Workplace Assessment

Assessment Task 3: Project - Observe,
document and analyse information about
children
There are five parts to this assessment:
 Part A: You are required to observe, document and
analyse information for three focus children.
 Part B: You are required to prepare a summative
assessment to reflect on the learning outcomes of three
focus children.
 Part C: You are required to write an invitation to three
families to collaborate with the service.
 Part D: You will collaborate with others to plan for the
future learning of each of the three focus children.
 Part E: You will answer a set of written questions
relating to Parts A and B of this assessment.

ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 3

Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your
work.

Name:

Date of submission:

Topic: Error: Reference source not found

Units:


 Error: Reference source not found

Assessor to complete

Satisfactory/ Was this a re-

Not submission?
Assessment Task Satisfactory Date Y/N

Part A – Observe, document and analyse

information for three focus children

Part B – Complete a summative assessment

Part C – Invite families to collaborate

Part D – Collaboration with others

Part E – Questions

STUDENT DECLARATION

I ____________________________________________ declare that these tasks are my own

work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s.
þ I have correctly referenced all resources and reference texts throughout these assessment
tasks.
þ I understand that if I am found to be in breach of policy, disciplinary action may be taken
against me.

Student signature: ______________________________________________________________

Student name: _________________________________________________________________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.

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Assessor signature: _____________________________________________________________

Assessor name: ________________________________________________________________

Date: _______________________________________________________________________
 ASSESSMENT TASK 3: Project - Observe, document and analyse
information about children

TASK SUMMARY:

There are five parts to this assessment:

 Part A: You are required to observe, document and analyse information for three focus
children.
 Part B: You are required to prepare a summative assessment to reflect on the learning
outcomes of three focus children.
 Part C: You are required to write an invitation to three families to collaborate with the
service.
 Part D: You will collaborate with others to plan for the future learning of each of the three
focus children.
 Part E: You will answer a set of written questions relating to Parts A and B of this
assessment.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Workplace policies and procedures relating to observing, documenting and analysing

information about children
 National Quality Standard
 Approved Learning Framework
 Three focus children of different ages and development stages.
 Camera (or mobile device that can be used as a camera)
 Portfolio for each child.

WHEN DO I DO THIS TASK?

 If you’re a workplace-based student you will complete this task in your workplace
 If you’re a classroom-based student you will complete this task in your work placement
Write in the due date as advised by your assessor: _______________________________

WHAT DO I NEED TO SUBMIT?

 Part A - Completed observations and analysis for each child organised in a portfolio format.
 Part B – Completed summative assessments for each child
 Part C – Invitation to families
 Part D – Collaboration with others template
 Part E – Answers to questions.

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

If your assessor sees that you have not completed the task satisfactorily, you will need to redo
the parts of the task that are incorrect and then resubmit the entire assessment. Timeframes
and details for resubmission will be discussed with you when you are provided with the outcome
of this task.

PART A - OBSERVE, DOCUMENT AND ANALYSE INFORMATION FOR THREE FOCUS CHILDREN
INSTRUCTIONS:

Identify three focus children to observe over a period of five days. Using the permission form at
the end of this assessment, obtain permission from each child’s parent or guardian and your
supervisor. You will need to make copies of this permission form for each child.
The children must be of different ages and development stages. You may also be able to
continue to study these same children during the ‘Development and Curriculum’ topic later in this
qualification.
Spend time closely observing, listening and talking to your focus children to gather the
information. Make sure you use one-on-one interactions as well as group interactions to gather
information.
You must gather information using a variety of settings and sources.
Put together a portfolio for each child that includes:
 Secondary information
 Anecdotal observation of one indoor and one outdoor experience
 Running record
 Jottings
 Learning story
 Record of conversation
 Samples of children’s work.
All information collected must be in line with assessment principles of reliability, validity and be
free from bias.
Include the voices of children, educators, peers, family and other professionals when relevant.
You will provide an analysis of each observation to identify the children’s strengths, interests,
relationships, play preferences, interactions and learning.
If possible, obtain information from the family about the child (verbally or through completion of
an ‘About Me’ form). If this is not possible (eg due to workplace restrictions, unavailability of the
parent or some other reason) you may use information that has already been provided by the
parent under other circumstances.
Discuss each observation with your supervisor (or other relevant person) and obtain sign-off.
You should use the appropriate Learning Framework to guide you in your observations and your
analysis. You should ensure that each of the Learning Outcomes is covered in your observations
so that you obtain a holistic impression of the child.

Remember!
 You may be able to study these same focus children in a future topic (Development and
Curriculum)
 Obtain permission from parents/guardians and your supervisor to work with each child
using the permission form at the end of this assessment.
 If possible obtain permission to use photographs of the children. If this is not given,
photographs must not identify the child. Other children must not be identifiable in
photographs.
 You must protect the privacy of all children. Do not refer to any child by name in this
assessment.
 You must ensure that your discussions and reporting are unbiased. Avoid labelling children
in a negative manner and be respectful in your writing
 Templates have been provided. You may use these, or the relevant templates from your
own service.
 Ask your supervisor to sign off your observation templates.
If in doubt, always check with your supervisor and/or assessor.
 TEMPLATE 1 – SECONDARY INFORMATION
Photocopy this form three times – one for each child.
When complete, add the template to the child’s portfolio.

A. Information from child’s records

Child 1 Child 2 Child 3 (Circle which child this relates to)

Child’s initials: A
Date of birth: 2020-05-05
Age: 1
Commenced at the Early Learning Centre: 2021

Attendance: 96%

Monday: Attends Tuesday: Wednesday: Attends Thursday: Attends Friday: Attends

Attends

Separation routine
Not Applicable

Learning goals
Document the goals set for this child against each of the learning outcomes:

Learning outcomes Goals

Learning Outcome 1 To establish a sense of identity of gender and

individuality in the child

Learning Outcome 2 Increase group participation and cooperation

Learning Outcome 3 Practice physically active and mentally challenge

activities as appropriate in development of health

Learning Outcome 4 Engage in learning activity and start learning basic

alphabets and numbers

Learning Outcome 5 Able to use words and form simple sentences in

expressing feeling, emotions and needs
B. Information from discussions from family

What is the child’s background?

The child is from Australian background

What are the child’s interests?

The child is fascinated with puzzles

Do you have any concerns about your child?

No, the child is very well behaved, cooperative and friendly.

C. Information from discussions from colleagues

Names of colleagues consulted with:

Samantha Ford

Colleagues’ comments on different domains of development:

Social/emotional
Physical development Language development Cognitive development
development

physically active Cooperative with the can use simple words Can arrange objects and
able to walk correctly peers of same age when referring to objects, puzzles Points at item
Enjoys group play feelings, requirements correctly when referring
can use right hand to them
dominantly in task

Student signature: Date

TEMPLATE 2 – ANECDOTAL OBSERVATION

Photocopy this form three times – one for each child.
Use this template to provide a short account of an outdoor and indoor experience. Support the observations
with photos where possible.
When complete, add the template to the child’s portfolio.

A. Observation of outdoor experience

Child 1, Child 2, Child 3 (Circle which child this relates to)
Child’s initials: A
Date: 2020-09-09
Setting: Playground
Description of experience: Physical Activity
Focus of Observation: Physical development and social skills

What was observed? (include children’s reactions to play/learning experiences and social interactions)
Child A was playing in the playground by himself. One of the elder child came up to him and said ,”Catch
me” in a playful manner. Child A smiled and followed the elder child and started running to catch him.
When Child A was able to catch the elder child he became happy and smiled.

Analysis of observation (include strengths, interests, relationships, play preferences, behaviour and
learning)
Child A appears to appreciate playing with others and appreciates bunch related exercises as much as self-
play. Child A showed solid actual improvement as he could run without falling. He showed language
advancement too getting what was being said.

B. Observation of indoor experience

Date:2020-09-09
Setting: Indoor play room
Description of experience:
Child A was engaged in solving puzzles by putting together the pieces with help of educators

Focus of Observation: Cognitive skills development

What was observed? (include children’s reactions to play/learning experiences and social interactions)

Child A was arranging puzzle of human body parts into right spot in the riddle board. The instructor took a
piece of nose and asked the child, "What is this body part called, A?" Child A answered "Nose". "Generally
excellent" teacher remarked which satisfied the child. The instructor proceeded with different parts too and
Child A had the option to answer.

Analysis of observation (include strengths, interests, relationships, play preferences, behaviour and
learning)
Child A showed capable improvement of his intellectual and language abilities as he can review the names
of the body parts and articulate the names accurately. He likewise delighted in puzzle games

Student signature: Date

 TEMPLATE 3 – RUNNING RECORD
Photocopy this three times – one for each child.
Use the running record template to provide a detailed, factual description of the child participating in an
activity over a period of at least 15 minutes.
During this time there must be three observations.
When complete, add the template to the child’s portfolio.

Child 1, Child 2, Child 3 (Circle which child this relates to)

Date:2020-09-25

Description of activity: Playing with toy vehicles

This activity links to the following Learning Outcomes (Tick relevant outcomes)
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators

Observation Time Observation

number

1 4 Child A cooperated with his companions by framing a gathering of 3 where

minute they appeared to copy vehicle dashing and were hustling against one
s another. At the point when one of the friends' vehicle fell and began crying.
Child A cried alongside them.

2 4 The peer stopped crying and seeing the peer happy and without tear after
minute the educator’s consolidation, child A stopped crying as well
s

3 4 Child A imitated the sound of siren when he was playing with the police car
minute and said, “police, police” when making his car drive past his peers’
s

Analysis of observations:

a) Child’s Development:- Child A showed high socio-emotional development with provident showcase of
empathy towards crying peers.

a) Knowledge, ideas, and interests

The child is interested in playing with friends and forming social groups while playing. The children is
knowledged about police sirens and sounds.
b) Social interactions

The child enjoys playing with friends; is cooperative and shows high level of empathy

c) Learning

The child showed learning outcome 2 and 4 and evidently showed ability to associate real world learnt
scenario while playing

Student signature: Date

 TEMPLATE 4 – JOTTINGS
Photocopy this three times – one for each child.
Use the jottings to write down quick informal notes of anything significant you notice during the day.
You should make at least two jottings each day. At the end of each day write an analysis of the jottings for
that day.
If you wish to make more jottings take more copies of this form, or do them on a separate sheet of paper
and staple it to this.
When complete, add the template to the child’s portfolio.

Child 1, Child 2, Child 3 (Circle which child this relates to)

A. Day 1 jottings

Date:

Day 1 Jotting 1
Child were playing with toys in their playing room. The instructor asked kid A who was holding a fish.
"What is the name of this A?" Child An answered, "A fish". "A fish. Excellent A" "Do you like fish?" asked
instructor. "MMhm" answered A. "Let's assume I like it" said instructor. "I like it. I like eat fish." answered
some time making eating motion. The instructor was flabbergasted at his utilization of word for
expressing.

Day 1 Jotting 2
Child were having lunch during noon. Youngster A was having his lunch and keeping in mind that picking
apples with his fork said "apples. I like apples". The teacher had shown the class making sentence with 'I
like' preceding lunch.

Day 1 Analysis of jottings:

Jottings link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators
Comments:
B. Day 2 jottings

Date: 2020/09/10

Day 2 Jotting 1
The Child were given instruments to play with. Youngster A was playing with a console and pushing on key
to make music. I said "Do you like the music A?" "Yes." He answered. I influenced my head side to side to
give piece of information that I was getting a charge out of "you like music miss?" he inquired. "indeed. I
like paying attention to music and moving my body like this.' I said.

Day 2 Jotting 2

Child A seemed irritated after entering class from playing. “ What happened child?” I asked. “Sleepy” he
replied. “You are feeling sleepy. Okay. Let us take a nap” I said to which he replied “Take a nap”. Yes
when you want to sleep tell us “take a nap.okay?” “okay” he replied.

Day 2 Analysis of jottings:

Jottings link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators
Comments:

C. Day 3 jottings

Date:

Day 3 Jotting 1

The children are being shown rhymes and are moving alongside the instructors. "Truth be told. Presently
highlight young ladies" kid A pointed at a female companion. Alongside the verses of rhyme teacher said,
"point at a kid." Child A pointed at himself.
Day 3 Jotting 2

The child were moving during their break time. The youngsters were told to frame a different line for
young ladies and young men. Kid An after educators token of right hand side for young men set at right
side. One of his female companion remained before him so he said "Young lady" and pointed at left side to
his friend.

Day 3 Analysis of jottings:

Jottings link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators
Comments:

D. Day 4 jottings

Date: 2020/09/12

Day 4 Jotting 1

The children were being shown an energized video about bugs and creepy crawlies. The instructor stopped
and said "that is a bug." While appearing at the screen. "bug" rehashed youngster An alongside the kids.
This proceeded with different creepy crawlies name too

Day 4 Jotting 2
The children were playing with toys and child A found a spider toy in the insect toy basket the educator
had intentionally placed for learning. “Spider” child A said and showed his friends. “Bee” he continued
while taking a bee toy out of the basket.
Day 4 Analysis of jottings:
Jottings link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators
Comments:

E. Day 5 jottings

Date: 2021/09/13

Day 5 Jotting 1
The children were playing role play. Child A was imitating the doctors’ role and one of his peer a patient.
The peer imitated crying and said “leg pain”. Child A sympathised “Don’t cry” and imitated treating the
imaginary wound.

Day 5 Jotting 2

Child A was playing in the playground with other. He tripped while running and fell down. I came towards
him to check if he was okay. He dusted off himself and when I asked “Are you alright dear?” He replied
“Yes. Okay. Not hurt”. I checked for signs of injury but there was none. He continued playing.

Day 5 Analysis of jottings:

Jottings link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators
Comments:

Student signature: Date

 TEMPLATE 5 – LEARNING STORY TEMPLATE
Photocopy this three times – one for each child.
Use the learning story template to illustrate a story about the child’s learning. Describe and evaluate the
learning then suggest follow up experiences.
You must include photos in this learning story.
NB: If permission has not been granted to use photographs of child take a photo of the
environment instead and describe how the child used the environment.
When complete, add the template to the child’s portfolio.

Child 1, Child 2, Child 3 (Circle which child this relates to) Date:2021/09/14

Place photo here

Describe the learning
Child A was playing with blocks
and trying to build something.
The educator asked him “What
are you building dear?” He
replied “A house” “A house. Who
is this house for?”the educator
asked. “ for me, my mom, my
dad and my dog benzo” replied
A. “Your family” asked educator.
“Yes. For my family” replied A

Evaluate the learning

Child A had understanding and infatuation of his family members

and his belonging to family. He understood concepts of family
members and housing

Place photo here

What next?

 Colouring
 Role-play games
 Rhyme learning
This learning story link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators

Student signature: Date

 TEMPLATE 6 – RECORD OF CONVERSATION
Photocopy this three times – one for each child.
Use this template to record a conversation that you have with the child. Make sure you ask questions to
stimulate the discussion.
When complete, add the template to the child’s portfolio.

Child 1, Child 2, Child 3 (Circle which child this relates to)

Date: 2021/09/14

Provide a summary of the conversation.

I had a discussion with youngster A when I was showing kids food and talking with them about their
preferences. "What food do you like to eat dear?" I asked " I like products of the soil chips" "Is that so. A
few days ago one of the miss let me know you loved fish. You like fish" I inquired. "That's right. I like
fish" he answered. "Which do you like the most fish or natural product or potato chips?" "I like fish" he
proceeded. "Let's assume I like fish the most." I said to him. "I like fish the most" he duplicated and
grinned and inquired" Do you like fish as well?". "indeed I love eating fish." I said. "I love eating fish as
well." He answered

What did you learn about the child from this conversation?
I learned that child A’s favourite food was fish and he was capable of having conversations with other
people by asking them their likes and dislikes

How did this conversation link to the EYLF Learning outcomes? (Tick relevant outcomes)
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators

Student signature: Date

 TEMPLATE 7 – SAMPLE OF CHILD’S WORK
Photocopy this three times – one for each child.
Include a sample of the child’s work in the portfolio (you may use a photograph of the work instead of
the original).
Complete this template and place it with the sample.

Child 1, Child 2, Child 3 (Circle which child this relates to)

Date: 2021/09/15

Provide a short analysis of the child’s knowledge, ideas, abilities and interests.
Child A showed strong affinity towards learning and playing with puzzles. He showed developed cognitive
skills through his ability to play with the puzzles and sort them. He had interest bin animals and learning
about them as well and listening to taught stories from books.

Which EYLF learning outcomes are related to this sample of work?

This learning story link to the following EYLF Learning Outcomes:
 LO1 – Children have a strong sense of identity
 LO2 – Children are connected with and contribute to their world
 LO3 – Children have a strong sense of wellbeing
 LO4 – Children are confident and involved learners
 LO5 – Children are effective communicators

Student signature: Date

 PART B - COMPLETE A SUMMATIVE ASSESSMENT

INSTRUCTIONS:
Consider the observations and analysis that you did for the three children in Part A. You may
also, if you wish, consider observations and analysis that have been made by other educators so
that you can analyse information over a longer period of time, but ask your supervisor for
permission before you do this.
Use this information to complete a summative assessment (assessment of learning) for each of
the three children.
Each assessment must be in line with assessment principles of reliability, validity and be free
from bias.
The assessment must identify each child’s strengths, interests, relationships, play preferences,
interactions and learning and include at least three goals that can be used to plan future
learning.
Discuss each assessment with your supervisor (or other relevant person)
Use the provided template for these summative assessments.
Remember you must include:
 strengths, interests, relationships, play preferences, interactions and learning
 at least three goals to plan future learning.

Remember!
 Check that you have permission from parents/guardians and your supervisor to work with
each child using the permission form at the end of this assessment.
 Do you have permission to use photos of the child? If this has not been given, any
photographs used must not identify the child. Other children must not be identifiable in
photographs.
 You must protect the privacy of all children. Do not refer to any child by name in this
assessment.
 You must ensure that your work is unbiased. Avoid labelling children in a negative manner
and be respectful in your writing
 Ask your supervisor to sign off your completed summative assessment.
If in doubt, always check with your supervisor and/or assessor.
Summative Assessment Child 1:
Summary of Learning and development Date:
Current strengths and interests:

Helpful and interested in playing games

Relationships:

Son

Play preferences:

Puzzle game

Interactions and learning:

Very well intelligent

Learning and development progress:

Outcome 1: Children have a strong sense of identity

Yes

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

yes

Outcome 3: Children have a strong sense of wellbeing

yes

Outcome 4: children are involved and confident learners

yes

Outcome 5: children are effective communicators

Yes

Family comments and goals:

yes

Planning to support further learning and development:

yes
Summative Assessment Child 2:
Summary of Learning and development Date:
Current strengths and interests:

Intelligent interested in playing puzzle games

Relationships:

Son

Play preferences:

Games

Interactions and learning:

Yes

Learning and development progress:

Outcome 1: Children have a strong sense of identity

yes

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

yes

Outcome 3: Children have a strong sense of wellbeing

yes

Outcome 4: children are involved and confident learners

yes

Outcome 5: children are effective communicators

yes

Family comments and goals:

yes

Planning to support further learning and development:

yes
 Summative Assessment Child 3:
Summary of Learning and development Date:
Current strengths and interests:
Smart and playing and interested in dancing

Relationships:
games

Play preferences:
Puzzle games

Interactions and learning:

Very smart

Learning and development progress:

Outcome 1: Children have a strong sense of identity

yes

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

yes

Outcome 3: Children have a strong sense of wellbeing

yes

Outcome 4: children are involved and confident learners

yes

Outcome 5: children are effective communicators

yes

Family comments and goals:

yes

Planning to support further learning and development:

yes

Workplace Assessment – CHCECE023 & CHCECE026 V1.0 (17.01.2020) Page 27

 PART C - INVITE FAMILIES TO COLLABORATE

INSTRUCTIONS:
Write an invitation to the family of each of the three focus children inviting them to view and
discuss your completed portfolios (parts A and B of this assessment), with a view to involving
the family in decision making about the needs of their child for future planning for learning.
Before starting this assessment, speak with your supervisor about whether the family are to be
involved in Part D of this assessment or whether this will be done in a role play situation. This
will depend on the policy of your service and whether the family wish to participate.

Note!
You will be assessed on the invitation only. You will not be disadvantaged if the family is
unable or unwilling to participate in this part of the process.
If in doubt, always check with your supervisor and/or assessor.

Your invitation must:

 Create a welcoming invitation for the family to view and discuss the portfolio that you have
produced for their child.
 Thank the family for allowing you to work with their child.
 Provide a summary of the information that is included in the portfolio.
 Explain the goals for future learning that you have identified in Part B.
 Invite the family to be involved in decision making for their child’s individual needs (see Part
D and note the supervisor’s permission requirements).
Your invitation must be professionally written in line with workplace procedures.

Answer:

Email to the three parents

To: Parents
Cc: Email address
Subject: Invitation for collaboration in learning outcomes
Date: 2020-10-18
Attachments: Summative assessments, portfolio

Dear parents,
I have written this email to humbly request you to participate in cooperative designing of learning outcomes for your
child.
I would first like to thank you for granting me permission to conduct observation of your children and preparing
portfolio of their interest and hobbies. I have prepared a portfolio by documenting the observations made. The
summative assessment conducted analysing the child’s ability and learning outcomes have been attached in the
email along with the portfolio. I hope you will review them and participate in activity planning for optimum
development of your child.

Workplace Assessment – CHCECE023 & CHCECE026 V1.0 (17.01.2020) Page 28

 I look forward to hearing from you. Thank you.
Yours Sincerely,
Name
Childcare Educator

PART D - COLLABORATION WITH OTHERS

INSTRUCTIONS:
For this part of the task you are to collaborate with others to plan for the future learning of each
of the three focus children.
You must discuss the information you have gained from your observations (Part A) and your
summative assessment (Part B) with one other educator and either a family member (if
permission has been given), or your assessor who will role play the parents during a workplace
visit.
During the discussions you should identify three experiences for each child that would build
towards the goals you have identified.
Complete the template on the following page.

Workplace Assessment – CHCECE023 & CHCECE026 V1.0 (17.01.2020) Page 29

 COLLABORATION AND PLANNING TEMPLATE
Photocopy this three times – one for each child.
Use this template to record outcomes of collaboration and to plan for experiences to meet the individual
needs of children.

Child 1, Child 2, Child 3 (Circle which child this relates to)

Record of discussion with educator.

Date: 2021-10-28 Time: 02:00 pm
Venue: Meeting room
Meeting Type: Discussion meeting
Meeting topic: Activity planning

MEETING DISCUSSION
 Discussion of Child A’s portfolio, interest, hobbies etc.
 Discussion of observation made from summative assessment
MEETING OUTCOME/CONCLUSIONS
 Suggested learning activities puzzle games, role-play game in kitchens etc.

Name of Educator: Samuna Recs

Date:2021/09/14
Signature of Educator: Samuna Recs

Record of discussion wit parent:

Me: Thank you for coming to today, madam. Lets’ start right away. I believe A is very well behaved and
calm in nature and shows good performance.
Alice: Yes. I think so. What activities have you planned for A.
Me: I planned on providing a puzzle game where he has to complete the piece.
Alice: He enjoys learning about animal so i think it’ll be good if animal puzzles were used.
Me: okay ma’am. I have also planned reading story book about animals and role play game in kitchen.
Alice: I think it’s very good. I agree.
Me: Thank you ma’am.

Name of parent (or role play participant): Resung San

Date: 2021/09/17
Signature:

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Planned experiences.
Complete the following information about experience ideas resulting from collaboration with educator and
family.

Experience 1: Puzzle Game

Short description of experience: Child A will be instructed to put together the puzzle piece to complete
the picture of the animal.

Relationship to goals. It will enable the development of cognitive skills through mental
development and familiarize the child with animals.

What are the learning outcomes LO1 The child will develop strong sense of self confidence
of this experience?

LO2 The child will be engaged with the world around them

LO3 The child will develop strong sense of their ability

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 LO4 The child will engage in learning experiences

LO5 The child will learn to communicate effectively

Experience 2:

Short description of experience: The child will be told story dramatically while showing pictures and
letters and words

Relationship to goals. It will enable development of language and cognitive skills. It’ll help
develop imagination.

What are the learning outcomes LO1 The child will develop strong sense of self confidence
of this experience?

LO2 The child will be engaged with the world around them

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 LO3 The child will develop strong sense of their ability

LO4 The child will engage in learning experiences

LO5 The child will learn to communicate effectively

Experience 3: Role Play

Short description of experience: The child will be taught role play experience regarding kitchen roles
and food preparation and manners

Relationship to goals. It will help develop perspective on people and world and social skills

What are the learning outcomes LO1 The child will develop strong sense of self confidence
of this experience?

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 LO2 The child will be engaged with the world around them

LO3 The child will develop strong sense of their ability

LO4 The child will engage in learning experiences

LO5 The child will learn to communicate effectively

PART E - QUESTIONS

INSTRUCTIONS:
Answer the following questions that relate to Parts A and B of this assessment task.

QUESTION 1
Consider the observation tools you used in Part A, and the summative assessment you prepared
in Part B. How do these satisfy the assessment principles?

Assessment principles
Observation tools Reliability

The observation tools were reliable as observation made were

direct observation of child in surrounding.

Validity

The assessment tools are valid for every children and

observation made.

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 Bias-free

Impartial observation of situation with direct quote of said

words and activities were noted.

Summative assessment Reliability

The assessment were designed with developmental checklist
in planning for reliable measurement of outcomes

Validity
The assessment was based on highly sensitive and reliable
analysis providing validity to findings.

Bias-free
The assessment was made with impartial motive and was
same for all children

QUESTION 2
Discuss how you made sure that your observations and assessments were ‘inclusive’.

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The assessment were made “inclusive” through implementation of unique assessment
methods that was suitable for unique abilities and interest and potential of the children in
question.

QUESTION 3
Reflect on the observations and assessments that you made for each child. Based on your
experience during this process, answer the following questions:

What did you do well Child 1

when working with each
The assessment designed was unique and inclusive to the ability
child?
and experience of the child in question.

Child 2
The assessment designed was unique and inclusive to the ability
and experience of the child in question.

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 Child 3

The assessment designed was unique and inclusive to the ability

and experience of the child in question.

How do you feel you Child 1

could have improved?
I could have improved my communication in making the children
understand the task and assessments.

Child 2
I could have improved my communication in making the children
understand the task and assessments.

Child 3
I could have improved my communication in making the children
understand the task and assessments.

What would you do Child 1

differently next time?
I would include wide range of activities and ensure to use simpler
instructions for effective communication.

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 Child 2
I would include wide range of activities and ensure to use simpler
instructions for effective communication.

Child 3
I would include wide range of activities and ensure to use simpler
instructions for effective communication.

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What do I need to hand in for this task? Have I completed this?
Part A: Completed observations and analysis

for each child organised in a portfolio format.
Part B: Completed summative assessments for

three children
Part C: Invitation to families 
Part D: Collaboration with others template 
Pat E: Answers to questions 

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