CHCECE013 Use Information About Children To Inform Practice

6 Pages / 1,465 Words Published On: 09-03-2021

Question:

Learning which is evident – EYLF learning outcome Learning to support or promote, when will this be evident?

To develop relationships with peers.

Able to separate from his family in the morning , communicating his feelings without tears.

Supporting him to be more comfortable during the day so that he needs an object to hold less and less.

Invite families to bring in photos – so that when Xavier is upset we can talk about his family and his feelings. Use the photos to talk about the other children so that he starts to recognise the other children and learn the names of the other children.

Welcome Xavier each morning. Arrange a meeting with his parents to ask them their ideas of how we can best support Xavier in the morning.

Outside set up a variety of sized boxes and shapes and invite him to use his body to move inside, outside, over, under. Could encourage him to do this exploration with other children and support him in his play with other children.

Children become strong in their social and emotional well-being.

This will be evident when Xavier demonstrates trust and confidence when he leaves his family in the morning and he can manage his feelings without the need for an object to hold.

Answer:

Private Documentation Template

Child’s Name	Lucy DOB: 19/4/17 Gender: Female
Days of attendance	Tuesday to Friday
Relationships
Significant Relationships	Family: Mother and father Lucy calls her mother and father as mama and papa respectively.
attachments	Lucy likes to suck her dummy. However, her dummy is taken away from her when she stays in the center and when she sleeps.
Diversity
Family histories and traditions	In order to make her aware of cultural diversity, Lucy’s parents celebrate multicultural festivals. As per their own cultural tradition, they celebrate charismas.
Linguistics	The first language of both the parents are French
Information to support inclusive practices	Lucy’s parents encourage her to sleep once in a day and to explore new activities every day.
Care giving Routines and rituals
Sleep and Rest	Lucy sleeps after lunch at around 12:30 am During sleeping she needs to be given her dummy and cuddling on the lap. She sleeps on the living room with 2 soft pillows.
Meals/ Snacks	Lucy has never shown any denial in eating. She loves homemade food and have never denied to consume her morning tea, lunch and afternoon meal. Her parents encourage her a lot when it comes to food.
Transitions	Lucy happily bid her parents good bye and remains engaged with her toys.
Health
Health considerations/practices	She is a healthy baby
Family goals for their child
What do families think is important for their child	Sleep is highly important for Lucy since she hardly sleeps at home. Hence she needs to be provided proper ambience that will encourage her to sleep
Jotting and anecdotal information
Date/source	Jotting, anecdotal information and discussion with families
6.6.18	Lucy pulled her singing doll near her and pressed he button. Then she started dancing keeping accordance to the music
7.6.18	After morning tea, Lucy was playing happily with her building blocks. Suddenly a delightful activity started and everyone got engaged in it.
8.6.18	Lucy woke up and directly and came to the educator in order to obtain cuddling with her dummy. Even after cuddling, she was crying and pointing the toilet. The educator checked her nappy and understood that she needs to be cleaned. After cleaning, lucy’s mood changed and she stared playing with her telephone toys.

Anecdote

Lucy sat on my lap. He saw my name badge and he was trying to take off my badge from my shirt. He was trying in different way to pull of my name badge. After few minutes when she found that she won’t be able to take off the batch, she started pulling my hands towards her and uttered the words “bababa”. I felt that she wanted me to took off the batch and give the same to her.

Jotting

Lucy’s parents just left after dropping her in the room. Lucy walked to the toy corner and pulled out the singing doll. She pressed the button of the doll and started moving her body keeping accordance with the music.

Learning story

What’s on the floor?

Child’s story

It’s right after the afternoon tea and nappy change. I had set up a small plastic slide in the room. Lucy walked to the slide with a smile and tried to climb up the same using the small ladder. When she failed to climb the ladder she stated making the sound ‘bababa’. It means she need help to climb up the slide. I helped her to move up through steps and she took the slide gently holding my hand. She repeated the play again and again and I found that she loves the play.

What’s learning is happening here?

Lucy is really ‘curious’ (EYLF outcome 4) in the learning process that involves using the small ladder and climbing up to the slide. Lucy knows that she can use ladder to get up to the slide but Lucy is asking for help- verbally and non-bally. This was evident when she said ’bababa’ and pulled my hand to get my attention to help her to climb the ladder. She was able to ‘Participate’ (EYLF outcome 4). By looking at her expression I understood that she is really enjoying the play. She played repeatedly until she started doing it by herself ‘Children resource their own learning through connecting with people, place, technologies and natural and processed materials (EYLF Outcome 4).

Educator’s story

Was Lucy thinking how could she use the ladder to climb up the slide? Was Lucy seeing and playing with a slide for the first time? was Lucy feeling safe and secure with the educator? Therefore, for future panning can extend her interest to support her learning and also important educators to observe how children are trying to communicate verbally and non-bally

To support her further learning I am aspiring to setup the environment with the plastic slide in door and outdoors without any hazard. I can also set up obstacle game so that Lucy can enjoy different play, to assist Lucy’s ‘curious and enthusiastic participation in their learning ‘(outcome 4).

Digital image

After lunch around 2 pm. Lucy just woke up and I was sitting near her. She just came to me and set on my lap with her dummy in her mouth and watching other children playing in the room. After few minute I ask Lucy can I take her dummy out of her mouth and go for nappy change.

She was happy and I took her to change nappy and dressed her up. She walks across the classroom and pull out toy telephone and talking herself ‘nananana’ with a smile. She was holding telephone here and there some time sitting with different facial expression. Lucy is having a Piaget’s cognitive development symbolic phase.

EYLF Learning Outcome 5.3 : Children collaborate with others, express ideas and making meaning using a range of media and communication technologies.

EYLF Learning Outcome 4.4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

EYLF Learning Outcome 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

Samples of Children’s work

Lucy was screaming to go out of the room. She was taken to the sand pit and left freely. Lucy was exploring the nature of environment. She collects leaves around and put send on top of the leaves. She is trying to feel the texture of the leaves and sand.

EYLF Outcome 2.4

Child’s Name	Satwick DOB: 18/7/17 Gender: Male
Days of attendance	Fulltime
Relationships
Significant Relationships	Family: Mother and father Lucy calls her mother and father as mama and papa respectively.
attachments	With his elder brother mom and dad
Diversity
Family histories and traditions	Both the parents are from south India and belongs to the Hindu religion
Linguistics	Tamil (first language)
Information to support inclusive practices	Satwicks parents do not let him eat meal. His food is only heated in glass bowls and he I encouraged to have enough sleep
Care giving Routines and rituals
Sleep and Rest	Satwick sleep 2 to three times a day. He takes naps after morning tea, lunch and dinner.
Meals/ Snacks	He loves to eat cooked pulses and rice along with buttery and spicy foods.
Transitions	He usually gets upset when his parents leaves him and hence needs to be cuddled at that time.
Health
Health considerations/practices	She is a healthy baby
Family goals for their child
What do families think is important for their child	Satwicks’s family encourages him to eat well, rest well and explore new things everyday
Jotting and anecdotal information
Date/source	Jotting, anecdotal information and discussion with families
7.6.18	Around 9:50 am in the morning, Satwick came to his mother and as soon as he had been put down from hr lap, she came towards the educators who cuddled him. He asked the educator to give him a babble placed on the shelf by pointing towards the shelf and trying to pronounce the term bubble. The educated gave him the bubble but he insisted him to blow the bubble for him. When the bubble is blown loudly , he showed delight by clapping his hand.