Posted: May 22nd, 2024

TCHR5010 Assessment Two – Anecdotal observation record LEARNING EXPERIENCE PLAN

Assessment 1: Anecdotal observation record

Date and Time: Children (ages) in observation
Setting: Describe the setup of resources and context of the environment

People present

Observation:
What happened? What did people say and do? Give detail including body language where applicable. What were the responses to the environment?

Analysis:

Children’s Strengths and interests

Theoretical links to learning and development

Educators’ principles

Educators’ practices

Learning outcomes and indicators

Suggested follow up

Sample notes to guide you filling the paper.
Please write in your own words, don’t copy paste ..this are just samples… even the names, references, look for real up to date ones using your coursework and notes:\\

Assessment 1: Anecdotal observation record

**Date and Time:** May 22, 2024, 10:30am-11:00am

**Children (ages) in observation:** Liam (3 years old), Emma (4 years old)

**Setting: Describe the setup of resources and context of the environment**
The observation took place in the dramatic play area of an early childhood classroom. The area contained a child-sized play kitchen with wooden food, dishes, and utensils. Dress-up clothes hung on a nearby rack, including aprons, chef hats, and purses. A small table and chairs were set up next to the kitchen. The rest of the classroom bustled with activity at other learning centers.

**People present:** Lead teacher, assistant teacher, 12 children ages 3-5

**Observation:**
Liam and Emma entered the dramatic play area together. Emma immediately grabbed an apron and chef hat, exclaiming “I’m going to cook dinner!” Liam selected a purse and placed it over his shoulder. “I’m going shopping for food,” he announced. Emma busily placed pots and pans on the stovetop, stirring with a wooden spoon. “I’m making spaghetti and meatballs,” she said. Meanwhile, Liam walked around the kitchen area, placing wooden food items in his purse. “I buyed bread and bananas at the store,” he said, setting them on the counter near Emma. “Okay, I’ll cook those too,” Emma replied. She placed the bread and bananas in a pan, continuing to stir. Liam then set the table with plates and forks. “Dinner’s ready!” called Emma. They both sat down at the table. Emma served the imaginary food onto the plates and they pretended to eat together.

**Analysis:**

**Children’s Strengths and interests**
Liam and Emma both demonstrated an interest in imaginative play, taking on roles and acting out a familiar scenario of shopping and preparing a meal. They engaged cooperatively, communicating about their respective roles and responding appropriately to each other’s play ideas. Liam exhibited print awareness and letter recognition when selecting items during his “shopping trip,” evidence of his emerging literacy skills (Guo et al., 2018). Emma showed planning and sequencing abilities in her play, gathering the items needed to prepare the meal and serving it in a logical order.

**Theoretical links to learning and development**
The observed sociodramatic play aligns with Vygotsky’s theory of cognitive development, which emphasizes the importance of social interaction and imaginative play for children’s learning (Aras, 2019). By taking on roles and engaging in reciprocal pretend play, Liam and Emma are developing crucial social skills like cooperation, communication, and perspective-taking (Ghafouri & Wien, 2020). Sociodramatic play also fosters language development as children verbalize their play narratives and negotiate roles (Loizou et al., 2019).

**Educators’ principles**
This observation underscores key early childhood education principles, including the value of play-based learning and the educator’s role in providing an environment rich in opportunities for imaginative play (DEEWR, 2019). The dramatic play area’s setup reflects the principle of creating engaging and inclusive learning spaces that incorporate children’s interests and encourage exploration.

**Educators’ practices**
The educators provided space, props, and uninterrupted time for sustained sociodramatic play to occur. They also facilitated play skills by previously modeling how to use the materials and engage in role-playing. During the observation, the educators supervised unobtrusively, allowing the play to unfold child-directed while remaining available to provide scaffolding as needed.

**Learning outcomes and indicators**
This observation provided evidence of several learning outcomes in the children’s social-emotional, language, and cognitive domains. Indicators included:

– Engaging in cooperative play and negotiating roles (VEYLDF Outcome 1: Identity)
– Using language to communicate play ideas and narratives (VEYLDF Outcome 2: Communication)
– Demonstrating imaginative and creative thinking through pretend play (VEYLDF Outcome 4: Learning)
– Classifying and ordering play materials (VEYLDF Outcome 5: Numeracy)

(Victorian Department of Education and Training, 2022)

**Suggested follow up**
To extend Liam and Emma’s learning, the dramatic play area could be enhanced with more literacy props like shopping lists, recipe cards, and food labels. Educators can model writing for a purpose during play and encourage children’s attempts at emergent writing. Introducing new props related to children’s interests and experiences, such as items from different cultures or occupations, can further enrich the sociodramatic play possibilities.

**References**

Aras, S. (2019). Cognitive development in early childhood. In S. Bembry & R. Rillero (Eds.), _Early childhood education_ (pp. 45-60). New York, NY: Wiley & Sons.

Department of Education, Employment and Workplace Relations (DEEWR). (2019). _Belonging, being and becoming: The early years learning framework for Australia_. https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-becoming-early-years-learning-framework-australia

Ghafouri, F., & Wien, C. A. (2020). “Give us a privacy”: Play and social literacy in young children. _Journal of Research in Childhood Education, 34_(1), 28-46.

Guo, Y., Wang, Z., & Hall, A. H. (2018). The relationship between socio-dramatic play and early literacy development: A systematic review. _Early Child Development and Care, 188_(8), 1146-1162.

Loizou, E., Michaelides, A., & Georgiou, A. (2019). Early childhood teacher involvement in children’s socio-dramatic play: Creative drama as a scaffolding tool. _Early Child Development and Care, 189_(4), 600-612.

Victorian Department of Education and Training. (2022). _Victorian early years learning and development framework (VEYLDF)_.

________________________________________

Assessment 1 –LEARNING EXPERIENCE PLAN
Child’s name/s

Age/s
Date and Time: Student/observer name
Aim/objective

Rationale

Setting and timing

Timing Procedure- how you will implement this Plan Considerations- space, time, supervision Environment:
Resources/materials required
Pedagogical approaches

Assessment & Reflection on practice
Record what happened:

Evaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators):

Suggested future learning ideas:

Reflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning. Think about the skills & strategies you need to focus on improving.

Mentor teacher: Date:

Sample notes to guide you filling the paper.
Please write in your own words, don’t copy paste ..this are just samples… even the names, time references, look for real up to date ones:\\
Child’s name/s: Ella and Liam
Age/s: 4 years old Date and Time: Wednesday, May 22, 2024, 10:00 AM – 10:45 AM Student/observer name: Sarah Johnson
Aim/objective: The aim of this learning experience is for the children to explore the concept of floating and sinking through hands-on experimentation with various objects. This activity will promote the development of scientific inquiry skills, problem-solving abilities, and language development as the children make predictions, test their hypotheses, and discuss their findings (Jones & Sterling, 2020).
Rationale: Engaging in hands-on, play-based learning experiences that focus on scientific concepts such as floating and sinking helps foster children’s natural curiosity and encourages them to make connections between their observations and the world around them. This activity aligns with the Early Years Learning Framework (EYLF) Outcome 4: Children are confident and involved learners, as it supports their development of dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity (DEEWR, 2009).
Setting and timing: The activity will take place in the outdoor learning area, utilizing the water play table. The duration of the activity will be approximately 45 minutes.
Procedure:
1. Set up the water play table with a variety of objects that will either float or sink, such as wooden blocks, plastic toys, metal objects, and natural materials like leaves and rocks.
2. Gather the children around the water play table and introduce the concept of floating and sinking. Ask the children to make predictions about which objects they think will float or sink.
3. Encourage the children to take turns placing the objects in the water and observing what happens. Prompt them to discuss their findings and share their ideas with their peers.
4. Extend the learning by asking open-ended questions and encouraging the children to experiment with different ways of placing the objects in the water, such as gently placing them on the surface or dropping them from a height.
5. Conclude the activity by inviting the children to reflect on their learning and share their favorite discoveries.
Considerations: Ensure adequate supervision during the water play activity and establish clear guidelines for safe and respectful use of the materials. Consider the time needed for set-up and clean-up of the water play area.
Environment: The outdoor learning area provides ample space for the water play table and allows for easy clean-up. The natural surroundings can inspire further discussions about the properties of materials found in nature.
Resources/materials required:
• Water play table
• Various objects for floating and sinking experimentation (e.g., wooden blocks, plastic toys, metal objects, leaves, rocks)
• Towels for drying hands and cleaning up spills
• Smocks or aprons for the children to wear during the activity
Pedagogical approaches: This learning experience incorporates play-based learning, experiential learning, and inquiry-based learning approaches. By engaging in hands-on exploration and experimentation, children construct their own understanding of scientific concepts through direct experience and social interactions with their peers and educators (Edwards et al., 2019).
Assessment & Reflection on practice: Record what happened: The children actively participated in the floating and sinking activity, making predictions and testing their hypotheses. They engaged in discussions with their peers and educators, sharing their observations and ideas. The children demonstrated a keen interest in exploring the properties of different materials and were excited to discover which objects floated or sank.
Evaluate and analyse what the children learnt (link to EYLF Learning Outcomes and indicators): This learning experience promoted the following EYLF Learning Outcomes and indicators:
• Outcome 4: Children are confident and involved learners
o 4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.
o 4.2: Children develop a range of skills and processes such as problem-solving, inquiry, experimentation, hypothesizing, researching, and investigating.
Suggested future learning ideas:
• Extend the learning by introducing the concept of buoyancy and exploring how the shape and material of an object can affect its ability to float or sink.
• Incorporate literacy experiences by providing books related to floating and sinking concepts and encouraging children to document their findings through drawing or writing.
• Integrate mathematical concepts by comparing and measuring the weights of different objects and exploring how this relates to their ability to float or sink.
Reflect on your delivery of the provision, effectiveness of resources, transitions, teaching strategies, questioning: The water play table and variety of objects provided an engaging and effective resource for the children to explore floating and sinking concepts. The outdoor learning environment allowed for a smooth transition from other activities and provided ample space for the children to engage in the experimentation process. The use of open-ended questioning and encouragement of peer discussions facilitated the development of critical thinking and language skills. In future implementations, consider incorporating more opportunities for children to record their findings and extend their learning through related experiences in other curriculum areas.
References: Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being & becoming: The early years learning framework for Australia. Australian Government Department of Education, Employment and Workplace Relations.
Edwards, S., Mantilla, A., Grieshaber, S., Nuttall, J., & Wood, E. (2019). The role of play-based learning in education and care. Australasian Journal of Early Childhood, 44(3), 183-187.
Jones, E., & Sterling, D. (2020). Bringing science to life in the early years: A guide for educators. Routledge.
Mentor teacher: Emily Brown
Date: May 22, 2024
+++++++++++++++++++++++++++++++++++
TCHR5010: Competency and capability of Preschoolers

Assessment Two: Portfolio

Information Booklet

Assessment name: Portfolio of planning cycle

Due Date: Monday 10th June 2024 @ 11:59pm

Weighting: 60%

Length: 2000 words

Academic Integrity: Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. Under the Rules – Student Academic and Non-Academic Misconduct Rules (Section 3) students have the right to Appeal against the Academic Integrity Officer’s academic misconduct Determination, to the Executive Dean, with that determination being final and conclusive, and not subject to further Appeal within the University. Students are not able to appeal against academic misconduct via the Unit Assessor or unit staff. At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework.

NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, and fabricating information.

Task Description: This Portfolio is comprised of two tasks. You must submit your assessment as one document.

Task 1: Anecdotal record and learning experience (approximately 1000 words). Demonstrate how you have engaged in the planning cycle during your professional experience. Choose and submit your best detailed anecdotal record of your focus child and a learning experience plan that you implemented to extend on your observation and analysis of the child.

Task 2: Reflective practice (approximately 1000 words). During your professional experience, you were required to complete daily reflections and highlight any ethical considerations or dilemmas you encountered. Reflect on your daily entries and explain one ethical dilemma that you observed or experienced yourself.
• How did you or other educators respond to the issue?
• What did you do well?
• What could you have done better?
• Was consideration given to all stakeholders’ perspectives in the decision-making process for resolving the issue? How? Make direct links to the unit’s readings, the EYLF, and the NQS.

Referencing: APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing

Support Resources:

Academic Integrity – SCU guidelines
Academic Integrity Module – mandatory module for first-year students
Learning Zone – workshops, Quick Guides, student appointments
Submission: Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5010 Blackboard site.

Please note:
• It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time.
• After you have followed the TurnItIn submission process you must download the digital receipt.
• If you have any difficulty submitting your assignment, please contact Technology Services and make sure that you log a job with them so you have evidence of your attempted submission. To avoid any last-minute problems, make sure you submit well before 11:00pm on the due date.

Late Submission/Extension: If you need to apply for special consideration you may do so HERE. According to SCU Policy, late penalties apply. More information found HERE.

Assessment 2: Portfolio MARKING RUBRIC

Criteria

Task 1: Anecdotal record and learning experience (50%). Articulation of the planning cycle during professional experience. Anecdotal record shows evidence of understanding children’s learning and development with links to theory, the EYLF and NQS. Demonstrates planning for Preschoolers’ learning and development, interests, and competencies with links to the EYLF, NQS, and theory.

High Distinction:

Demonstrated excellent articulation of the planning cycle including:
Excellent anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Excellent learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.
Distinction:

Demonstrated very good articulation of the planning cycle including:
Insightful anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Insightful learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.
Credit:

Demonstrated good articulation of the planning cycle including:
Good anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Good learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.
Pass:

Demonstrated satisfactory articulation of the planning cycle including:
Satisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Satisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.
Fail:

Does not show evidence of understanding the planning cycle.
Unsatisfactory anecdotal record of Preschool child that shows evidence of understanding Preschoolers’ learning and development with links to theory, the EYLF and NQS.
Unsatisfactory learning experience plan that extends on the Preschool child’s interests and competencies with links to the EYLF, NQS and theory.
Task 2: Reflective practice (40%). Reflection and response to one ethical dilemma encountered during professional experience with consideration to:

Check Price Discount

Study Notes & Homework Samples: Discussion Questions Assignment »Assignment: Evidence-Based Project Matrix Worksheet