Infant-Toddler CPE Oral Presentation

A Child Profile:
By Benson Benjamin
(partial older example only)
Raising Children Network – Autism &
Disability specific pages
 Few Extra FAQs
• Does not have to be 2000 words (has to be 20-25
slides) *university policy assumes a 20-25 minute
oral presentation takes about the same amount of
“effort/work/time” to prepare as a 2000 word essay
• No photos from centres, but can use google images
to give impression or provide an example of what
you mean. NB: For this assignment, don’t need to
reference google images (can if want to).
• Reference slide/s does not count towards slide
count
• Appendix slides do not count towards slide count
OR time count
Use incomplete case
study as a guide
 Infant-Toddler
Clinical Praxis Examination
(CPE Presentations)
- A Child Profile –
Using 24-month-old
Case study (videos and
photos)
Infant-Toddler CPE Oral Presentation
A Child Profile:
By Benson Benjamin
(partial older example only)
NB: This is watch I watched/viewed from a 36-month case study folder (yours is 24 months)

3-years – takes turns in game

REMEMBER: This case study example is from an older child

 Slide 1
Social-Emotional Observations
Observation number & type: #1, Running Record

Observation description:
XXXX

HighScope Social and Emotional Development KDI:

4. Distinguishing self and others;
7. Relationships with peers;
10. Playing with others
 Slide 2
Social-Emotional Observations

HighScope Social and Emotional Development COR:

F. Building relationships with other children -
Level 3 – Child makes comment directly to another child

EYLF Frameworks:
Community (dot point)

Specific theoretical/research/scientific evidence basis:

Around XX months of age, children begin to identify the intentions and desires of
others; around XX months they begin to view peers more as friends and engage in
more collaborative play vs more predominantly parallel play
(Berk, p. XX, Year; Smith et al, Year)
NB: This is watch I watched/viewed from case study folder

3-years – Shows affection for friends

 Slide 3
Social-Emotional Observations
Observation number & type: #2, Anecdote

Observation description:
XXXX

HighScope Social and Emotional Development KDI:

7. Relationships with peers; 8. Emotions; 9. Empathy
 Slide 4
Social-Emotional Observations
HighScope Social and Emotional Development COR:
F. Building Relationships with other children –
Level 4 – Child shows a preference for one or more friends

EYLF Frameworks:
Wellbeing (dot point); Community (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX
NB: This is watch I watched/viewed from case study folder

3-years – names a friend

 Slide 5
Social-Emotional Observations
Observation number & type: #3, Anecdote
Observation description:
XXXX

HighScope Social and Emotional Development KDI:

4. Distinguishing self and others; 7. Relationships with peers; 10. Playing with others

HighScope Social and Emotional Development COR:

F. Building relationships with other children -
Level 3 – Child makes comment directly to another child
E. Building relationships with adults –
Level 4. Child engages in a conversation with an adult and takes two or more turns
 Slide 6
Social-Emotional Observations
EYLF Frameworks:
Identity (dot point); Community (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX

Evidence of strategies that involve parents/carers (hypothetical)

Each Monday, I ask whoever drops off FC what they did on the weekend. FC’s dad informed educator
that a friend L came over for a play-date on the weekend. They went to a play-centre, played soccer in
the backyard, and made cakes in the sandpit
 Social-Emotional Learning
Pathwa
Learning Pathway: y
Sli de 7

Aim to provide learning experience/s that may consolidate Level 3-4 skills or similar
(comments to other children; preferences for friends); and or support the development
of Level 5 skills or similar (NB: with adult support) – Child plays collaboratively with two
or more other children by contributing ideas and/or incorporating ideas from other
children into their play
NB: Level 2 children may – play and work alongside other children

My plan (including a hypothetical child’s interest):

Given FC skills in sharing, turn-taking, preference/affection for peers; and interest from
home about making cakes with friend. Will set up home corner with baking, cooking, and
shop/restaurant props. Will ask children if they want/need any other props, signs etc.
 Social-Emotional Learning
Pathwa
My y observations for FC (hypothetical):
Sli
strategy/planned
de 8

I anticipate that FC will play and/or invite preferred friends to

join them in the home corner; I will encourage or support
them to make a baking/cake shop or other shop/restaurant. I
will encourage contribution and sharing of ideas; I can help
children to record these or display somehow; children may
decide/be guided to take on specific roles I can help with.
 Social-Emotional Learning
Pathwa
I may
Sli
y play and work alongside others in the home-corner
de 9
My strategy/Planned observations for other children (hypothetical):
observe other children
cooking/making section. I can encourage them to make comments to the other children,
either around what they are doing and what they can see the others doing

Assessment tools/methods and ‘Evidence of/for learning’

XXXX

XXXX

XXXX
 Social-Emotional Learning
ToPathwa
engage and promotey
Sli de 10
Modification/Accommodation or Adaption to Promote Inclusion (hypothetical):
inclusion of children from diverse cultural backgrounds, I will
ensure the introduction of a variety of materials and props that reflect cooking and
baking across a number of different cultures represented in the classroom, including
Indian, Arabic, Anglo-Saxon, Chinese, and Japanese.

Modification/Accommodation or Adaption for a disability (hypothetical):

XXXX
NB: This is watch I watched/viewed from case study folder

3 years – puts two biscuits in cup

 Slide 11
Cognitive Domain Observations
Observation number & type: #1, Anecdote

Observation description:
XXXX

HighScope Cognitive Development KDI:

26. One-to-one correspondence; 27. Number: Children
experience the number of things; 29. Filling and emptying
 Slide 12
Cognitive Domain Observations

HighScope Mathematics COR:

S. Number and counting
Level 3 – Child consistently counts (with one-to-one correspondence)
up to 10 objects

EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX
NB: This is watch I watched/viewed from case study folder

3 years – complete puzzle with 3-4 pieces

 Slide 13
Cognitive Domain Observations
Observation number & type: #2, Artefact + Running Record

Observation description:
XXXX

HighScope Cognitive Development KDI:

2. Problem-solving (in Approaches to Learning)
 Slide 14
Cognitive Domain Observations
Observations: 12/4 RR

HighScope Approaches to Learning COR:

B. Problem solving with materials
Level 4 – Child persists with one idea or tries several ideas until he
or she is successful at solving a simple problem with materials

EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX
NB: This is watch I watched/viewed from case study folder
3 years – builds tower of more than
6 blocks; “my tower is bigger than
yours”
 Slide 15
Cognitive Domain Observations
Observation number & type: #3, Anecdote
Observation description:
XXXX

HighScope Cognitive Development KDI:

22. Exploring objects; 24. Exploring same and different; 25. Exploring more;
37. Exploring art materials

HighScope Mathematics COR:

U. Measurement
Level 4 – Child directly compares or orders things based on measurable
attributes using the word same and words with er and est endings
 Slide 16
Cognitive Domain Observations
EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX

Evidence of strategies that involve parents/carers (hypothetical)

I provided a number of photos of common and famous Melbourne,
Victorian and World buildings and asked families to indicate which
ones they have visited using a blank page next to each. Also include a
spare page for families to indicate other famous building visited. I will
follow up and also get photo examples of these.
 Slide 17
Cognitive Learning Pathway
Learning Pathway:
Aim to provide learning experience/s that may consolidate Level 3-4 skills or similar
(Problem-solving; Exploring same and different; Exploring more; Number); and or support
the development of Level 5 skills or similar - Child helps another child solve a problem
with materials; Child use standard measuring procedures.
NB: Level 2-3 children may – nest/stacks four or more objects or use a measurement term
or; ask for help in solving a problem with materials or verbally identify a problem with
materials

My plan (including a hypothetical child’s interest):

Given FC has been observed and reported to enjoy block building experiences at
moment, plan to provide pictures and books of some of the worlds tallest and
distinctively shaped building (plus a map of where they are found in world).
 Slide 18
Cognitive Learning Pathway
My strategy/planned observations for FC (hypothetical):
I anticipate that FC will be able to build and recreate using blocks a number of the famous
buildings; I plan to encourage him to help others problem-solve how to build some of the
more complex building shapes. Once built, I will encourage FC and children to count how
many ”blocks high/tall” their buildings are, and to try and record these on drawing sheets
(can add squares/grids to help) on wall or at tables/clipboards.
 Slide 19
Cognitive Learning Pathway
My strategy/Planned observations for other children (hypothetical):
I may observe other children stacking blocks to make less complex/shorter towers; less
reflective of famous building prompts; they may use words such as big or tall, I can try to
support and scaffold comparisons of measurement terms; children may ask teacher or
other children to help build towers; children may verbalise that the towers are/keep
falling down; can help child to identify problems and reasons why; maybe help them to
persist and try out more than one solution

Assessment tools/methods and ‘Evidence of/for learning’

XXXX

XXXX

XXXX
 Slide 20
Cognitive Learning Pathway
Modification/Accommodation or Adaption to Promote Inclusion (hypothetical):
XXXX

Modification/Accommodation or Adaption for a disability (hypothetical):

To assist a child with cerebral palsy, can utilise a rolling deck to gain access and move
around the block corner; will need to reconfigure block area to allow more room to move
and flow; can maybe add some pictures of people with disabilities working on buildings;
see if there is a relevant storybook
 Slide 22 (but does not count towards slide count)

Reference List (APA style)

• 1.
• 2.
• 3.
• …
• …
• …
• …
 Appendix:
Physical/Sensory/Motor domain
slides

(just click through so marker can

see you have completed)
NB: This is watch I watched/viewed from case study folder
3 years – climbs well
 Physical/Sensory/Motor Domain
Observation number & type: #1, Photo taken, Anecdote
Observation description:
XXXX

HighScope Physical Development and Health KDI:

13. Moving parts of the body
(4. Distinguishing self from others)
(31. Seeing from different perspectives)
 Physical/Sensory/Motor Domain
HighScope Physical Development and Health COR:
I. Gross-motor skills
Level 2. Child goes up and down a ladder
(Level 3. Child walks up or down stairs with alternating feet)

EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX
NB: This is watch I watched/viewed from case study folder

3 years – runs well, kicks ball,

throws ball overhead
 Physical/Sensory/Motor Domain
Observation number & type: #2, Running Record
Observation description:
XXXX

HighScope Physical Development and Health KDI:

12. Moving parts of the body; 13. Moving the whole body; 14. Moving with objects
(10. Playing with others)
 Physical/Sensory/Motor Domain
HighScope Physical Development and Health COR:
I. Gross motor skills
Level 4. Child strikes a large moving object with his or her hand or foot

EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX
NB: This is watch I watched/viewed from case study folder
3 years – using small muscles with
moderate control
 Physical/Sensory/Motor Domain
Observation number & type: #3, Playground video
Observation description:
XXXX

HighScope Physical Development and Health KDI:

12. Moving parts of the body; (29. Filling and emptying)
(26. One-to-one correspondence); (3. Self-help)

HighScope Physical Development and Health COR:

J. Fine-motor skills
Level 3 – Child uses his or her small muscles with
moderate control

K. Personal care and healthy behaviour

Level 4 – Child performs a personal care task
independently
 Physical/Sensory/Motor Domain
EYLF Frameworks:
Outcome (dot point)

Specific theoretical/research/scientific evidence basis:

XXXX

Evidence of strategies that involve parents/carers (hypothetical)

Asked families to indicate using rocks and photos how they travelled to the centre each day for a
week, including car, bike, walked, bus, train etc. Plan to use this for discussions and provide a bar
chart displaying results
Physical/Sensory/Motor Learning Pathway
Learning Pathway:
Aim to provide learning experience/s that may consolidate Level 3-4 skills or similar (Gross motor
skills; Fine-motor Skills; Personal care and healthy behaviour); and or support development of
Level 5 skills or similar – Child walks up and down stairs with alternating feet, jumps with both feet
off ground, or gallops; Child skips for eight or more repetitions; Child manipulates small objects
with dexterity and control; Child makes a healthy choice and explains why it is good for him or her.
NB: Level 1-3 children may – walk; Goes up and down a ladder, runs while navigating around
people and objects, or marches; Fits materials together or pulls them apart; names basic body
parts; performs a personal care task with assistance.

My plan (including a hypothetical child’s interest):

Given FC interest in soccer, climbing, building, and emerging fine-motor dexterity and control, I
plan to create an obstacle course in the yard that involves a number of steps, relevant gross-
motor skills, and also relevant fine-motor skills.
Physical/Sensory/Motor Learning Pathway
My strategy/planned observations for FC (hypothetical):
I anticipate modelling and demonstrating the obstacle course for FC and other children, and will
likely provide a checklist of the various steps/obstacles too for them to check off. I predict FC will
be able to do most but maybe not all the steps with complete mastery, they may also choose
speed over accuracy at times. We can talk about terms like persistence and effort/practice even
when not successful. We could also discuss what benefits doing lots of exercise has on our bodies,
and see where FC current knowledge is at and what their future knowledge might be.
Physical/Sensory/Motor Learning Pathway
My strategy/Planned observations for other children (hypothetical):
I may observe other children being able to complete most or all obstacle tasks with
mastery; other children may need more time and may walk around some obstacles or use
less complex gross/fine-motor skills in order to master or complete an obstacle. Some
children may also give up when finding a step too hard – I can scaffold and support this
and also verbalise some of their feelings and emotions.

Assessment tools/methods and ‘Evidence of/for learning’

XXXX

XXXX

XXXX
Physical/Sensory/Motor Learning Pathway
Modification/Accommodation or Adaption to Promote Inclusion (hypothetical):
To modify the task for children who may choose to give up more easily or say they can’t
do it/a step, I will give them an individual obstacle course checklist and we can work on
individual steps across 1-2 weeks, starting with easier steps and building to harder steps,
and see if across this period we can complete most or all the steps to some level of
mastery. I will give them their checklist to take home to show their parents and put up on
their fridge

Modification/Accommodation or Adaption for a disability (hypothetical):

XXXX