Anecdotes Sociograms Time samples

Running records Event samples Checklists

Jottings Photo observations Learning stories

Work samples Interviews Daily diaries

Children’s self-reflections Word lists Transcripts of conversations

Video observations Diagrams or sketches Input from families and children.


EXAMPLE: Work Samples in a Portfolio

Portfolios need to include many examples of children’s interests, strengths and development. They will

contain work samples, observations, analysis of the child’s learning and documentation of the child’s time

spent at the service. It is also important to ensure that you are actively seeking the contributions of families

to the creation and documentation of children’s learning within the portfolio. When portfolios contain

documentation recorded using a variety of methods and from a variety of different sources, educators are

able to provide a holistic view of the child’s learning and development.

EXAMPLE: Parent Input into the Portfolio

Educators can use the input of families to create experiences for children in the service to extend

and enhance their prior knowledge. When educators use family input it assists children to feel a

sense of belonging, pride and ownership over their learning.


Portfolios can be created using any method of collating and collecting information. Many services use

scrapbooks, display folders, large A3 spiral books and some services have digital or online portfolios. It is

important that as a service the purpose of the portfolio is determined and that it meets the needs of the

educators, children and families with regards to format, data collection, collaboration and ease of access.

While many services have portfolios, there is no specific requirement for services to create portfolios under

the National Law and National Regulations. The Guide to the National Law and National Regulations states

that “there is no prescribed method for the documentation of children’s assessment and learning.” If

services choose to document assessment of children’s learning via the portfolio method, the Guide to the

National Law and National Regulations states that an analysis of the learning must be included in order to

meet requirements from the National Regulations.


Collaborate with Others

When documenting and analysing children’s learning it is

important that you collaborate with others to develop

documentation that provides a holistic view of children’s

learning. You can collaborate with other educators, children

and families to support the learning of children in your

service. There are many ways that the collaboration process

can be initiated and maintained and it is important that the

collaboration process is tailored to the audience.

Collaborating with Colleagues

Collaborating with colleagues provides added insight into the learning and development of children within

the education and care service. Having a different perspective can help to build a fuller picture of the

development of each child. Your colleagues may spend time with the children in your care at times other to

you and will have many important pieces of information about those children’s learning and families to

pass on. You can collaborate with your colleagues in many ways including:

Face to face conversations

Team planning meetings

Emails

Communication books

Some services gather feedback on their planning by having another educator look over their

planning documents and providing feedback.

Collaborating with Children

It is important to ensure that when you are creating documentation

of children’s learning journey’s, that you collaborate and provide

opportunities to involve the children in the development and analysis

of their own learning. They will be able to provide you with a wealth

of knowledge regarding the learning that was developed and a

variety of different perspectives that will add to the integrity of the

documentation. There are many opportunities for educators to

collaborate with children. Educators can involve children through:

Individual conversations

Providing opportunities for the children to self-reflect upon experiences

Group discussions

Providing access to individual profiles for children to peruse and reflect upon

Displaying learning documentation in the play space for children to view and discuss with their

peers.

When children are provided with opportunities to participate and contribute to their own learning, it

enhances their confidence, allows them to see themselves as capable and competent learners, and it

creates ownership over their own learning journey. Children will be excited about participating.

Participation in the collaboration process will have many other benefits for children such as the

development of critical thinking and analysis skills, communication skills and self-confidence.


Collaborating with Families

It is important that families are regularly involved in the consultation process to provide educators with

current information on their child’s learning and development. Children change and grow quickly and

information provided during enrolment may no longer be relevant. It is important that educators provide

adequate time to collaborate with families. Developing a partnership with families is important to the

success of the relationship created and the child’s development as both families and educators are able to

work together to monitor development and learning. Families will be pleased to know that the information

they are sharing with educators will be used to plan for further learning and development of their child.

It is important to ensure that you are aware of, and are implementing, the service’s policies and procedures

surrounding the sharing of information, privacy and confidentiality. This means that during the

collaboration process you may be privy to sensitive information regarding children in your care and it is

important that the correct procedures are followed to ensure the confidentiality of the information is

maintained. If you are provided with information of a sensitive nature it is important that you only disclose

the information to those in the service that need to have access to the information for safety reasons or for

the provision of care.

There are several ways that you can involve families in the collaboration process for documentation and

analysis, including:

Face to face conversations or meetings

Provision for feedback on planning and documentation

Invite families to a parent night or information session

Develop a comprehensive parent library

Provide information via newsletters, displays or email.

It is important that the way families are encouraged and involved in the collaboration process meets their

needs for communication methods, language and literacy levels, and time. It is important to acknowledge

that families are busy and that time given to collaborate is respected and appreciated.

ACTIVITY: Collaborating with Others

Why is the collaboration process important to children’s learning and development?


How can you collaborate with colleagues, children and families?

Colleagues

Children

Families

Sharing Information

It is important to ensure that documentation and the educational program are accessible and shared with

families. This will help families to develop an understanding of the curriculum and view their child’s

progress and participation while in care. Sharing information about the curriculum with families will also

spark conversations and enhance the opportunity for learning. Having a solid and meaningful relationship

with children and their families will assist with the sharing of information.

There are requirements that educators need to be aware of and adhere to when sharing information with

families. The Guide to the National Law and National Regulations states that the educational program must

be displayed for families to view. This display must be easily accessible to families. Most services display

their educational program on a parent information wall.

It is important that you ensure families have access to their child’s documentation and that when families

request to view their child’s information, you ensure that it is provided to them. Under the National Law

and National Regulations the following must be provided to families when requested:

The content and operation of the educational program relating to their child

Information about how their child participates in the program

Documentation, assessments and evaluations relating to their child.

Each service will have their own policies and procedures regarding the sharing of information with families.

These policies and procedures will be based on the requirements under the National Law and National

Regulations and the National Quality Standards. It is important that educators and services are aware of

and consider the following when sharing information with families:

Documentation is meaningful

Various methods and strategies for ensuring information is available are developed

Communication occurs regularly

Time is allocated for communication

Methods of communication are tailored to the audience

Confidentiality and privacy of information is maintained.


There are many strategies that educators can employ to share information with families including:

During arrival and departure times

Emails, letters or newsletters

Communication books or displays

Meetings, information sessions and conversations.

Sharing Information with Experts and Specialists

There may be a time where you need to share information with an expert or specialist. It is important that

you are aware of the policies and procedures when sharing information about children’s learning and

development with external organisations. Experts and specialist services can include:

Physiotherapists

Occupational therapists

Social or child safety workers

Inclusion support officers

Psychologists

Speech therapists.

It is important that you are provided with permission from the child’s family to disclose information with an

external agency, expert or specialist. It is also important to ensure you are consulting with your supervisor

before providing information to an expert or specialist. Alternatively, the family may have provided

permission for the expert or specialist to share information with you to support the development and

learning of the child in your care.

ACTIVITY: Sharing Information

What information must be provided to families under the National Law and National Regulations?

What do you need to consider before providing information to external organisations?


Monitor Children’s Learning

Once you have determined the methods of observation to be

used when documenting children’s learning journeys it is

important that you monitor and analyse the strengths, interests,

relationships and learning of children. This means that you need

to analyse the gathered information to assess and monitor the

child’s progress, development, play preferences, interests, social

interactions and communication. You are also able to make

assessments about children’s abilities and plan for the extension

of their skills and learning. It is important that you have a solid understanding of the EYLF when assessing

and analysing the learning of children as analysis will link to specific learning outcomes.

You may notice through your documentation that there are some children in your class that require

additional support to achieve learning outcomes and to participate in the program. You are then able to

plan for the child to participate and develop their skills on their pathway to meeting the learning outcomes

of the EYLF. Remember, all children learn at their own pace and in their own way, and not all of the learning

outcomes will be achieved during a child’s time in an education and care service.

Monitoring Documentation

It is important that you have developed a system to monitor the learning of children. It is important that

your system compliments the learning outcomes from the approved learning framework. Monitoring

children’s learning is important as it provides you with current information regarding the child’s progress

and development. This information helps you to provide experiences that will extend the learning of the

child.

Most services and educators have a system that they use to ensure that they have completed observations

for all children in their class over a specific timeframe and that evaluations and analysis have been

completed. Each service will also have their own policies and procedures regarding the collection of

children’s learning documentation and this will detail the amount per child that the service expects to be

completed during a specific time period (usually 1 month). Some services use a checklist system to keep

track of which children require observations to be taken to meet the quota of the service. This way you can

be sure that planned and spontaneous experiences are considered for assessment and documented.

Programming and planning used to include the use of focus

groups. The children in the class would be placed into focus

groups and each week one focus group would have observations

and documentation completed while another group is having their

planned experiences implemented. This system worked well for

collating and ensuring that the required quota of observations

were being completed, but was not effective for the learning of

children, and educators were missing fantastic opportunities for

recording documentation of learning that was meaningful.

Educators now create observations that focus on children’s play, learning experiences and amazing

moments. So when do you need to document? You need to document whenever you see an amazing

moment of learning, creativity, play, discovery, emotion, challenge, problem solving, discussion, friendship,


courage, persistence, resilience, exploration, development, sharing of happiness and achievement, and

belonging, being and becoming. Your documentation is a child’s learning journey.

EXAMPLE: Observation Checklist

Some services use checklists to track observations for children in their class. The educator adds

the date that an observation was recorded and can provide a code to detail the type of

observation or when the extension activity is planned for and being implemented.

Name Date and

Code

Date and

Code

Date and

Code

Date and

Code

Date and

Code

Date and

Code

Danny

Lacey

18/2/16 I 18/2/16 SR

4/3/16 T

4/3

9/9/16 DD

Sally Boyd 14/3/16 S 14/3/16 RR 14/3/16

9/9/16 DD

Tyler

Bransome

4/3/16 WS 4/3/16 WL 4/3/16 DS 4/3/16

Vandyr

Waller

10/2/16 LS 11/2/16

Letty

Barton

18/2/16 PO 19/2/16

Jacob

Raymond

4/3/16 T 14/3/16 ES 14/3/16 AR 15/3/16

9/9/16 DD

GROUP 16/6/16 J 17/6/16 J 20/6/16 J 21/6/16 J 22/6/16 J

Code:

- Extension AR – Anecdotal Record RR – Running Record C – Checklist S –

Sociogram TS – Time Sample J – Jotting PO – Photo Ob ES – Event Sample LS –

Learning Story WS – Work Sample SR – Children’s Self-Reflection V – Video I –

Interview WL – Word List DD – Daily Diary DS – Drawing/Sketch T – Transcript

Storing Observations

Each service and educator will have their own individual preference regarding the storage and methods of

collating children’s learning documentation. It is required that documentation remain at the service. There

are several ways that you can collate and store your documentation, but it is important that you are aware

of confidentiality of records and ensure that should someone request to view your documentation that it is

easily accessible. You can collate and store your documentation in the following ways:

A filing cabinet system

A series of individual envelope folders for each child’s documentation

A few large ring-binder folders with separate sections for each child’s documentation

Creation of a portfolio book

Digital collection of information.

Whichever system is used to collect and store information documented about children’s learning, it is

important that you are analysing and monitoring children’s strengths, interests, relationships and learning

in conjunction with the approved framework’s learning outcomes. This information then gets used to

create learning experiences that are aimed at extending and enhancing children’s learning.


ACTIVITY: Monitoring Learning

Why is it important for you to monitor the learning of children in your care? How can you do that?

How can the EYLF assist you to monitor children’s learning journeys?

Analyse Data

When monitoring the learning of children, the next important step is to analyse the information recorded.

Analysing the information will provide you with an assessment of the child’s skills, development and

progress towards the EYLF learning outcomes. When analysing you will identify the interests, strengths and

goals of each child to inform future planning. To provide this analysis of a child’s learning it is important

that educators have a sound knowledge of the development of children and the EYLF. This knowledge will

assist you to analyse the learning taking place and to then use this information to inform future practices.

Let’s break the process down into parts. You have recorded an observation of a child and it is now time to

analyse the learning that took place. When analysing the data collected from your observations of

children’s learning it is important that you consider:

Child development and the domains (physical, social, emotional, language and cognitive)

The EYLF learning outcomes and objectives to be achieved

Principles and practices of the EYLF.

It is also helpful to involve others in the analysis process as they will be able to provide you with another

perspective on the learning and development that has taken place. You can involve colleagues, your

supervisor and the children in the analysis process. When analysing children’s observations there are

several formats and methods that educators can use. Your education and care service will have formats for

observations and the analysis of children’s learning.


EXAMPLE: Analysis of Observation

The example below shows analysis of the observation.

Child’s Name: Letty Barton Date of Birth: 5/4/2012 Date: 24 May 2016 Observed By: Gina

Description of Experiences or Activity:

Letty was sitting at the drawing table using the lead pencils. She was focused on writing and

copying the alphabet desk strip. She used her right hand and held the pencil with her thumb and

pointer finger. Letty concentrated hard on the desk strip while writing each letter onto her page.

Letty asked the educator “Why has this got two B’s?” The educator replied “There is an uppercase

and lowercase letter, this means there is one that is the big B and one that is the little B”. Letty

looked at the alphabet desk strip and at her page and said “I have to do both, like on here”. Letty

looked at her page and copied all of the uppercase letters at the top of her page and the lowercase

letters at the bottom of her page. She concentrated well and sat for the whole of activity time

copying the alphabet. When Letty had finished she wrote her name on the top of her page and

looked at her work happily.

Analysis of Learning:

Letty demonstrated a great attention span and perseverance, completing the task. Letty

demonstrated a tripod grip and preferences for the use of her right hand. Letty demonstrated

good muscle control and wrist action when writing. She had fluid movements and copied each

letter well with good hand-eye coordination. Letty initiated conversation with the educator and

questioned the design of the desk strip. Letty used great critical thinking skills when she listened to

the answer regarding uppercase and lowercase and was able to problem solve and analyse the

educator’s answer and separated the uppercase and lower case letters. Letty shows an emerging

understanding of the names of the letters of the alphabet and can write her own name. Letty

shows pride and satisfaction in her work.

What learning outcomes are being demonstrated?

1.1.4 – Letty communicates her need for comfort and assistance, 1.1.8 – Letty initiates interactions

and conversations with trusted educators, 3.1.7 – Letty recognises her individual achievement,

3.2.7 – Letty manipulates equipment and manages tools with increasing competence and skill,

4.1.2 – Letty is a curious and enthusiastic participant in her learning, 4.3.3 – Letty makes

connections between experiences, concepts and processes.

What strengths can we build upon?

Letty’s knowledge of the alphabet, interest in writing and critical thinking skills.

What next? How can we extend the learning?

For Letty to increase her knowledge of the alphabet and begin writing basic letters.

Provide more exposure and opportunities to written materials such as creating labels for

objects in the room and word cards in the writing area

Investigate the letters of the alphabet, their written form and sounds

Interests

When educators plan with a focus on children’s interests this creates a curriculum where children feel

included, are engaged and learn in fun and exciting ways. Children will develop their skills and learn easily

when they are interested in the topic and experiences planned. This will provide children with a sense of

belonging, as educators have identified their interests and tailored the curriculum to include these. You can

identify a child’s interests when you observe them showing a preference towards a particular area or


resource. You can also identify an interest by having a conversation with children and they tell you or you

can ask questions to prompt them.

Strengths

Strengths will most likely be linked to interests. It is always good to foster a child’s strengths within the

curriculum and provide opportunities for them to enhance their skills. It is also good to provide

opportunities for children to develop new skills and this can be done using the information of the child’s

interests and combining the two. You can use the child’s interests when planning experiences such as using

an interest in cars and trucks to discuss counting and numbers.

Goals

It is important to develop goals for children when analysing their documentation. This will help you to focus

on a clear path of progression for the child and their learning. Goals are statements detailing the desired

result and what you want to achieve. Goals need to be clear and need to flow from the observation to the

outcome. Sometimes goals can take a long time to complete and are made up of smaller tasks called

objectives.

EXAMPLE: Goals

The following are examples of goals that can be created for children:

For Letty to recognise the numbers 1 to 10

For Jacob to enhance his turn-taking skills

For Danny to be gentle with his peers

For Danny to use the toilet independently

For Sally to feel comfortable expressing her needs.

ACTIVITY: Analysing Learning

Analyse the learning from the following scenarios and fill in the table below.

Scenario Analysis

In block corner Danny, Sally, Danny, Jacob, Kim and

Lane were working together creating a construction

with the large hollow blocks. Lane: “It is a bridge to

take us from there to there.”

Danny: “Yeah and it has a turning signal in the

middle to help you go around the corner safely”

Jacob: “There is a secret tunnel underneath that the

cars can hide in and not be found by the monster”.

Amy was engaged in the painting experience using

the easels and she was excited by all of the colours.

She knew straight away what colours she needed

and what she was making. Amy demonstrated great

control of her brush and decision making skills when

painting today. Amy told Mr Luke about her painting

“I am making a rainbow so we can see one, in case

of it raining for one hundred days!”


Specific Objectives

Analysing the gathered information about children’s learning will also help you to create objectives that are

specific and aimed at providing opportunities for the children in your care to meet a learning outcome from

the EYLF, through the planned experiences within the curriculum. Objectives are similar to a set of

instructions that help you to move from one place to another to reach the goal. They should be short and

simple to understand, achievable and start the child on the path to the end result. You can use the

following methods to create objectives:

SMART approach

Task analysis.

SMART Approach

The SMART approach includes:

Specific – What you want to achieve is specified

Measurable – There is the ability to measure the progress

Achievable – The objective is able to be reached

Realistic – The objective is achievable with resources available

Time – The objective should have a timeframe for completion.

Task Analysis

Completing a task analysis helps you to break down the tasks required into smaller steps. The smaller steps

will help you to create specific objectives when planning for children’s learning.

EXAMPLE: Task Analysis

Gina, a lead educator at Happy Faces Child Care Centre, is observing some of the children drawing

at the table. She notices that Lane uses a palmer grip with the thin pencils. She decides to create a

task analysis to assist Lane to develop his pencil grip.

Gina creates the following task analysis:

1. Hold the pencil using a tripod grip

2. Abstract mark-making across the page using the correct grip

3. Fluid and intricate drawing

4. Tracing objects and shapes.

Gina creates the following goal and objective:

Goal: For Lane to hold his pencil with a tripod grip by September

Objective: For Lane to hold his pencil and other tools using the tripod grip and to make

marks across his page using the correct grip.

Learning Environments

It is important that educators are aware of the impact the learning environment has on the learning of

children. Environments should be created to foster the learning and development of children, and

educators must ensure that they meet the requirements of the National Quality Standards Quality Area 3 –

the Physical Environment. Quality Area 3 details the provision of environments that are safe, secure and

provide a rich meaningful variety of activities designed to promote the learning and development of

children.


The EYLF should be reflected in the learning environment by ensuring that it is:

Holistic – The learning environment is inclusive of all developmental domains, children, family

contexts, the community, natural environments and use of the EYLF

Responsive – The environment is adaptable to the needs, abilities and interests of the children

accessing the service

Play based – The environment acknowledges the importance of play based learning and fosters

children’s development and exploration through their play

Stimulating – The environment includes a large variety of learning opportunities, planned and

spontaneous and flexible, allowing the environment to be adjusted to cater to the learning and play

needs of children

Culturally competent – The learning environment should be

reflective of the cultural competence of the children and educators

within the service. This means that there should be a shared

understanding of culture, and the differences and similarities

between the varieties of cultures accessing the service.

Environment

A learning environment is the combination of the space, resources, equipment, routines, how children are

grouped and educator pedagogies (teaching strategies and approaches). It is important that you are aware

of the impact that the learning environment has on the development of children and how they reach their

learning outcomes. The NQS has a variety of requirements under Quality Area 3: Physical Environment. This

Quality Area discusses the provision of safe, suitable, rich and diverse experiences designed to promote the

development and learning of children.

The following table outlines the standards and elements of QA3: Physical environment.

Standard

3.1

The design and location of the premises is appropriate for the operation of a service

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and

resources are suitable for their purpose

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained

Element 3.1.3

Facilities are designed or adapted to ensure access and participation by

every child in the service and to allow flexible use, and interaction between

indoor and outdoor space

Standard

3.2

The environment is inclusive, promotes competence, independent exploration and learning

through play

Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every

child in quality experiences in both built and natural environments

Element 3.2.2

Resources, materials and equipment are sufficient in number, organised in

ways that ensure appropriate and effective implementation of the program,

and allow for multiple uses

Standard

3.3

The service takes an active role in caring for its environment and contributes to a

sustainable future

Element 3.3.1 Sustainable practices are embedded in service operations

Element 3.3.2 Children are supported to become environmentally responsible and show

respect for the environment

Source: (ACECQA, 2013).


It is important that you are creating an environment that is responsive to children’s interests, abilities and

is adaptable. This means the environment is able to change and grow with the children accessing it. The

environment needs to be stimulating and provide opportunities for children to engage and participate in a

variety of learning experiences.

Learning environments need to be reflected upon frequently to ensure they are meeting everyone’s needs

for learning, and legislative requirements. Questions to guide reflection on learning environments include:

Do I provide enough time for children to investigate and explore?

Is learning scaffolded through a number of ways?

Have culturally responsive experiences been planned and implemented? Does our environment

reflect the cultures, communities and lives of families accessing the service?

Has a supportive, warm, caring and stimulating environment been created for children?

Are individual children’s needs and interests catered for within the learning environment?

Does the environment need changing? What needs changing?

READ: Learning Environments

Take a look at the resource developed by Early Childhood Australia – Learning Environments.

When creating learning environments consider the following:

What learning experiences and opportunities are provided

for the children?

What opportunities for play are within the environment?

What teaching strategies are used within the

environment?

The dynamics of the group accessing the space

Is the environment meaningful for the children?

Involve the children in the creation of the space

Having a balance of physical areas and areas for quiet and calm.

Promote an Appreciation of the Natural Environment

When thinking about learning environments and observing children during their play, you will have noticed

the children’s interest in the natural environment and the creatures discovered. It is important for children

to interact with and engage in experiences that involve natural elements and to develop an understanding

of the environment and things living in it.

There are many ways that you can involve children in experiences and promote an appreciation of the

natural environment.

Spend time in your outside environment

Add natural elements to the learning environments

Encourage children to explore and discover

Provide resources that promote a variety of natural environments, habitats and their inhabitants

Create a garden and plant seeds

Discuss the information that children already know about topics within the environment and

explore and extend on their knowledge and interests

Have discussions about why it is important for us to look after and care for our environment and

the creatures living in it

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/11/Environment-makeover-campbell-street-workshop-240312.pdf


Start a recycling program, compost or worm farm

Further discuss sustainability within the service

Look after animals at the service

Use your senses while in the natural environment and spark conversation

Ask questions about where food and water is from, what things are made out of and how to care

for plants.

Sustained Shared Thinking

When creating learning environments it is also important that

you are providing opportunities for sustained shared and

collaborative thinking. This means that there are opportunities

within the environment and routine for children and educators

to engage in open and exploratory conversations. These

conversations are beneficial and provide learning and

development to children as they challenge and extend their

thinking and problem solving skills leading to increased

development. It is important that educators are engaging in

shared thinking conversations with children to provide rich and meaningful interactions and enhance

complex reasoning and cognitive skills for children.

Often there are times when the day is busy and only fleeting conversations involving the provision of

directions and brief conversations take place. By using reflection you are able to identify if your

environment and curriculum is conducive to quality time for shared learning and discussions with children.

If you identify that there is time lacking, then it will be beneficial to assess your environment and

curriculum to ensure that you are able to provide adequate time each day to participate in meaningful and

educational discussions with children about their learning and interests. Strategies for this can include:

Reflection of the routine and environment

Rearranging the routine

Being intentional. Use sections of the routine to engage children in conversations

Ensure that your supervision is effective and conducive to discussions with whole or small groups

Ensure the environment includes many opportunities for children and provokes ideas and sparks

discussion.

ACTIVITY: The Learning Environment

Brainstorm how you could provide opportunities for sustained shared thinking with children.


Detail how you can respond to these considerations for creating an effective learning environment.

Considerations Response

The learning experiences and

opportunities provided for

children

The teaching strategies used

within the environment

Ensuring that the

environment is meaningful

for the children

Involving the children in the

creation of the space

Having a balance of physical

areas and areas for quiet and

calm

Assessing the Learning Environment

The learning environment is a work in progress and should grow and change with the needs and interests

of the children. When assessing the learning environment it is important to consider:

The needs and interests of the children: Does the environment meet the needs and interests of the

children? Are children becoming bored or having difficulty participating?

Materials and resources: Are the resources developmentally appropriate? Are there sufficient

numbers to cater for children? Do they meet the interests of the children?

Children’s input: It is important to ask children what they felt worked well and what they would

change regarding the environment. They will have wonderful ideas that you can implement and

this will provide a sense of well-being and security for children

The routine: It is important to consider the routine when assessing the effectiveness of the learning

environment as there may be aspects that are not conducive or are impacting negatively on the

children’s participation

Does the environment and materials reflect and respect the families and local community? If you

have families that are from other countries and speak languages other than English, it is important

to ensure that your environment respectfully reflects their participation and attendance in the

service, curriculum and learning environment. You can do this by providing information in families

home languages, having equipment or resources reflective of a variety of cultures

The arrangement of the equipment and furniture: This will often have a large part to play in the

participation, safety and engagement of children within the learning environment. If the layout is

too open children can be encouraged to run, if there is too much furniture children can feel

cramped and it can affect their levels of participation

Safety: It is important to ensure that you are providing children with an environment that is safe for

the children accessing it.


It is important to ensure that you collaborate with others when assessing your learning environment. You

can collaborate with colleagues, supervisors, children, families and the community. Make sure that your

discussions and collaborations are documented to assist you when you are modifying the environment.

Modifying the Learning Environment

Now that you have assessed your learning environment, it is time to implement the modifications you have

decided upon. Your aim will be to use the information gathered during your learning environment

assessment to modify the environment, ensuring you are creating a flexible and stimulating space that

caters for the needs, capabilities and interests of each child. When creating modifications for the

environment involve the children in the process. Also ensure that you document the changes to the

learning environment.

There are several ways that you can document modifications to the learning environment including:

Creating a map of the space and where things will be placed, added to or moved

Take photographs of before, during and after

Children can create maps and diagrams of the spaces

Document in your daily reflections diary

Create a project book for documentation.

ACTIVITY: Making Modifications

Look at the practice, “Learning Environments”, on page 15 of the Early Years Learning Framework

Belonging, Being and Becoming, and answer the following questions.

What are the key concepts you have taken from this practice?

What type of learning environments do you want to create for children? What elements will you include?


Use Evidence to Inform Practice

As an educator you will be planning experiences based on:

Learning through their play

Intentional teaching opportunities

Modelling skills and behaviours.

You will also use the learning environment to foster the development and learning of children.

Learning through Play

Play is important to the learning and development of children. During play children explore ideas, develop

skills, make discoveries and learn to communicate and interact with others. Play allows children to try

different ideas and discover the outcome. Play is busy work for children and when educators provide

relevant, meaningful and stimulating experiences the opportunities for children to develop and learn is

enhanced. Opportunities for children’s learning can include the environment, resources, planned activities

or spontaneous play. Spontaneous play is play that is not planned and the majority of children’s learning

will occur through their exploration and discovery. It is important for educators to provide an environment

for children to explore and learn through their play.

The forms of play that children engage in will depend on their development, abilities and needs. There are

several forms of play that children can engage in including:

Solitary play – This involves the child playing alone

Parallel play – This includes children playing near others but not interacting or engaging with each

other

Associative play – This is where children are playing together in a group but the goal or outcome is

not shared

Cooperative play – This is where children are playing in a group and are working towards a

common goal or outcome, such as building a sandcastle together

Onlooker play – The child is watching the play but does not enter or engage in play

Games with rules – Children are engaged in play that involves predetermined rules often created

by themselves

Symbolic play – This involves children using objects or symbols to represent others during their

play

Functional play – This includes children repetitively using actions or objects during play.

Children can also engage in many different types of play. The types of play will also depend on the child’s

development, abilities and needs. The types of play children can engage in includes:

Physical play – This includes the use of actions such as running, jumping, ball games and climbing.

Physical play assists children to develop their gross motor skills and is beneficial for a healthy

lifestyle. Physical play is usually associated with play that occurs outside but it can also include

inside experiences such as dancing

Using objects – This includes the use of objects, toys or equipment. This type of play is often

associated with other forms such as dramatic play, construction, or when babies use rattles or

shakers in their play


Pretend play – This uses the knowledge and imagination of children during

their play. Children use symbols and objects to represent other items or

people and play often mimics how the child views the world. This can be

evident when a child pretends to be talking on the phone and may pace

back and forward imitating their mum or dad

Socio-dramatic play – This involves children acting out roles and the use of

props relevant to the game. Often, for older children, this type of play can

be revisited several times continuing the game and play. This type of play

can include the children taking the roles of a family and cooking, shopping

and taking children to school.

The EYLF and MTOP are both centred on a play-based learning philosophy which specifies play as “a context

for learning through which children organise and make sense of their social worlds, as they engage actively

with people, objects and representations” (DEEWR, 2009). It is important that educators have a good

understanding of the EYLF or MTOP and of children’s play.

ACTIVITY: Learning Through Play

What are your thoughts on learning through play?

How can you assist children to learn through their play?

Match the types/forms of play to their descriptor.

Physical play Playing alone

Solitary play Playing with a group of children

working towards a common goal

Socio-dramatic play Playing near another child

Cooperative play Playing and acting out roles

Parallel play Play using gross motor skills such

as running and jumping


Intentional Teaching

Intentional teaching is defined as an educator’s actions that are deliberate and purposeful. This means that

educators are thinking and reflecting on the intention behind their actions, making decisions that are in the

best interest of the children and their learning, and are aware of the impact their teaching and actions have

on the learning of children.

Intentional teaching can happen at any time during the day. It can be a planned experience with a specific

outcome, such as learning to wash hands before meal times, or it can be within the extension of a

spontaneous moment, such as learning information about caterpillars after finding one in the garden.

Intentional teaching includes the interactions between educators and children but it is also much more. It

includes the deliberate decisions regarding the environment, the resources, learning areas and experiences,

and creating learning environments that are engaging and encourage children to participate.

Intentional teaching also includes the amount of time spent on particular areas and how particular

concepts will be included in the curriculum. When educators are deliberate and purposeful with their

decision making it assists to create an environment and culture where the learning of children is paramount

and visible through the actions of the educator.

Being an intentional teacher can be assisted by:

Having a good understanding of the children in your care. This

means individually and as a group. This will help you when

making decisions for their learning and to act in their best

interests

Participating in a critical reflection of your own actions and

decisions. Often educators “see what they want to see” when

observing children and their learning. It is important that

educators reflect upon their own practices and the meaning of children’s play. This ensures that

they are viewing a variety of perspectives to have a holistic view of the children in their care

Having a firm understanding of what you want to achieve for the children in your care. When

educators have an understanding and a clear picture of the learning and development they wish for

children, it makes it easier for them to articulate these wishes and to put them in place

Ensuring the strategies for teaching you have chosen are reflective of the needs, development and

abilities of the children in your care. This will ensure that the strategies chosen are effective for the

group and enhance the learning process. The strategies chosen also need to link to the outcome

the educators have chosen for a child

Collaborating with others to inform practices and enhance the opportunities for learning. This

means that educators are engaged in a collaborative process and discussions with colleagues,

families and children surrounding learning and development. By collaborating and engaging in

shared thinking you are exposed to additional perspectives and the learning of children will be

enhanced

Using assessment to inform your actions for the future. This includes what the child has learnt, the

child’s development over a period of time, and the impact of the educator’s input and decision

making on the child’s learning.

READ: Intentional Teaching

The Early Years Learning Framework Professional Learning Program has a newsletter discussing

intentional teaching.

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No2.pdf


ACTIVITY: Intentional Teaching

What is your understanding of intentional teaching?

Brainstorm outcomes that you can plan for children through intentional teaching?

Modelling

Modelling is a method that educators can use to teach children

skills or behaviours that may be new. Children are influenced by

the people and environment surrounding them. Educators can

model behaviours or skills for children providing them with

opportunities to see the skills performed. The child then

remembers the information and has a turn themselves at

imitating the action, skill or behaviour. Educators may need to

model skills and behaviours to children several times to ensure

the child has a thorough understanding. The number of times

will be dependent on the child’s development.

The learning styles of the child will also have an impact on how they retain information when a skill is

modelled. It is important to have a good knowledge of the children in your group and an understanding of

their development as this will help you to tailor the skill modelling to each individual child.

When modelling a skill to a child it is important that you consider the child’s:

Attention span: The child will need to pay attention to receive the information. Educators can

present the modelling in a way that is fun and exciting for children to maintain their attention

Ability to retain the information modelled to them: It is important that you are aware of the child’s

cognitive processing abilities and tailor the information to suit their needs and development

Ability to reproduce the skill, action or behaviour: It is important that you are aware of the child’s

development and abilities and that you are providing support while they reproduce the skill

Motivation for the child to reproduce the skill, action or behaviour: It is important to ensure that

the child has encouragement and is provided with positive reinforcement.


EXAMPLE: Modelling

Karen is an educator at Happy Faces Childcare. She works with the 2-3 year old children and is

interested in assisting the children in her class to wash their hands effectively before meal times.

She decides on using modelling as a strategy to assist in their learning. Karen takes the children

into the bathroom sink area and goes through the steps required to wash your hands effectively.

Karen talks about the steps to follow and models the action for the children. Each child has a turn

and Karen talks through the steps as they wash their hands.

ACTIVITY: Modelling

What do you need to consider when using modelling as a strategy with children?

What skills and learning can you model to children?


Planning

You have observed and recorded examples of children’s learning and analysed the documentation. Now it

is time to use that information to inform your curriculum and provide opportunities to extend children’s

learning. Planning helps you to create and implement curriculums that are responsive to the needs of

children and assist them to achieve goals and learning outcomes. Planning can be made for immediate

facilitation or for an experience to implement at a later date. This will be determined by many factors such

as the requirements of the experiences, availability of resources, interests of the children and the detail of

the topic or experience.

When you are planning you need to consider the following steps

taken from the EYLF planning cycle:

Analyse the observation, determine the learning that is

taking place, and what extension opportunities you can

provide to enhance the learning

Plan the learning experiences

Implement the learning experiences

Reflect on the effectiveness of the experience, resources,

environment, yourself and if the outcomes were

achieved.

Learning Plans

There are many different ways for you to record your plans for children’s learning. Each service may have

their own format that they prefer to use but they will all cover similar considerations. These considerations

include:

The EYLF/MTOP learning outcomes

Details of the planned experience

The format and document should be able to be a work in progress. The format needs to have the

capacity to be added to when needed

Ease of access and readability for colleagues and families. Under the Education and Care Services

National Regulations, Regulation 75 states that centre-based services must have a copy of the

educational program available and on display for families.

It is also important that within your template you include the following information when planning for

children’s learning:

Links to the observation that prompted the experience

Details about the experience

Learning outcomes

Goals and objectives

Intentional teaching or planned learning through play experiences

Modelling required

Environmental requirements, including the resources and materials required.


EXAMPLE: Learning Plan

The following table details an example of a learning plan informed by the observation shown in

example “Analysis of Observation” in the “Analyse Data” section of this Learner Guide.

Learning Experience Plan

Child: Letty Barton Age: 4 years

Observation link

Letty was sitting at the drawing table using the lead pencils. She

was focused on writing and copying the alphabet desk strip (24th

May)

Intentional teaching or

planned learning through

play experience

Provide opportunities for Letty to be exposed to the letters of the

alphabet in written form and their sounds

Description of the

activity or experience

Investigate the letters of the alphabet, their written form and

sounds

EYLF Outcome

5.2.4 - For Letty to begin to understand key literacy and numeracy

concepts and processes, such as the sounds of language, letter-

sound relationships, concepts of print and the ways that texts are

structured

Goal For Letty to develop her understanding of the letters of the

alphabet

Objective For Letty to recognise the letters and sounds of the alphabet by

October

Modelling Model the sounds each letter makes

Environment, resources

and materials

Provide alphabet desk strips, alphabet cards in the writing

area, use the whiteboards to copy and practice writing skills

Set out alphabet books in book corner and provide ABC puzzles

Create a writing and ABC learning area and add items to

encourage participation.

Designing the Curriculum

Once the learning experience plan has been created and you are ready to implement the experience, you

will enter it on to your curriculum plan. There are many formats for educators to create curriculum plans

and each service will have a format for its creation. Formats for your curriculum can include the use of

journals, wall plans, folders, diaries and visual displays. As well as there being many formats for the

curriculum, there are also many ways to enter the planned and spontaneous learning experiences onto the

curriculum. It is important that the curriculum is up to date and relevant to the children accessing the

service. This can be ensured by documenting your curriculum in real time, as often curriculum that is

documented several weeks ahead of time, lose their relevance to children and learning will be lost.

READ: Early Childhood Program Examples, Ideas and Inspiration

Gowrie, South Australia have developed a resource discussing the implementation of

documentation in education and care services.

READ: Effective Curriculum Planning and Documentation Methods

Read the PSC Alliance resource detailing information about curriculum documentation.

http://www.gowriesa.org.au/sites/default/files/Gowrie%20SA%20Early%20Childhood%20Program%20Examples.pdf

https://cple.commsatwork.org/sites/default/files/how-to-curriculumwebmarch.pdf


Each service will have their own statement of philosophy and they will vary depending on the values,

beliefs and practices implemented within each service. It is important that the service’s philosophy is

reflective of the National Quality Standard, the National Law and National Regulations and current industry

research. The philosophy may include many statements and goals about how the service wishes to facilitate

the learning, development and safety of children, and how they will collaborate with families and the

community.

The statements made in the service’s philosophy will impact on the provision and facilitation of the

curriculum. You need to ensure that you are aware of, and familiar with, the service’s statement of

philosophy when designing and implementing the curriculum. Services may have specific beliefs embedded

in their philosophy and these can impact on the delivery of your curriculum. Beliefs can be cultural,

developmental or surrounding a sense of community.

When educators follow the service’s philosophy this will be evident in the curriculum via the experiences

and opportunities provided for children’s learning, the documentation process and cycle, and meeting the

service’s goals.

Transitions

It is important that when designing learning experiences you are aware of

creating experiences that foster holistic learning for the child and cater to

their needs, abilities and development. It is also important to ensure that

you are aware of transition times during the routine. These times can be

difficult for some children and you may be required to place supportive and

well planned strategies in place for some children. It is important that you

are creating continuity of learning for children through the use of carefully

planned and supportive transitions.

There are several transition times during a child’s life and day that can impact on their ability to participate

in learning experiences including:

Child care routine and transition changes

Transition from home to care

Home life transitions

Moving to a new room or service.

When planning learning experiences for children it is beneficial to consider the routine of the room and

ensure that it meets the needs of children accessing the service. You can do this by ensuring that you have

carefully planned transitions and routines reflective of the needs of all children. This will help you to

minimise any discomfort transitions may create. It can be overwhelming and difficult for some children

during the transition period to manage and adapt to these changes, thus it is important to ensure that you

are providing support to these children and their families. By doing this you are creating partnerships,

respect and trust, and this can assist you to create an environment that helps children to feel safe and

secure, even when going through a time of transition.

Strategies can include:

Supporting children and families to provide continuity of care when children are transitioning from

home to care during arrival times. These meaningful rituals can assist children to transition

Providing a warning time for children when it is time to transition to another activity


Ensure that your instructions are clear and easily understood using language reflective of the

children’s development

Ensure that your routine is flexible should children require additional time for activities

Plan your transitions. There may be times where the whole group does not need to be transitioned

at once. Be prepared for the type of transition you will use

Minimise waiting times for children during transitions

Allow the children to take responsibility over their transitions and tasks, such as setting up the

space for play and packing away

Provide opportunities for children to learn that changes happen sometimes in life and provide

them with the skills to manage them

Provide the opportunity for children to use a familiar object or toy during their transition times.

This helps to bridge the gap between the service and home

Let children know that they can have some agency over the change that occurs in their lives

Reflect upon your practices surrounding transitions and brainstorm improvements. You can also

involve the children in these brainstorms.

Continuity of Learning

When creating learning experiences it is also important to ensure

that you are considering how you will plan for continuity of

learning. Continuity of learning means providing children with

repetition in their learning experiences and environments. It is

important that you plan and provide areas within the play space

that are offered all of the time. This doesn’t mean that the

activities need to be the same all of the time, learning

environments need to be adapted and grow with the children’s

needs and interests, but it does mean that you are providing some

areas and experiences that are available all the time. These areas

include:

Home corner

Art and craft spaces

Space for active play

Areas for quiet reflection.

These areas can be adapted to meet the needs and interests of the children. There are many adaptations

that you can make to these areas to maintain children’s interests and provide them with a stimulating

learning experience. For example, additions to home corner can include:

Dress-ups

Play food reflective of cultures within the room

Post office

Hospital.

When changes are being made to these areas it is always important to gather input from the children. This

will provide you with information about what they are interested in exploring and provide them with a

sense of belonging and ownership of their space. It is important that you document in your daily diary or

reflections diary, the input that you receive from the children when looking to make changes to the

learning environments.


ACTIVITY: Transitions

What do you need to consider when ensuring continuity of care and transitions?

Implement Learning Experiences

Now it is time to implement the learning experience. There are several tasks that you will need to complete

to ensure that the implementation of the learning experience is effective such as:

Ensuring that all of the required equipment and resources are available to use. If the resources are

not available you may need to place an order or purchase them

Ensuring that the space is available for setting up the materials and equipment. It is important you

are aware that other staff may need to access or use the space or area you are interested in using.

It is best to discuss this with your colleagues and come to an agreement

Making sure that the resources, materials and equipment are practical, will assist the learning, are

safe and are adequate in quantity

Having adequate supervision of the learning experience and of the children accessing other areas in

the play space. It is important that you have an effective supervision plan to ensure the safety of all

children.

Setting up the Environment

When you set up the learning environment it is important that you

are using resources and materials that meet the needs, abilities,

development and interests of the children accessing the service. It is

also important that the environment is aesthetically pleasing. This

means that it is pleasant and inviting for children and encourages

them to engage in their learning. The choices and placement of

materials will encourage the development of children’s skills and

abilities.

There are many different ways to set up a learning environment. There are some services and educators

that like to arrange their learning environments to include lots of items to stimulate children’s interest and

learning and provide an environment with lots of colour. Some services and educators like to provide

learning environments that imitate a home environment with more clear spaces and natural elements. You

may wish to think about the following when considering your learning environment:

Colours

Lighting

How you will display learning

Music or noise levels within the play space

Furniture and equipment layout.


However there are particular aspects of the environment that are discussed in the National Law and

National Regulations that all services will adhere to. These include:

Adequate ventilation

Natural lighting

Appropriate temperature

Adequate and safe resources

Placement of furniture and resources should avoid overcrowding

Indoor and outdoor space requirements (physical metered space)

Natural elements included into the outdoor environment

Shade in outdoor spaces

Adequate supervision.

When setting out the environment it is also important to ensure that you are providing the opportunity for

children to make choices about the items they want to use during their play, where they want to play and

the experiences available to them. This provides you with information about how the environment is

supporting children’s learning and interests and if

modifications are required. To provide children with choices

you should consider:

Self-selection shelves

Continuity of learning areas

Children’s interests and abilities

Providing a visual representation of equipment in

other areas for children to access.

ACTIVITY: Setting Up the Environment

What do you need to consider when setting up the learning environment?


Co-Construct Meaning with Children

When creating and implementing learning experiences for children it is important that you are focused on

enhancing the child’s development, and building learners that are confident and involved in their own

learning. This is achievable by providing many opportunities for children to practice skills and have

ownership over their own learning. It is also important for educators to co-construct meaning with children.

This happens when educators work with children to form meaning within their learning. Both the educator

and child are acknowledged in the process of learning and share their thoughts working together to come

to a conclusion.

Co-construction focuses on children’s ability to problem solve and develop their own strategies to build

upon their learning and knowledge. Strategies that educators can use to support this include:

Interest based experiences building on children’s prior knowledge

Observe and gather information about children’s knowledge so that you can extend it during

planned or spontaneous experiences

Involve children in the planning and evaluation of the curriculum.

This can be facilitated by ensuring that opportunities for interactions are sustained. Having sustained

interactions means children are involved in interactions and discussions that include their interests, and

that they extend on their own ideas. You can sustain interactions by asking questions, supporting children’s

learning and participation and providing feedback, including your own opinions. Children will be engaged in

conversations surrounding their own interests and be empowered in their learning when they are included.

It is important to ensure that you acknowledge children as

being capable learners as described in the EYLF Principle

“High Expectations”. Children arrive at the service with prior

knowledge and have expertise in many areas. This approach

recognises that learning happens in real time and real

situations, children will build on their prior knowledge.

Educators bring additional perspectives assisting children to

think outside of the box.

ACTIVITY: Co-Constructing Learning

What does the EYLF Principle “High Expectations” mean to you?


Promoting Learning Dispositions

A learning disposition is an attitude or characteristic that has influence over the way that a child learns and

participates. They can often be linked to a child’s emotions and self-esteem. It has been noted that a child

displaying a positive learning disposition is more likely to participate and be responsive to learning

experiences.

Positive learning dispositions, as discussed in the EYLF’s Learning Outcome 4 – Children are confident and

involved learners, include:

Curiosity

Persistence

Creativity

Confidence

Commitment

Enthusiasm

Imagination

Reflexivity.

If you create a culture within your play room and service that encourages children to express themselves,

and enjoy learning, you will also be fostering and promoting the development of positive learning

dispositions for all children accessing the service.

READ: The EYLF: Building Confident Learners

Early Childhood Australia has produced a document discussing how educators can help children to

become confident and involved learners.

ACTIVITY: Learning Dispositions

What are your own dispositions for learning?

How can you promote and foster the learning dispositions of children?

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/RIP1001_EYLFsample.pdf


Assessing and Evaluating

Curriculum and learning experiences need to be assessed and evaluated. This process is important to the

development and provision of quality programs and learning for children. Each service will have their own

specifications with regards to the documentation of the evaluations and these may include the format for

evaluations and the frequency. Some services evaluate daily and others weekly. It is also important to

ensure that evaluations are created in collaboration with others including colleagues, children and families.

Each will have a different perspective of the effectiveness of the curriculum and learning experiences. Input

from others ensures that you can create rich and meaningful future curriculums.

You can complete your evaluations at the time the experience has ended, each time you make a

modification, daily or weekly. You need to evaluate individual children or group observations, learning

experiences, planned or spontaneous activities, the curriculum, your own performance, the participation of

the children and the achievement of goals and learning outcomes.

It is important that when you gather information about the effectiveness of the curriculum and learning

experiences, you use this information to inform and influence the design of future curriculum and learning

experiences. Reflection will allow you to identify what worked and what didn’t. This information will help

you to implement learning for children using the best ideas and strategies.

Reflect on Children’s Learning

Reflective practice is an important tool for learning and provides educators with advice from past

experiences that creates new knowledge and the opportunity to identify directions for the future. When

educators engage in reflective practices they are placing a focus on continuous improvement for

themselves and their service, and this in turn improves programs for children and families. As you reflect

upon the learning environments and curriculum that you have created it is important for you to assess if

you included the following in your curriculum:

Child-focused experiences

Holistic planning

Pedagogical practices

Opportunities for enhancing children’s learning.

You can reflect upon children’s learning is many ways including:

Using a journal, diary or other form of documentation

Discussions, either formally or informally

Interactions with your supervisor

Reflection checklists

Asking questions

Evaluating your program

Involving children and families

Completing a SWOT analysis. This is where you detail your strengths, weaknesses, opportunities for

improvement and any threats.

Questions you can ask when reflecting include:

Are the children responding well to the curriculum, are they engaged?

Who is advantaged or disadvantaged when I work this way?

Are children learning and developing skills? Is learning scaffolded through a number of ways?

Am I reflecting on children’s spontaneous play?


Is cultural bias evident in our practices? Have culturally responsive experiences been implemented?

Can we add or remove any aspects of the indoor/outdoor environment?

Are the children interested in the spaces? How can we provide more areas of interest?

Do practices in our physical environment encourage the children’s sense of agency?

Do I provide enough time for children to investigate and explore?

Has a supportive, warm, caring and stimulating environment been created for children?

Are individual children’s needs and interests catered for within the learning environment?

Once you have reflected upon and documented the children’s learning and the use of your own pedagogy,

it is important that you use this information to inform future planning. This will ensure that you are working

towards continuous improvement and refinement. Monitoring and reflecting upon learning experiences

assists you to continue to meet the needs and interests of the children in your care.

You can engage in continuous improvement by:

Making modifications to the learning environment that are reflective of the needs and interests of

the children

Providing supportive interactions with children

Ensuring that routines are flexible and reflective of children’s needs.

The EYLF’s principle 5 “Ongoing learning and reflective practice” encourages educators to engage in

reflective practices and provides guidance when gathering information to inform future planning and the

provision of care for children, families and the community. It discusses critical reflection as a means to

collect information from many perspectives and as a process to learn and continually improve practices. It

contains a set of overarching questions designed to assist educators to reflect upon their practices.

Often educators find it easier to engage in reflective practices when

they have a question to answer, this is known as professional

enquiry. Professional enquiry is developed when educators examine

their current practices and challenge their weight and effectiveness.

It is important to follow up the cycle of reflection with

documentation; by making changes to the curriculum and practices,

leading towards positive and meaningful improvements for the

learning and development of children.

Evaluating With Children

It is important that you include the voices and ideas of children in your evaluations. Being included in

evaluations provides children with a sense of belonging and ownership over decisions about their learning.

Children can provide you with the following information:

Ideas for changing experiences

Ways to engage and encourage them in activities

Experiences they wish to have extended

What areas they feel they need support with

Areas they need to be challenged

If the goals have been met for the experiences

What the strengths of the curriculum and learning experiences are

Experiences they wish to participate in or learn about.


It is important that you include the children’s voices and ideas when you make modifications, discuss the

changes made and where the idea came from. You will need to document the consultation and this can be

completed in any format meeting the requirements for your service.

ACTIVITY: Children’s Input

What formats can you use to document children’s voices and ideas?

What are the benefits of involving children in evaluations of the curriculum and learning experiences?

Evaluating With Families

You can gather information from families in many ways including:

Email

Face to face conversations

Meetings or parent information nights

Communication books (communal or individual)

Providing space within the documentation for families to provide input and reflections

Provide a display for families to contribute ideas and answer important questions

Children’s enrolment forms.

ACTIVITY: Evaluating With Families

What do the NQS 6.1 and 6.2 discuss regarding the evaluation of the curriculum and learning experiences?


Formats for Evaluation

When evaluating the curriculum and learning experiences you can use many formats. Whichever format

you choose, it is important to ensure that you consider the following:

What worked and what didn’t

Participation

Appropriateness of the experiences

Feedback from others

Future planning

How the EYLF outcomes have been met.

EXAMPLE: Curriculum Evaluation Template

The following table details a format that can be used to evaluate your curriculum.

Curriculum Evaluation

Questions and Considerations Response and Ideas

Effectiveness:

What worked? What didn’t work? (note

influencing factors – children’s needs,

sequencing, resources, time allocated, space)

Participation:

Who did and did not participate? (this will help

with identifying interests, strengths and needs)

Appropriateness:

Was the experience stage appropriate? What

can be extended? (evaluate if the objectives set

were achieved, did children enjoy the activity)

Feedback:

What feedback have I received? What feedback

is needed? (this is necessary for evaluation.

Have you collected feedback from children,

families and colleagues)

Future planning:

How is future planning affected by these

experiences? (evaluation of activities allows you

to plan for new objectives and to continue

valuable learning experiences)

EYLF outcomes:

What EYLF outcomes have been addressed?

(outcomes should inform evaluation, holistic

learning should involve all outcomes in learning)

It is important when evaluating the curriculum and children’s learning that you are honest and think

critically about what worked and where improvements can be made. This enhances your provision of a

holistic curriculum and provides you with the tools to create a stimulating and meaningful learning

environment for each child in your care.


References

Australian Children’s Education and Care Quality Authority (ACECQA), 2014, The Guide to the National Law and National Regulations, ACECQA, Sydney, New South Wales. Australian Children’s Education and Care Quality Authority (ACECQA), 2013, The Guide to the National Quality Standards, ACECQA, Sydney, New South Wales.

Australian Government Department of Educations. Employment and Workplace Relations, 2010, The Early

Years Learning Framework, Belonging, Being, Becoming, Barton, Australian Capital Territory.

Australian Government Department of Educations. Employment and Workplace Relations, 2010, The

Educator’s Guide to the Early Years Learning Framework, Belonging, Being, Becoming, Barton, Australian

Capital Territory.

Australian Skills Quality Authority, http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-

training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.8--1.12.html ,

viewed 7/7/2016.

Arthur, et al, Programming and Planning in Early Childhood Settings, 6th Edition, Cengage Learning, South

Melbourne, Victoria, 2015.

Arthur, et al, Programming and Planning in Early Childhood Settings, 5th Edition, Cengage Learning, South

Melbourne, Victoria, 2012

Carnegie Mellon University, https://www.cmu.edu/teaching/assessment/basics/formative-

summative.html, viewed 8/7/2016.

Children’s Services Central, http://www.cscentral.org.au/Resources/intentional-teaching-web.pdf , viewed

15/7/2016.

NQSPLP, e-Newsletter No.43 2012, http://www.earlychildhoodaustralia.org.au/nqsplp/wp-

content/uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf, viewed 18/7/2016.

NQSPLP, The EYLF Early Years Planning Cycle, http://www.earlychildhoodaustralia.org.au/nqsplp/wp-

content/uploads/2012/05/Worksheet_planning_cycle.pdf, viewed 18/7/2016.

PSC Alliance, https://cple.commsatwork.org/sites/default/files/how-to-curriculumwebmarch.pdf, viewed

15/7/2016.

Raise Learning, http://www.raiselearning.com.au/blogs/news/2765692-back-to-basics-a-brief-summary-of-

early-childhood-observation-methods-and-techniques , viewed 4/7/2016.

Scholastic, http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-

we-use-them, viewed 8/7/2016.

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.8--1.12.html

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