CHCECE023: Analyse Information to Inform Learning
The primary purpose for observing young children in early childhood settings:
To determine each child’s level of competence - skills and knowledge.
To determine whether or not the child is progressing at a satisfactory rate taking into
account the social and cultural context and genetic factors.
To plan appropriate experiences to support and enhance development.
Child development knowledge plays a big role in observation and planning for development:
Sound child development knowledge underpins all decision in relation to planning for
Allows the educator to make informed decisions and provide age/stage/ability
Allows educators to identify children who may be lagging/accelerating in their
In relation to gathering, documenting and interpreting evidence about children’s development:
‘The essence of the child cannot be separated from the actions of the child.’
Evidence of development must be collected over a period of time in a range of different
situations in order to provide a realistic ‘picture’ of the child’s development.
Must provide a holistic perspective which draws on what is already known about the
child, the family and the socio-cultural context.
Element 1.1.2: Each child’s current knowledge, ideas, culture, abilities and interests are the
foundation of the program.
With reference to Element 1.1.2 educators can use the following resources to gain knowledge
about individual children’s strengths, abilities and interests:
• Child; Family; Educators; Support specialists and professionals involved with child e.g. speech
pathologist and education support services.
With reference to Element 1.1.2 educators can use the following sources of documentation to gain
knowledge about individual children’s strengths, abilities and interests:
Family information and goals e.g. enrolment form; survey; various types of child observations; work
samples; developmental reports from support specialists and professionals e.g. speech pathologist
and education support services.