Part A 1, 2, 3, 4, 5

Running Record Observation

Aisha
Name Date
2 years 10 months
Age in years and months
9.30 am
Observer Time

Setting/Background Information
Aisha and Lauren are interacting in the dining area while waiting for morning tea.

Time Observation Interpretation- identifies

domains of development, skills,
learning dispositions and EYLF
outcomes.

9.30 am Aisha comes to the table while Lauren is sitting at the table. The domains of development
Aisha has four cup coasters and arranges them on the table. She for Aisha in this case include;
starts with that of Lauren who is present at the dining table,
• Language and literacy
Lauren smiles and says “thank you” and Aisha tells Lauren
development
pointing at the coaster on the other side of the table “this is not
for you” then she points at the coaster in front of Lauren and • Social and emotional
says “this for you”. Aisha puts the last coaster in front of her development
and says “one for me” with a big smile on her face. Lauren • Cognition
smiles as well and points to her coaster and says “for me”.
• Physical wellbeing and
Lauren points on the other side of the table and says “this for motor development
9.32 am Isabella” and Aisha replies “this is not for Isabella, Isabella not
here”. Both girls have 2 glasses in front of them. Aisha says Aisha displays a great sense of
“there no water”, Lauren replies “no” and Aisha says “noo, responsibility both for Lauren
call”. The educator gives them a jar of mint water and says and herself. She tries to ensure
“here is some water for both to pour”. Aisha serves herself with that everything is in order by
water first using her right hand and then she passes the jar to being observant especially of
Lauren saying “here you are”. Lauren holds the water jug and Lauren who she seems to
pours some water for herself at the same time Aisha asking understand that she is younger
Lauren “not too much water”; she says this while shaking her than her.
head and figure as a gesture to show Lauren not to serve a lot of Learning dispositions evident
water. Lauren does not fill her glass to Aisha’s expectations include enthusiasm, curiosity,
hence Aisha asks her to add some more, when she seems confidence, and persistence.
reluctant Aisha helps her add some more water. Lauren holds
the glass using both hands and says “mint tea” and then she Aisha is showing her hand-eyes
starts to drink. Aisha holds her glass with both hands and says coordination is developing when
“mint tea” and starts to drink too. They start to have she shows she could pour water
conversation about lipstick if they are wearing lipstick and both for herself. She is also
of them laugh. They drink some of the water and after some supervising and helping Lauren
time Laurel indicates they need some more water and says pour her mint tea and advising
“mint tea more” and she reaches out for the jug and Aisha Lauren not to have too much
reaches for the jug at the same time and says “I want some water which is developing her

CHCECE023 Case study V6 January 2019 Page 1 of 12

 more” Aisha holds the jug and pours some more for herself and social skill.
then pours some for Lauren. While Aisha was pouring the
Aisha uses her communication
water to Lauren she says “not too much water” and Lauren is
skill, she is using both verbal
agreeing. Aisha takes the role of serving themselves and she is
and non-verbal communication
very observant to avoid filling the glasses to the brim. She then
by asking questions, engaging in
places the jar of water further on the table. Aisha gets a spoon
conversation and sharing fun.
and says “let mix it” then she asks Lauren” mix it?” Lauren
She uses facial expressions and
points at her glass asking for a spoon. Aisha gets a spoon and
gestures confidently for
hands it over to Lauren, Lauren takes the spoon from Aisha and
communication.
says “lets mix it”.
Aisha shows her cognitive
development by solving
problem when she knows
Lauren does not have a spoon.
She reaches out and gets her
one.
EYLF Learning outcome 1:
Children have a strong sense of
identity.
1.2 Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency (ACECQA,
2009); Aisha has learned to
interact in relation to others with
care, empathy and respect.
When Aisha pouring the water
for herself she was showing
independence and she is
developing her emerging
autonomy and inter-dependence.
1.4 children learn to interact in
relation to others with care,
empathy and respect
(ACECQA, 2009); when Aisha
helped Lauren to pour some
more water; Aisha demonstrated
that she interacts in relation to
others with care, empathy and
respect.
EYLF Learning outcome 3
children have a strong sense of
wellbeing

3.1 children become strong in

their social and emotional
wellbeing. Aisha able to

CHCECE023 Case study V6 January 2019 Page 2 of 12

 interaction with her friends and
she also shows her facial
expression.

3.2 children take increasing

responsibility for their own
health and physical wellbeing.
Aisha displays good balance
and gross motor skills and this
helps her take the lead role in all
the tasks. Aisha is seen walking
around the dining carrying the
coasters.

EYLF Learning Outcome 5:

Children are effective
communicators (ACECQA,
2009);

1.1 children interact verbally

and non-verbally with
others for range of
purposes. Aisha interacts
with Lauren both verbally
and non-verbally, when
she was advising Lauren
not have too much water
using her words and
gestures.

Follow ups/Implications
Aisha illustrates well-emerging communication skills as she speaks with some fluency and is more audible. She
also uses a combination of both verbal and non-verbal cues. This illustrates good language and literacy development
that will be essential for ensuring continuous learning experience. We can provide different types of juice so they
can experience with different flavour. We also can set the shop selling different types of drink, this experience helps
Aisha and Lauren enjoy and engage in dramatic play.

Link to NQS

Quality area 1 Educational program and practice

Element 1.1.3: Program learning opportunities. The program, including routines, is organised in ways that maximise
opportunities for each child’s learning. The setting of the environment allows Aisha to learn and develop the skills
she already has while interacting with Lauren.
Quality area 5 Relationship with children

CHCECE023 Case study V6 January 2019 Page 3 of 12

Element 5.2.1: Collaborative learning. Each child is supported to work with, learn from and help others through
collaborative learning opportunities (ACECQA, 2017). Aisha greatly understands her responsibility to Lauren and
the need to safeguard their connectedness through helping her.

Name a theorist and describe how this observation links to his/her theory.

Jean Piaget's theory of cognitive development explains the cognitive capacity of Aisha. This theory implies that
children pass through four stages of mental development (Brown & Desforges, 2013). According to the theory
Aisha is in the Preoperational stage that covers 2 to 7 year old children. At this stage egocentrism is a major element
whereby children are not able to manipulate information while they view their point of views as the correct one.
This can be seen when Aisha puts her points across with the understanding that she is right. For instance, she insists
that Lauren adds more water to her glass and at the end goes ahead and adds water to Laurens glass to at least the
level of hers. This shows that Aisha does is yet to understand that others such as Lauren could have different
opinions, feelings, needs, and perspectives about many subjects.

Part B 1, 2, 3, 4

Anecdotal Observation
Aisha
Name Date
2 years 10 months
Age in years and
months

Observer Time

Setting/Background Information
Aisha working outdoors with another peer and educator in the garden.

Interpretation- identify domains of

Observation development, skills, , learning
dispositions and EYLF outcomes.
EYLF Learning outcome 1: children
Aisha held her friend’s hand as she led her over to the line of empty have a strong sense of identity.
small watering cans beside the vegetable garden. Pointing towards two 1.2 Children develop their emerging
of the watering cans with her right index finger, she said to her friend autonomy, inter-dependence, resilience
‘One dor you, one dor me’. Aisha bent down and picked up one of the and sense of agency (ACECQA, 2009).
empty watering cans with her Right hand and walked to the tap Children learn to interact in relation to
carrying her watering can, looking back toward her friend, and with her others with care, empathy and respect.
left hand, gestured her friend to follow her. At the tap, Aisha placed her The level of autonomy and social skills in
watering can carefully under the tap, and switched the tap on using two Aisha seems to grow to another level. She
hands, grimacing as she did so. As it filled with water, she was saying is there ensuring that her responsibility
‘nearly full’, slowly three times. When it was full, she smiled as she are accomplished while interacting and
said ‘enough’ and switched the tap off with two hands. After moving being responsible of her friend. The
her watering can from under the tap, she took her friend’s watering can interaction is smooth as Aisha helps
from her and repeated the process. ‘Come on’ she said to her friend as Lauren fill the watering cans.
she picked up and carefully, using two hands, carried her watering can EYLF Learning Outcome 2: children
in front of her body, to the small tomato plants in the vegetable garden. connected with and contribute to their
She then slowly and carefully, with her tongue out at the right side, world.

CHCECE023 Case study V6 January 2019 Page 4 of 12

 2.4 Children become socially responsible
and show respect for the environment
(ACECQA, 2009). Aisha is developing a
sense of responsibility for the
environment. She understands that plants
need water to grow and that people have a
responsibility of watering them.
EYLF Learning Outcome 5: children are
effective communicators.
5.1 Children interact verbally and non-
verbally with others for a range of
tipped the watering can so it watered each tomato plant, stepping
purposes (ACECQA, 2009). Aisha
sideways to the next one, to continue the watering. After she watered
engages with Lauren both verbally and
the last one, she smiled and said to her friend who was beside her
non-verbally. She communicates
doing the same thing, ‘These need to be watered so they grow and
everything she understands to her friend,
grow’. Aisha then turned to the educator and said, ‘all watered now’,
for instance, she points towards the cans
holding the empty watering can with her right hand, and lifting her left
explaining that one is for each of them,
arm up and shrugging her shoulder with a broad smile on her face.
when the can is about to fill she says so,
and when they accomplish the task she
communicates to the educator verbally
and non-verbally, with so much
confidence.
The above description displays
dispositions such as confidence,
persistence, and commitment to her work.
The main domains of development in the
above description entail social and
emotional development as well as
cognition and general knowledge.
Follow ups/Implications
Aisha can be viewed to have strong gross motor control walking around, carrying the watering cans and watering
the tomatoes without any help. It is important to support her with appropriate environment and resources to ensure
that these skills grow to maturity. As Aisha understand the garden need to be water. Follow this experience, we can
talk about how much water we need to watering to the garden and when should we watering, it will encourage
Aisha to understand the steps of taking care the garden. We also can get Aisha and her friends to get the seeds from
home or some kind of trees, flowers to take in to the centre and asking them to plant by themselves.
Link to NQS
Quality are 1 educational program and practice
Element 1.1.3. program learning opportunities. The task given by the educator is well-organised and provides an
opportunity for Aisha to learn. From when Aisha sees the cans at the vegetable garden to when they fill the cans and
waters the plants, Aisha displays great knowledge in each action. This can be seen when Aisha is seen to understand
the need for concentration to avoid overflowing of the water and when she knows that watering the plants is
essential for their growth.
Quality area 2 Children’s health and safety (ACECQA, 2017). The educator stands afar to supervise the tasks given
to Aisha and her friend. This is essential not only for observation but also to ensure the safety and health of the
children is protected. Supervision also enables the children to understand the significance of responsibility as Aisha
gives a feedback for the task they were doing.
Name a theorist and describe how this observation links to his/her theory.

CHCECE023 Case study V6 January 2019 Page 5 of 12

Lev Vygotsky’s sociocultural theory is vital in explaining learning among children. This theory explains the
significance of people within a child’s environment in influencing learning and development (Lantolf et al., 2015).
Aisha might have learned watering plants from her parents or teacher. On the other hand Aisha is teaching Lauren
how to water and the significance of watering plants.

Part B 1, 2, 3, 4

Socio gram

Name Date
Aisha
Age in years and
2 years 10 months
months

Observer Time

Setting/Background Information
Aisha is in the sand pit outdoor play space. With a group of 3 peers. Aisha and her peers are mixing sand and water
together and then sprinkling rose petals over their cooking (sand creations)

Socio gram

KEY:
Interpretation- identify domains of
development, skills, children learning
RESPONDED:
dispositions and EYLF outcomes.
NON-VERBAL:
INITIATED:

CHCECE023 Case study V6 January 2019 Page 6 of 12

 The main domain of development here
entails social and emotional skills.
This includes relationships with
Lauren Aisha others, behaviours, emotions and
temperament.
Some of the learning dispositions in
this case include cooperation,
commitment and reflexivity. Bringing
the three together means that they have
to cooperate and tolerate one another
Sally
so that all their tasks are
accomplished.
Aisha uses both verbal and non-verbal
communication to pass across what
she is saying. A lot of communication
takes place between Lauren and Aisha
illustrating that they could be having a
closer relationship compared to Sally.
Most of the communication is initiated
towards Aisha. She seems the most
liked as well as knowledgeable in the
game they are playing.
EYLF Learning Outcome 1: Children
have a strong sense of identity.
1.4 children learn to interact in
relation to others with care, empathy
and respect, which entails interaction
with others with care empathy and
respect is also achieved when the three
children form a relationship while
playing.
EYLF Learning Outcome 4: Children
are confident and involved learners
(ACECQA, 2009).
1.1 children develop disposition
for learning such as curiosity,
cooperation, confidence,
creativity, commitment,
enthusiasm, persistence,
imagination and reflexivity.
They are able to develop learning
dispositions such as commitment,
persistence, imagination as well as
essential skills such as
experimentation and inquiry.
EYLF Learning Outcome 5; Children
are effective communicators

CHCECE023 Case study V6 January 2019 Page 7 of 12

 (ACECQA, 2009).
5.1 The children interact using both
verbal and non-verbal communication.
This allows language development.

Follow ups/Implications
Aisha’s social skills are still developing and need great support. Although most of the communication seems to
centre at her, she seems not to initiate any communication. When Aisha’s social and emotional elements are
enhanced she will be able to relate freely with her peers. Follow up this experience to improve her new skills as she
grows by using more complex tools in cooking for her to choice like measure scoops, or different type of dishes to
use for cooking. We can also make MasterChef dramatic play for Aisha and her friends to explore their interesting
in competition and it also improve their language and cognitive abilities.
Link to NQS
The setting accomplishes NQS quality area 1: educational program and practice.
Element 1.1.1 It allows the enhancement of learning and development in each child (ACECQA, 2017).
It also allows maximum opportunities for each child while the learning and development in relation to their identity,
and effective communication is ensured. Effective relationships are significant for children as they enable them to
develop socially and extend their knowledge through learning from others. Lauren has developed a trusting
relationship with Aisha and she is learning a lot from her.
NQS quality are 5 relationship with children (ACECQA, 2017).
Element 5.2 relationship between children. Each child is supported to build and maintain sensitive and responsive
relationships. It is also ensured in this setting especially when the relationship among children is enhanced.
Collaborative learning is encouraged as the three children form a responsive relationship while self-regulation is
achieved when the children are allowed to control their behaviours.
Name a theorist and describe how this observation links to his/her theory.
Stages of play by Mildred Parten entail a theory that describes the play among Aisha and her friends. This theory
identifies six types of play in relation to how children relate while they are playing (Whitman, 2015). In relation to
this theory Aisha and her friends are practicing associative play whereby they are playing together although the
rules of the game are not set while no roles are assigned. The three friends are making sand creations by mixing
sand and water together and then sprinkling rose petals over their cooking.

Part C 1, 2, 3, 4, 5

Summative assessment-
Child’s name: Aisha
Date:
Current interests: socialization with other children, playing and taking care of the environment.

Outcome 1: Children have a strong sense of identity identify domains of development, skills
EYLF Learning Outcome 1: Children have a strong sense of identity (ACECQA, 2009); Children develop their
emerging autonomy, inter-dependence, resilience and sense of agency; Children learn to interact in relation to others
with care, empathy and respect.

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency (ACECQA, 2009);

CHCECE023 Case study V6 January 2019 Page 8 of 12

Aisha has learned to interact in relation to others with care, empathy and respect. When Aisha pouring the water for
herself she was showing independence and she is developing her emerging autonomy and inter-dependence. The
level of autonomy and social skills in Aisha seems to grow to another level. She is there ensuring that her
responsibility are accomplished while interacting and being responsible of her friend. The interaction is smooth as
Aisha helps Lauren fill the watering cans.
1.4 children learn to interact in relation to others with care, empathy and respect (ACECQA, 2009); when Aisha
helped Lauren to pour some more water; Aisha demonstrated that she interacts in relation to others with care,
empathy and respect.
Social and emotional development domain ensures that a child develops personal identity. In this case, Aisha has
developed a close attachment with her educator hence can be able to initiate a conversation with the educator while
also performing tasks without being pushed. Aisha also shows a sense of autonomy and resilience as she smoothly
performs her tasks. Aisha has learned to interact with Lauren with the concept of care and empathy as she helps her
accomplish different tasks such as fill the water can and the glass of water.

Outcome 2: Children are connected to their world identify domains of development, skills
EYLF Learning Outcome 2: children connected with and contribute to their world.
2.4 Children become socially responsible and show respect for the environment (ACECQA, 2009). Aisha is
developing a sense of responsibility for the environment. She understands that plants need water to grow and that
people have a responsibility of watering them.
Social and emotional domains of development which ensures the acquiring of skills essential for effective
relationships with educators and other children. Aisha is learning to connect to her world including her friends, the
educator and plants. Aisha displays different skills including empathy, caring and responsibility as she ensures that
Lauren who is younger than her gets her actions right. Other social skills that Aisha displays include good
communication both verbal and non-verbal, good listening and fairness hence she is more sociable and forms a
positive relationship with the friends, where there are no notable misunderstandings.

Outcome 3: children have a strong sense of wellbeing identify domains of development, skills
EYLF Learning outcome 3 children have a strong sense of wellbeing
3.1 children become strong in their social and emotional wellbeing. Aisha able to interaction with her friends and
she also shows her facial expression.
3.2 children take increasing responsibility for their own health and physical wellbeing.
Encompasses the domain of physical wellbeing and motor development. Aisha displays good balance and gross
motor skills and this helps her take the lead role in all the tasks. Aisha is seen walking around the dining carrying
the coasters, compared to Lauren, she comfortably lifts the water jar and leads in filling the watering cans and
watering the tomatoes. This displays good development of motor skills as well as physical wellbeing that ensures
Aisha performs her tasks in a wonderful manner.
Outcome 4: Children are involved and confident learners identify domains of development, skills
EYLF Learning Outcome 4: Children are confident and involved learners (ACECQA, 2009).
4.1 children develop disposition for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity.
Aisha is able to develop learning dispositions such as commitment, persistence, imagination as well as essential
skills such as experimentation and inquiry.
The domain of Cognition and general knowledge. Aisha displays a great level of cognition by showing an
understanding on why things are being done. Aisha understands the need for having enough water before breakfast
and why watering plants is important. This illustrates that Aisha is a confident learner since she has the ability to
master the things she has been taught before. Her mastery skills ensures that she understands her environment
including what, how and when to do some things, for instance, she knows when to close the tap to avoid the water
from running over. She uses the knowledge she has to educate her friend Lauren e.g. telling her that plants heed

CHCECE023 Case study V6 January 2019 Page 9 of 12

water to grow. Reporting skills are also seen when Aisha reports to the educator that the task is done. This depicts
her as an involved learner as she utilises different dispositions for learning such as confidence, commitment and
cooperation.

Outcome 5: Children are effective communicators identify domains of development, skills and EYLF outcomes
EYLF Learning Outcome 5: children are effective communicators.
5.1 Children interact verbally and non-verbally with others for a range of purposes (ACECQA, 2009). Aisha
engages with Lauren both verbally and non-verbally. She communicates everything she understands to her friend,
for instance, she points towards the cans explaining that one is for each of them, when the can is about to fill she
says so, and when they accomplish the task she communicates to the educator verbally and non-verbally, with so
much confidence. Aisha interacts with Lauren both verbally and non-verbally, when she was advising Lauren not
have too much water using her words and gestures.
The domain of Language and literacy development is evident in Aisha. At her age, the non-verbal and verbal
communication is excellent. She appropriately uses hand and head gestures while being able to construct
meaningful sentences. She effectively communicates with her friends and this alleviates any kind of
misunderstanding. Her effective communication skills are what seem to make her likable by both Lauren and Sally.
Some of the communication skills that Lauren displays include being a good listener, good use of gestures such as
hand and head, clarity while communicating, use of a friendly tone and feedback. These skills ensure that despite
being the most knowledgeable she still maintains a good relationship with her friends.
Who could I involve in collecting ideas to further support Aisha’s learning and development?
A Developmental psychologist would be a vital professional to give direction on how to support Aisha to be an
exceptional leaner and develop holistically. This professional is essential since their field covers physical, cognitive
and social elements of development which are fundamental for Aisha’s learning and development. An independent
early childhood educator can also be involved to evaluate Aisha’s level of learning and development. I could
involve in Aisha’s parent, grandmother, educator to collect ideas to support Aisha’s learning and development her
new skills.
What strategies could I use to collect their ideas?
To acquire a detailed report from the above professionals it would be essential for them to interact or observe Aisha
as she does specific tasks. A proper strategy would involve them propose specific tasks they would like to observe
and allow the educator to give out these tasks to Aisha as they observe. This would put Aisha away from any fear
that could arise on the first meeting with people she has never met before. Another strategy would involve direct
contact between Aisha and the professionals whereby they would asses her capabilities while interacting. A final
report by the professionals would clearly establish areas of deficiency in learning and development while their
appropriate recommendations would establish ideas to fill in the gaps.
Planning to support further learning and development:
Further learning and development for Aisha involves adequate modification of the environment to ensure that the
learning opportunities are expanded. More of exploration and experimental opportunities should be provided to
increase creativity and positive thinking. Introduction of appropriate media and technology could enhance learning
and development, for instance, video-watching and gaming can enhance the cognitive function of Aisha.
Strengths
Aisha displays exemplary performance in;
Language and literacy
Social development
Cognition
Physical wellbeing and general motor skills

Areas to enhance
General knowledge of how things work
Approaches towards learning e.g. curiosity and creativity

CHCECE023 Case study V6 January 2019 Page 10 of 12

Problem-solving skills
The enhancement of these areas would enable Aisha to develop a learning attitude whereby he would be a dynamic
learner in all environments.

Part D 1, 2

1. Give five examples of what you need to consider ensuring confidentiality requirements are met when
writing/storing/sharing observations on Aisha.
All records and Aisha’s reports must be stored in a locked filing cabinet while if electronic data is used measures
such as encryption should be used to protect the information from unauthorized persons.
Parents or guardians must be informed before any confidential information is put in written form. This includes
personal information such as health condition and social status.
Written requests as well as written parental consent must be obtained before any information containing
confidential data is shared to a third party.
Information should only be used for its stated purpose while any data that is no longer in use should be
appropriately disposed to alleviate potential misuse by any unauthorized persons.
Confidential and personal information such as names can be removed when this information is used in other
circumstances such as research which is aimed at representing a specific population.
2.Give four examples of how you would work with the Code of ethics: include when writing,
interpreting/analysing and planning for Aisha.
When planning for Aisha it is essential to understand that each child has unique capabilities and interests hence
interventions must be aligned to her capacity and not in relation to that of other children who might have higher or
lower abilities than Aisha.
When interpreting the data it is vital to acknowledge the child’s uniqueness in cultural and linguistic identities and
how this affects their learning and development.
When writing a report on Aisha’s information, it is essential to maintain ethical and legal standards so as to
maintain the safety and security of Aisha. This entails maintaining honesty, ensuring confidentiality and protection
of her rights.
In the case of data analysis, it is significant to maintain impartiality and avoid any bias that could affect the quality
of the information. The findings should be in the best interest of the child while at the same time positively
contributing to the development of research in the field of early childhood education.

Part E 1, 2

1. Research and attach a copy of a centres policy and procedure on observing/planning for children.
Working with that policy and procedure explain what you need to consider when observing and planning
for Aisha.

When observing the child, educators should understand that they are performing a researcher’s role hence the need
to stick to the objectives that relate to ensuring enhanced learning for the child. For Aisha, it is appropriate to
illustrate her needs and establish interventions that will ensure that these needs are met conclusively. During
observation, there is need to maintain objectivity and utilize the element of looking, listening and recording
appropriately to avoid being moved by preconceptions.

CHCECE023 Case study V6 January 2019 Page 11 of 12

Planning requires good understanding of the learning and developmental needs and opportunities. This will help
establish the appropriate resources, environment, and experiences for ensuring learning. Interventions should be
categorised into long-term, medium-term and short-term to ensure incremental learning with great effectiveness.

2. Thinking about inclusion principles - explain what other methods of observations you could use to observe
Aisha holistically?

Tracking could be a vital observation technique to acquire holistic information from Aisha. Tracking brings to light
a child’s choices in any setting including information such as time, other people involved, the actions and reactions
of the child. This detailed view of a child in any setting gives broad information that if used with Aisha it could give
a holistic observation and required findings.
Learning stories could also be used to develop holistic observations for Aisha. This method entails building
narratives of a child over specific time with details of what the child can do, what they know, and consequences of
their actions. This is essential as it establishes information about a child’s current learning and development levels
hence the ease in planning for their enhancement interventions
Documenting Aisha’s learning can also be used as an observation method to establish the learning and development
achieved at a given time. In this method, a documentary evidence of a child is provided while the child’s work
samples are included by the child’s parents and educators to support the information provided. Other documentation
can be included for instance tape-recordings, photographs and transcriptions. The analysis and interpretation of this
documented evidence is vital in giving a clear view of Aisha’s capabilities while establishing her deficiencies.

CHCECE023 Case study V6 January 2019 Page 12 of 12