CHCECE023.docx - CHCECE023 Analyse Information to Inform...

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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 development. Allows the educator to make informed decisions and provide age/stage/ability experiences. Allows educators to identify children who may be lagging/accelerating in their development. 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.
The purpose of a portfolio in relation to assessment for learning: The purpose of a portfolio is to gather information as assessment for learning. That is, the evidence demonstrates what the child can do, how the child applies knowledge, insight into the child’s learning style, interests and preferences. It can also demonstrate the ways in which the child interacts with peers and adults, how the child builds and sustains relations and how the child sees herself. The key documents that can be used in a child’s portfolio to support learning outcomes and assessment for learning: Observations Narratives Work samples Developmental profile Individual goals In relation to Quality Area 1 Educational Program and Practice, the three Elements that contribute to Standard 1.2 being achieved: 1.2.1- Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

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