APPENDIX 7
Observation and analysis
Childs/Childrens Name/s: Child A
Date: April 12, 2017
Keywords:
DEEWR, 2009 - Department of Education, Employment, Employment and Workplace Relations.
(2009). Belonging, being and becoming: The early years learning framework for Australia.
Canberra, Australia: Commonwealth of Australia.
ECLIPSE, 1997 - Department of Education & Childrens Services, SA. (1997). Early Childhood
Literacy Includes Parents, Staff and Education. Adelaide: Author.
What is the context?
On the writing table, Aiden was drawing on the board using chalk.
What happened?
Child A was first drawing himself of the board. He drew one big circle then two small circles for his eyes
and one connected eyebrow, he then used the eraser and erased the middle part of the eyebrow to separate it
and a line as a mouth. His hair was triangles on top of his head and he added his initials A, I and a scribble
D.
Child A then drew another big circle and he said, this is you.
Me: Thank you Child A, I look very beautiful. Dont I have ears?
Child A: No ears
Me: (While pointing on the one long brow), Whats this?
Child A: Thats your eyebrows
Me: I only have one eyebrow?
Aiden then added the two small lines inside my eyes.
Child A: Your eyebrows.
Me: Whats my name?
Child A: Maria
Me: We should write my name on it too. What does my name start?
Child A: I dont know
Me: It starts with letter M and modelling how to write the letter. I then pointed on the letters on my name
and he was able to respond to each letter that I was pointing.
Child A then copying what I made and he drew extra lines (see diagram)
I then covered the extra lines and said, you made extra lines. M is only these lines. Child A then draw two
lines across the M shape part of the scribble and he said Its now two As with a smile.
Child A now correctly wrote the letter M.
Me: next is (pointing to) A
Child A successfully drew the A. I then said, next is R, I modelled how to write R. As there was no space
next to A, he attempted to write the R before M.
Analysis:
EYLF Outcome 1.1: Children feel safe, secure, and supported (DEEWR, 2009).
EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and
sense of agency (DEEWR, 2009).
EYLF Outcome 2.1: Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active community
participation (DEEWR, 2009).
EYLF Outcome 2.2 Outcome Children respond to diversity with respect (DEEWR, 2009).
EYLF Outcome 3.2: Children become strong in their social and emotional wellbeing (DEEWR,
2009).
EYLF Outcome 4.1: Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, and imagination (DEEWR, 2009).
EYLF Outcome 4.2: Children develop a range of skills and processes such as problem solving and
hypothesising (DEEWR, 2009).
EYLF Outcome 4.3 Children transfer and adapt what they have learned from one context to another
(DEEWR, 2009).
EYLF Outcome 4.4 Children resource their own learning through connecting with people (DEEWR,
2009).
EYLF Outcome 5.1: Children interact verbally and non-verbally with others for a range of purposes
(DEEWR, 2009).
EYLF Outcome 5.2: Children engage with a range of texts and gain meaning from these texts
(DEEWR, 2009).
EYLF Outcome 5.3: Children express ideas and make meaning using a range of media (DEEWR,
2009).
EYLF Outcome 5.4: Children begin to understand how symbols and pattern systems work (DEEWR,
2009).
Draw a simple picture and name it during drawing (ECLIPSE, 1997).
Includes letters, numerals, shapes and symbol in pictures (ECLIPSE, 1997).
Draw many circular shapes (ECLIPSE, 1997).
Attempt to write letters backwards - own name and educators name (ECLIPSE, 1997).
Request an adult to scribe (ECLIPSE, 1997).
Using their own names (initial of name) on artwork for later identification (ECLIPSE, 1997).
Using drawing and writing for their own satisfaction (ECLIPSE, 1997).
Concentrating on pattern (ECLIPSE, 1997).
Listening and responding to instructions (ECLIPSE, 1997).
Smiling when they talk (ECLIPSE, 1997).
What can I do to extend the childs learning or development and/or to promote positive dispositions
and/or build positive relationships and promote interactions?
Literacy: Through Nursery Rhymes and Games, What does the letters stand for: (A for Apple, aaaple) then
ask each child what they can think to develop phonemic awareness
Creative Arts: Music listening and singing to various nursery Rhymes can also include creation of the props
