Assessment Activities Plan for Children

Develop a plan with two experiences for each of the three children

1. Use your formative and summative assessments to develop a plan with two experiences for each of the three children (that is, six (6) activities in all). For each child, include:

an intentional teaching experience

a planned ‘learning through play’ experience.

For each of the six (6) experiences, your plan should describe:

which type of experience it is (intentional or learning through play)

how you will set up the environment to encourage participation and learning

how you will ensure the children are comfortable by creating a safe and non-threatening space

an outcome, goal and objective for the activity

modelling that is planned as part of the activity

the materials and resources needed.

(Note that you have already recorded the children’s strengths, interests, relationships, play preferences and needs in Assessment activity 2.)

Use a table similar to the following or the service’s template.

Learning plan
Child: Name: Age:
Intentional teaching or planned learning through play experience
Description of the activity or experience
Environment set-up
EYLF Outcome
Goal

Instructions

For this Assessment, you are required to observe three (3) separate children and collect specific information about their background and learning. Select children from different age groups if possible. Prepare a file for each child. You will add to these files in the assessment activities as you progress through the assessments.

Remember to maintain confidentiality at all times.  In particular, in any documentation, use only a child’s first name to protect their identity.

1. Create a profile for each child that includes:

family background

interests and play preferences

strengths

relationships

developmental level.

the family

other people close to the child

the child

other children

educators

relevant professionals/specialists (if appropriate)

You will create three (3) separate profiles in total – that is one for each child. Upload your response in one

3. You are required to take observations of each of the children. The observations will include an interpretation. Build up observation records for each child over a period of time and in a variety of spaces.

Identify the child’s  progress toward the five EYLF Outcomes by focusing on:

• the child’s sense of identity
• the child’s connection to their world
• the child’s sense of wellbeing
• the child as a confident and involved learner
• the child as an effective communicator.

Use at least four (4) of the following methods to gather and record information:

• Secondary sources such as discussions with others, communication books, incident reports and samples of work
• Jottings
• Anecdotal information
• Time samples and running records
• Questioning
• Event samples and checklists
• Sociograms
• Webs
• Learning stories
• Information and communication technology

4. Use the records of the three children you have observed to create and provide a short assessment of each child

• Include the voice of others in the assessment.
• Focus on how the record demonstrates the child’s progress toward the five EYLF Outcomes.

List each EYLF Outcome and document your short assessment (3 or 4 sentences for each Outcome)

An example of how to set this response out would be as follows::

Create a profile for each child

Child 1: Anna

Outcome 1: Anna shows secure attachments with Educators and peers…etc…

5. For each child, use dot-points to describe how:

• You  have collected information over enough time and in a number of spaces to give you an accurate view of the child.
• Your assessments meet the assessment principles: valid, representative, significant and relevant.
• You used inclusive assessment practices.

You may wish to use a table similar to the following to complete this question.

Remember to do this for each of the three (3) children.

Question	Evidence
Information was collected over enough time and in a number of spaces	For example: Anna was observed over 3 weeks and in a variety of spaces – vet corner, building blocks, reading books and music and movement
Assessments meet the assessment principles	Valid – Representative – Significant- Relevant-
Inclusive assessment practices used (these are practices you as the Educator used)

Assessment 4

Continue with the three children you worked with in assessment activities 1, 2 and 3.

Use appropriate strategies to share a piece of documentation of your choice (a sample of the child’s work, activity plans, enrolment information/planning file, summative assessment) with the family of each child.

For each family (3 in total), explain in one or two sentences:

• the type of documentation you shared
• the strategy used to communicate the information in the documentation
• why you shared this particular documentation
• how you ensured privacy (when appropriate) for the parents when sharing the information in the documentation.

2. Describe three methods for ensuring that information shared with families is kept private.

3. Explain in one or two sentences why it is essential to follow confidentiality practices to ensure information is shared appropriately. 

4. Give two (2) reasons why documentation about a child’s program and progress must be made available to their family. You may refer to the relevant NQS Elements to support your answer.

1. For each of the physical development aspects shown in the table provided (download starting document), list:

• two (2)  skills used in daily activity (including routines)
• two (2)  indoor play experiences that would develop these skills
• two (2) outdoor play experiences that would develop these skills.

· Physical development aspects	Skills used in daily activity	Indoor play experiences	Outdoor play experiences
Gross motor skills	1. 2.	1. 2.	1. 2.
Fine motor skills	1. 2.	1. 2.	1. 2.
Eye–hand coordination	1. 2.	1. 2.	1. 2.
Grasp	1. 2.	1. 2.	1. 2.
Balance	1. 2.	1. 2.	1. 2.
Fundamental movement skill	1. 2.	1. 2.	1. 2.
Kinaesthetics	1. 2.	1. 2.	1. 2.
Perceptual development	1. 2.	1. 2.	1. 2.
Sensory motor development	1. 2.	1. 2.	1. 2.

2. Develop a physical skills checklist that would suit a specific age group of children you work with. You will use this checklist to work with one child in that group. You may base your checklist on the EYLF development milestones checklist located at:

http://docs.education.gov.au/system/files/doc/other/developmental-milestones.pdf

Ensure the checklist includes:

• the age of the child
• at least six (6) specific physical development milestones (include fine and gross motor skills and fundamental movement skills)
• space to record the date that the child demonstrated the skill
• space to make comments about how the child is progressing toward achieving the milestone.

b) Give your checklist to the child’s family and have them provide any additional milestones/skills that are important to them.

Amend the checklist by incorporating these changes/additions to suit the needs of their child. Upload the amended checklist.

Ask the family to complete the checklist by putting a date next to the skills/milestones they believe their child can do already.

Use the same checklist to observe the child.

Record the skills you have observed the child demonstrating and date these.

Provide any additional comments such as progress made or further details of the skills demonstrated.

a) List the child’s physical strengths.

b)  Describe one play experience you would provide for this child that would challenge one or a number of these physical strengths.

c) Explain why you chose this experience.

Implement the play experiences from questions 4b and 5b and then answer the following questions.

Was the child challenged by the experiences? How do you know?

Explain how the experiences helped the child to develop physical skill

Use at least four methods to observe and record the child’s progress toward the five EYLF Outcomes

Add further information about the child’s milestone achievement into the check

Explain how each of the following developmental aspects were included in some way during your experiences:

• Social
• Psychological
• Cognitive

Prepare a report of 1–2 pages explaining how you promote EYLF Outcome 3: Children take increasing responsibility for their own health and physical wellbeing, in the daily work with the children in your service

In your report:

• explain the organisational standards, policies and procedures you follow to work towards Outcome 3
• explain how you would plan and provide experiences that foster and challenge children’s physical skills that are connected to Outcome 3
• link the information you provide to at least two physical development theorists or core principles of development.

• photos
• learning stories
• anecdotal reports
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor.

1. Plan and implement a discussion with a group of children that focuses on investigating an ethical issue that is meaningful to the children.

The group should attempt to make decisions to resolve the ethical issue.

Provide details of the group, including the age and number of children involved. Explain the strategies you will use to encourage cooperation if there is a conflict within the group.

Include:

• how the children’s level of moral understanding (relate this to theory) influenced the outcome of the group discussion
• how you extended the children’s psychological (in particular, self-esteem) and cognitive development while involved in the discussion.

3. Develop a 1–2 page report explaining how you promote EYLF Outcome 2: Children are connected with and contribute to their world, in your daily work with children in your service.

In your report:

• include any organisational standards, policies and procedures that you follow to work towards this Outcome
• explain how you promote a sense of community within the service
• link the information you provide to at least two social development theorists or core principles of development.

You may use a range of documentation methods to support your report, such as:

• photos
• learning stories
• anecdotal records
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor

Assessment 3

Observe the children in your service and complete the following tasks:

• Identify the self-help tasks that children participate in throughout the day. List five of these tasks.
• For each self-help task, identify emerging skills you may observe if a child was learning to complete this task independently.
• For each emerging skill, describe one way you could scaffold the child’s learning through play.

You may wish to record your information in a table similar to the one provided (download starting document)

Self-help tasks	Emerging skills	Scaffolding provided through play
1.
2.
3.
4.
5.

Use suitable documentation methods to demonstrate you are able to plan and provide for play that:

• caters for individual strengths and successes
• challenges children’s emerging skills and capabilities
• caters for release of feelings and expression of emotions.

• monitored play and learning – your documentation methods may be learning stories, anecdotal records, diary entries, jottings, samples of work, checklists, sociograms or other methods that demonstrate planning and your observations of children (include the date you took the record, the child’s age and the setting relevant to the record)
• evaluated what is important about the documented information
• planned play experiences – explain what you planned, what materials and resources you provided and how you ensured the experience met your planned goals

3. Develop a 1–2 page report explaining how you promote EYLF Outcome 1: Children have a strong sense of identity, in your daily work with the children.

In your report:

• explain how you create opportunities for children to explore self-image and identity through play
• explain how you assess and monitor the children’s emotional development
• link the information you provide to at least two emotional development theorists or core principles of development.

You may use a range of documentation methods to demonstrate the information, such as:

• photos
• learning stories
• anecdotal records
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor.

Assessment 4

Plan, prepare and implement a learning activity that requires construction and/or deconstruction, involves a technology item and involves problem-solving.

Provide evidence of your implementation. Include:

• the age and number of children involved
• any permission you gained from parents or other people
• safety precautions you took
• the materials and resources you used and how you set them up
• how you introduced the activity
• how you implemented the activity.

Based on the learning activity from question 1, provide one (1) example for each of the following developmental aspects:

• a)   Cognitive
• b)   Physical
• c)   Social
• d)   Emotional

experience the consequences of their choices, actions and ideas when problem solving take risks in their learning.

Plan and implement a science experience that involves an appropriate level of challenge. Document how the experience ensured it enabled the children to:

• investigate ideas and complex concepts
• explore, experiment and take risks in their learning
• use thinking, reasoning and hypothesising skills

Provide evidence of your planning and implementation, including the name of the experience, the age of the children involved, the materials you used, the set-up and how you carried out the experience

• Provide evidence that your experience challenged children and encouraged them to explore and experiment.
• Do this by providing a record summarising the experience in the form of a learning story, diary entry or anecdotal record.

Explain how the activity relates to:

• a) an EYLF Outcome
• b)  a cognitive development theory or core principle of child development

Develop a mathematics game for a particular age group of children. Design the game to explore one or more of the following:

• Pattern
• Sorting
• Categorising
• Ordering
• Comparing

Summarise the rules of the game, the skills it is designed to develop and the materials that are required. Also explain how you would interact with the children to support their cognitive development while playing the game.

Share a piece of documentation with the family of each child

Demonstrate and explain the game to your trainer/assessor so they can see how you have included the mathematical concepts in the children’s play.

Explain how you applied a theory relating to cognitive development to the game design.

Develop a 1–2 page report explaining how you promote EYLF sub-outcome of Outcome 4 in your daily work with the children in your service:

Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.

In your report:

• include an explanation of any organisational standards, policies and procedures that you follow to work towards Outcome 4
• explain how you monitor and assess the children’s development of cognitive skills in relation to Outcome 4
• explain how you encourage the children to develop and use the skills and processes in Outcome 4
• link the information you provide to at least two cognitive development theorists or core principles of development.

You may use a range of documentation methods to demonstrate the information, such as:

• photos
• learning stories
• anecdotal records
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor.

Plan and implement an experience that celebrates a language other than English. The language chosen should be the home language of a child in your group.

If this is not possible, choose any language other than English.

The activity must include opportunities for children to:

• engage with familiar and unfamiliar, culturally constructed text
• experiment with print and images
• foster positive self-concept and self-esteem.

• the name of the experience
• the age of the children involved
• the materials you used
• a description of the set-up
• an explanation of how you carried out the experience.

2. Explain how the experience relates to:

• a)  a specific EYLF Outcome
• b)  a language development theory and/or core principle of child development.

• use their language and literacy skills during play
• listen and respond to the language of others
• express their thoughts, feelings and ideas in a positive and safe environment.

• the name of the experience
• the age of the children involved
• the materials you used
• a description of the set-up
• an explanation of how you carried out the experience.
•  

Explain how you encouraged children to listen and respond to the language used. Use examples to support your explanation.

Develop a 1–2 page report explaining how you promote EYLF Outcome 5: Children interact verbally and nonverbally with others for a range of purposes, in your daily work with the children. In your report:

• explain any organisational standards, policies and procedures that you follow to work towards Outcome 5
• explain how you assess and monitor the children’s language skills and development
• explain how you encourage children to express themselves, listen to others and exchange information
• link the information you provide to at least two communication development theories or core principles of development.

• photos
• learning stories
• anecdotal records
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor.

Assessment 6

Plan and implement an inquiry experience that provides opportunities for children to explore, experiment, test and investigate. Ensure the experience:

• encourages children to try new ideas and take on challenges
• provides resources and materials that offer challenge, intrigue and surprise
• includes an opportunity for sustained shared conversation
• provides an appropriate level of challenge where the children are encouraged to explore, experiment and take risks in learning.

• of your planning and implementation, including the name of the experience, the age of the children involved, the materials you used, the set-up and how you carried out the experience.
• that your experience challenged the children and encouraged them to explore and experiment with new ideas.

Explain how:

• a)      an EYLF Outcome relates to the activity (state the Outcome)
• b)      a development theory or core principle relates to the activity.

Observe a child over 2 years of age over a period of time (five days is recommended) in order to collect the following information.

• Specify the child’s age and demonstrate the following by providing evidence (for example, learning stories, anecdotal records, a log, event samples or other documentation as agreed by your trainer/assessor).
• The child feels belonging and connectedness.
• Learning and development was scaffolded.
• The child made a mistake and this was used as a learning opportunity.
• You or a colleague involved the child’s family and they made a contribution to the learning community.
• The child chose self-directed play, which led to a spontaneous teachable moment.
• A colleague collaborated with you and provided information for you to use in your evaluation of the child’s development and wellbeing. Detail the information they provided.

Develop a 1–2 page report explaining how the EYLF Practice ‘Holistic approaches’ influences your daily work with the children. In your report:

• Develop a 1–2 page report explaining how the EYLF Practice ‘Holistic approaches’ influences your daily work with the children.
• In your report:
• include an explanation of any organisational standards, policies and procedures that you follow that relate to the EYLF Practice
• explain how you ensure the holistic child is represented, integrated and interconnected in the curriculum.
• You may use a range of documentation methods to support your report, such as:
• photos
• learning stories
• anecdotal records
• diary entries
• jottings
• samples of work
• checklists
• sociograms
• other methods as agreed with your trainer/assessor.

Final Assessment 1

Create a monitoring checklist of milestones for one (1) of the following age groups:

• 6 months to 1 year
• 1 year to 2 years
• 2 years to 3 years
• 3 years to 5 years

You may be able to adapt a checklist that is used as part of your service’s assessment and monitoring procedures. Address each of the following developmental aspects for the age group you have nominated:

• Physical
• Social
• Emotional
• Cognitive
• Communication

For each developmental aspect, include at least five skills or milestones in your checklist that you will monitor.

The checklist is to be used to monitor a child’s holistic development. It must therefore include space for you to comment on the child’s progress toward, or level of ability in relation to, each skill or milestone.

Please note: This question is asking you to create the monitoring checklist and does not require you to use it with a child at this point.  This is required in the next question – Q.2

Keep the information private using appropriate strategies

Using the checklist you developed in Question 1, monitor one child over two days. For each skill in the checklist, include a reflective comment about the child’s progress or ability. Include the date that you recorded the information

Share the information you have collected with your supervisor or an educator working with the child.

Ask them to provide additional information about the child and about any development, theories or EYLF Outcomes they feel are important for you to consider in relation to understanding the holistic child.

Final Assessment 2

Plan and implement experiences that include the following skills or activities:

Fine motor and gross motor skills

Fundamental movement skills

Physical fitness

Social interaction during play

Group discussion that includes shared decision making and related ethical issues

Cooperation and conflict resolution

Challenging an individual child’s emerging skills

Science, mathematics and/or technology

Construction and deconstruction

Consequences of choices, actions and ideas

Language and literacy through play

Use of a language other than English

You may combine two or more of these into one experience; for example, fine motor and gross motor skills and fundamental movement skills could be developed into one experience. Ensure you include:

• indoor and outdoor experiences
• experiences that can be child or educator initiated
• experiences suitable for a range of age groups.

The number of experiences required will depend on the plans you create to ensure that all of the 12 skills or activities are included.

You will plan and implement experiences based on a child’s interests, goals, strengths, abilities, successes and/or developmental stage.The experiences should present an appropriate challenge for each child.

Include a record of assessment (observation) such as a learning story, photograph, anecdotal record, jotting, diary entry or other method as agreed by your trainer/assessor. You will submit an observation to support each experience.

Each experience should be linked to a developmental theory, EYLF outcome or core principal

Provide evidence of your planning and implementation. This  should include:

the name of the experience

identify which of the twelve skills or activities this experience represents

for example:

Skills/Activities : Dancing – fundamental movement skills (1), physical fitness (3)

• Appropriate challenge:
• the age/s of the child/ren involved
• reference to the relevant observation/s 

for example:

Observation: Jack -  jotting 23.06.16

the materials and resources you used

• the set up
• how you implemented and executed the experience
• link to developmental theory, EYLF outcome or core principal

for example:

Final Assessment 3

Instructions

For each of the nine questions in this Final Assessment, you are required to explain how your service ensures or implements the provision/s listed in each question.  Give examples of how each provision is demonstrated in the workplace and explain how this occurs.

Identify the EYLF Outcome related to each of the provisions and provide evidence to support your claim (for example, photos, learning stories, anecdotal records, diary entries, jottings or checklists).