Activity 1 - Template: Learning story

Date: 04/07/23

Name:

Age: 2.5 years

Place:Playground

Setting: Undercover veranda

Observer:

Background information: morning Transition into care when it started to rain we transitions onto the undercover veranda where I had set up a mat with Blocks.

Learning story:

Throughout morning play it started to rain so I set up some under cover play and pulled out some building Blocks as I was just finishing up toileting, I spotted Mahli sitting at the blocks I seen as she began picking the blocks up she started to line them up next to each other in a line,

Mahli would pick up a block and look at it as she twisted it around as she did this she used some and put some back down concentrating and focusing to measure up the blocks next to each other she then slowly started to add more blocks creating another level repeating the same cycle she picked each block up to ensure each block fit to what she was creating

Olivia then sat down next to Mahli and started building with her joining the Blocks onto Mahlis Row of Blocks Mahli then Passed Olivia a red block and said here's yours as Olivia said lets build it high Mahli replying okay

I then sat down with Mahli and Olivia asking what they were building when Mahli said a Tower, she then held up an orange block saying "Orange and started to point out the colours and shapes of the blocks, I started to Ask Mahli What shape is this one as I held up a Red Cylinder with her replying a Circle (circle shape at the end of the cylinder) I said yess Do you think we have anything in the yard that's a Circle Mahli, Mahli then said "Yes a Ball" as we continued to work through our shapes And colours.

Assessment for learning

I Observed Mahli as a confident and involved learner as she Demonstrated her fine motor Development as she Grasp the blocks concentrating on hand-eye coordination as she stacked them into rows and levels, Mahli was using her Cognitive development as she identified the shapes and colours and her problem solving skills as she concentrated on where to place each block, Mahli showed clear Speech as she communicated with Olivia and showed confidence and sharing skills as she handed Olivia a Block and welcomed her into play, This was an interest that Mahli enjoyed doing which showed her interest and eager around learning more about shapes and Colours.

Learning and development areas:

Identity Connectedness Wellbeing Active learning Communicating

Future planning

Continue to build on Mahlis interest with the block by setting up another outdoor Mat with larger and different blocks, along with a group experience to socialise and get Mahli actively engaging with more peers within her class as an extension on her identifying the circle block to a ball within the yard we will plan a shapes scavenger hunt as a class activity.

Activity 2 - Template: Time Samples (occasion 1)
Date: 5/7/23 Name: Age: 2.5years Time: 8.30am - 11.30am Frequency: 10- 20 minutes Observer:
Background information:Mahli enjoys to play independently and at times when overcrowded or joined by friends she can show bouts of anger or aggression such as pushing, shoving, hitting and biting
Time	Code	Behaviour
8.30am	10 minutes	Mahli arrives at care with her MumShe pops her bag away, kisses Mum goodbye and Begins to build train tracks on the mat.
8.45am	15 minutes	Mahli is Settled andis playing on the play area with the baby dolls and has made one a cotShe is the mum and is pretending to feed a baby doll Mahli is playing alone
9.00am	15 minutes	Mahli is still playing with her baby doll she has had 3 friends join her on the matt one of those children have removed the bedding out of the bed mahli has made for her baby Mahli hits that child on the arm.
9.30 am	30minutes	Mahli hopes up and walks away from the baby dolls moving over to the other mat and decides to read a book, 2 friends follow her to the mat, Mahli says go away and starts to scream, Mahli says to her educator she wants to play by herself,
9.45am	15 minutes	Mahli has now moved to the 3rd mat where no children are playing and begins to build train tracks
Code:	Type of Play	Assessment for learning
N S 0 P G	Non-play Solitary Observer Parallel Group	Throughout this time Mahli was observed to have started playing by herself (solitary) she was then joined by 3 friends as she played with the baby dolls, Mahli got upset and had hit one of her friends on the arm when they removed the blanket from the bed mahli had made for her baby, Mahil was observed in loosing interest in the babys when her friends had joined her she was happy to go to the other mat and begin looking through the books, when she was approached by 2 friends she began to become frustrated when she asks them to go away, it was evident that Mahli was happy and wanting to play by herself.
Learning and development areas:
Identity Connectedness Wellbeing Active learning Communicating
Future planning
Build on Mahlis Social interaction within a group setting and class room play.

Activity 3 - Template: Anecdotal records (occasion 2-indoor experience)

Date: 11/07/23

Name:

Age: 2.5 years

Place:

Setting:Class Room Play

Other children:

Observer:

Background information: Mahli was actively playing in the play kitchen using the pretend toaster to toast some bread she talked with her friends and said she is cooking and will make some food for everyone,

Observation

Mahli was actively playing in the play kitchen using the pretend toaster to toast some bread as she communicated with her friends saying "im cooking ill make us some food" as she said sit down to her friends ill bring your food to you" Mahli and her friends used their imagination as Mahli Handed her friends all a piece of Food to eat, are you still hungry "River" River said yes with Mahli Replying "okay more" as she took his plate away and plated him up "cake" here you go "River" Mahli started to share out the cake to her friends around the class room,

Assessment for learning:

Mahli displayed her cognitive development showing her creativity and imagination as she played in the kitchen while actively engaging with her peers, Mahli also showed social and Emotion to her peers as she asked if they were still hungry and getting them more food, Mahli was confident in her communication and Language skills throughout play.

Learning and development areas:

Identity

Connectedness

Wellbeing

Active learning

Communicating

Future planning

-Create a sensory food making dish with Play doh to make pretend food

-Create real Food item experience with Cupcakes

Template: Work Samples (occasion 4)

Background information:

During this Painting Mahli was exploring her mark making and creativity she selected her choice of colours being purple and pink to begin with Mahliheld her paint brush and started to make marks. Saying "Im painting a picture for my Mum". Mahli demonstrated her communication skills, as she discussed what she was doing "im starting with Pink ", "Look Miss K" My painting". During this experience Mahli was developing her fine

motor skills, as she was manipulating the painting materials. Experimenting with craft materials such as a paint brush, is one of the first steps for early writing. As Mahli continues to explore with different items such as paint brushes, crayons andpencils, she will build up the her fine motor skills and muscles in her hands,

Other children: Mahli was happy to have 2 friends join her at the table as she shared the water paints.

Work sample (include drawings, paintings, collages, writing samples, and photographs of construction projects)

Assessment for learning

Through conversation Mahli was able to share her knowledge on the colours she was choosing she expressed that she was creating her artwork for her mum, Mahli took her time working on her artwork she held the paint brush in her right hand as she dipped the paint brush into the water then onto the paint with her choice of colour as she stroked the paint onto the page, Mahli Continues each day to show her confidence and engagement within the classroom and everyday activities and play experiences.

Learning and development areas:

Identity

Connectedness

Wellbeing

Active learning

Communicating

Future planning

To extend on Mahlis choice of water paints we will continue to extend on having these on offer throughout free play and day to day Play while allowing Mahli to build and extend on her creativity while we engage and build on Mahlis Colour Recognition and colour mixing together.

Template: Sociograms (occasion 5)
Date: 10/07/23 Name: Age: 2.5 years Place:Classroom Setting: Indoor play Class room Play (8 Children) Observer:
Background information:Mahli is generally a quite child she tends to get overwhelmed in larger group settings has a small circle of friends that she engages with and when her small circle of friends don't attend care she is dependant on her key educators.
Other children: a class of 8 children
Mahli ---------Olivia both engaging together in Verbal play with the baby Dolls Mahli & Olivia Mahli _______ River playing Train tracks with River Non-Verbal but interacting and playing well together Olivia ------------ Mahli - Olivia joins Mahli and River to play train tracks Mahli and Olivia are discussing the build of the tran tracks, River, Mahli & Olivia all Begin to communicate about their trains and building the train track ______ Mahli leaves the train area and goes to the book corner - Solitary play doesn't engage with any other children along the way,
---------	=	Verbal
______	=	Non-verbal
	=	Initiated
	=	Responded
Assessment for learning
On 10/07/23 after finishing morning Tea Mahli and Olivia walked over to the baby dolls together and began interacting and role playing together with their babys, throughout this time Mahli and Olivia had 2 way conversations with each other, after playing baby dolls mahli had hoped up and walked over to the train track area where river was building a train track mahli joined in but their was no observation on verbal or initiated conversation with each other, it wasn't until Olivia came over to join Mahli when then the 2 began to initiate communication after a couple of minutes Mahli was engaging in conversation with River also, the 3 of them spent about 10 minutes on the train track mat when Mahli then hoped up and headed over to the book mat where she sat alone reading books, on her way to read books she didn't engage in any form of interaction with the other 5 peers within the class room,
Learning and development areas:
Identity Connectedness Wellbeing Active learning Communicating
Future planning
Over the coming months we will Continue to build on Mahlis Social interactions and building stronger relationships outside of her group of friends.

Template: Learning story (occasion 6)

Date: 04/07/23

Name:

Age: 2.5 years

Place:Playground

Setting: Undercover veranda

Observer:

Background information: morning Transition into care when it started to rain we transitions onto the undercover veranda where I had set up a mat with Blocks.

Learning story:

Throughout morning play it started to rain so I set up some under cover play and pulled out some building Blocks as I was just finishing up toileting, I spotted Mahli sitting at the blocks I seen as she began picking the blocks up she started to line them up next to each other in a line,

Mahli would pick up a block and look at it as she twisted it around as she did this she used some and put some back down concentrating and focusing to measure up the blocks next to each other she then slowly started to add more blocks creating another level repeating the same cycle she picked each block up to ensure each block fit to what she was creating

Olivia then sat down next to Mahli and started building with her joining the Blocks onto Mahlis Row of Blocks Mahli then Passed Olivia a red block and said here's yours as Olivia said lets build it high Mahli replying okay

I then sat down with Mahli and Olivia asking what they were building when Mahli said a Tower, she then held up an orange block saying "Orange and started to point out the colours and shapes of the blocks, I started to Ask Mahli What shape is this one as I held up a Red Cylinder with her replying a Circle (circle shape at the end of the cylinder) I said yess Do you think we have anything in the yard that's a Circle Mahli, Mahli then said "Yes a Ball" as we continued to work through our shapes And colours.

Assessment for learning

I Observed Mahli as a confident and involved learner as she Demonstrated her fine motor Development as she Grasp the blocks concentrating on hand-eye coordination as she stacked them into rows and levels, Mahli was using her Cognitive development as she identified the shapes and colours and her problem solving skills as she concentrated on where to place each block, Mahli showed clear Speech as she communicated with Olivia and showed confidence and sharing skills as she handed Olivia a Block and welcomed her into play, This was an interest that Mahli enjoyed doing which showed her interest and eager around learning more about shapes and Colours.

Learning and development areas:

Identity Connectedness Wellbeing Active learning Communicating

Future planning

Continue to build on Mahlis interest with the block by setting up another outdoor Mat with larger and different blocks, along with a group experience to socialise and get Mahli actively engaging with more peers within her class as an extension on her identifying the circle block to a ball within the yard we will plan a shapes scavenger hunt as a class activity.

i have completed all the observations just need help with how to do the critical reflection journal off the observations and the insight from another person from the observation, and if anything needs to be added or fixed with my observations

Critical reflection:

In this activity you are required to refer to the observations above that you have collected and critically reflect your own practices of information gathering and analysis by using two critical reflection activities.

1. You are required to summary of the day's events and reflect on your own practices in the below table,

Critical reflection journal entry
Date	critical reflection journal
4/07/23

In this activity, you are required to collect a child's information by collaborating and using different sources of information.

You are required to perform

• You are also required to collaborate with one of the educators in the service and discuss the different areas of child developmental domains and record in the provided template.
  • Communication development
  • Physical development
  • Social/Emotional development
  • Cognitive development

Child's information from other educators
Name of educator that you have consulted with:
Educator's comments on different domains of development:
Language development
Physical development
Social/Emotional development
Cognitive development