Assignment Task
Task
Compile substantial documentation on the children you are responsible for in the setting. For each child ensure the documentation contains: (Clarification: You have to write 5 observation and 1 summative on two children separately, that is 1 child= S observation and 1 Summative assessment. Example is provided) a wide range of formative (observation mentioned above) and summative assessments • evidence about the children’s skills, talents, interests, capabilities across all areas of development and learning (For these you can just make up things but if you are confused let me know) • demonstrated linkage to the services planning cycle (Planning cycle is based on aboriginal activity and technology activity, add one of these in one of the observations). • records of children’s participation in the planned program • contributions from families (In one of the observations, you can add that their parents’ shared cookies from home or they sent photos of their grandparents that the child shared with other children etc)
Observation narrative:
An experience of bowling was intentionally set up as part of children’s physical play. The children lined up to throw their balls at the pins. As Emma was throwing the ball, Frida leaned over to observe and commented, “You should try bending down before rolling your ball” as it rolled on a different direction. “Yes, I am trying” replied Emma. As children proceeded to have their turn, Frida would constantly lean to observe her peers. Frida bended down, focused on the pins, squeezed the ball and threw her arms out. Frida showed frustration as she sighed after missing the pins. The educator asked, “I wonder why the ball rolled towards a different direction?” to provoke thinking. “I think because of the ground” replied Frida. Frida again observed her peers and when it was her chance, she lifted her arms behind her back and threw the ball with force. “Why is it happening?” said Frida with frustration but still demonstrated drive to understand the process. “Do you think it is because of the ball?” asked the educator. “I saw grown-ups use giant balls in bowling game….they are heavy” replied Frida. “I think our ball is little” continued Frida. Thereafter, Frida moved closer to the bowling pins and rolled the ball which hit four of them. Frida jumped with excitement “I did it” and the educator acknowledged her effort and achievement. Other children followed technique used by Frida and succeeded.
Interpretation:
Frida was closely observing her peers demonstrating observation skills that determined and dictated her succeeding actions. Frida’s inquiry skill was also evident as she effectively asked and responded to questions while determining the causes of the outcome (ACARA, 2016). One of the outstanding parts during the learning was Frida’s persistence and acceptance of challenge to achieve the goal despite of enduring emotions of frustration (Department of Education and Training, 2018). Through trial and error and educator’s scaffolding, Frida’s solution indicated that the mass of the ball hampered the results. Instead of switching the ball, Frida came up with a solution to decrease the distance which led to accomplishment of the goal.
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