Professional Documents
Culture Documents
A Child Profile
By Zhiping Wang
Melbourne Graduate School of Education
University of Melbourne
Presentation Overview
• Social-Emotional Domain
• Cognitive Domain
• Physical/Sensory/Motor Domain
Social-Emotional Observations
FC was indoors and playing with the blocks alongside other children.
One child was hit by another another child and started crying. FC
stopped playing and walked to the child who was crying and pat him
on his back. Then FC also gave him a hug.
Theoretical/Research/Lectures Basis:
Learning Pathway:
Aim to prove learning experience/s that:
• Consolidate Lv2 skills: Child plays and works alongside other
children through planning small group learning experience.
My Plan:
• Given FC skills in turn-taking and sharing for peers
• Taking into accounts FC’s and other children’s interest: playing with
play dough
• Set up a play dough table with different colours of play dough, some
moulds, and a prepared “My Around the World Cookbook” which
includes the pictures of deserts/dishes around the world in different
shapes.
Social-Emotional Learning Pathway
Modification/Accommodation or Adaption
Modification/Accommodation or Adaption
FC was indoors playing with a shape sorting box. She put the star
shape block through the star shape whole. She then matched circle,
and square blocks through matched whole. She was struggle about
matching oval blocks and different triangle blocks. Then she emptied
the box and repeated aforementioned actions.
Cognitive Observations
EYLF
Theoretical/Research/Lectures Basis:
• Schemas
o Connecting schema: Joining things together.
o Disconnecting schema: Takes things to pieces and/ore scatters
the parts.
o Trajectory schema: Vertical movement of things. (Harper, 2004)
Learning Pathway:
Aim to prove learning experience/s that:
• Consolidate TLv3 skills: Child recognises and names different two-
dimensional shapes .
• Support FC’s development of ULv2-3 & BLv1-2 skills: Child uses
a measurement term and asks for help in solving problems (Australian
Children’s Education & Care Quality Authority [ACECQA], 2017).
My Plan:
• Encourage FC to use measurement term in words and her problem
solving skills through seeking help from adults/peers.
• Taking into accounts FC’s and other children’s interest: playing
with magnetic blocks (Magna-Tiles®) in different shapes and sizes.
• On the floor, set up a large clear space for children to use
magnetic chips in different shapes to build buildings and
experience shape and size.
Cognitive Learning Pathway
Modification/Accommodation or Adaption
Modification/Accommodation or Adaption
Australian Children’s Education & Care Quality Authority (2017). Guide to the National Quality Standard. Canberra: Australian Government.
Bonnefoy-Cudraz, X. (2004). Melbourne- Carlton Housing Commission Flats [online image]. Retrieved from
https://www.flickr.com/photos/soyouz/11117664255
Commonwealth obstacles for children., (2018). Retrieved from https://www.pinterest.com.au/pin/180214422574300972/
Department of Education, Employment and Workplace Relations (2009). Belonging, Being & Becoming: The Early Years Learning Framework
for Australia. Canberra.: Author.
Emoji play-dough food part 1., (2014). Retrieved from http://playdohlab.tumblr.com/post/79508583228/emoji-play-doh-food-part-1
Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children's learning. Washington DC: National
Association for the Education of Young Children.
Fleer, M. (2013). Play in the early years. Cambridge University Press.
Harper, S. (2004). Schemas in areas of play. Playcentre Journal, 121, 8-9.
HighScope Education Foundation (2011). Infant-toddler wheel of learning/ Key development indicator card (KDI). Ypsilanti,
Michigan:HighScope Press
HighScope Education Foundation (2014). COR Advantage 1.5. Ypsilanti, Michigan: HighScope Press
Laura E. Berk (2014). Exploring Lifespan Development, 3/e. Chapter 5. Cognitive Development in Infancy and Toddlerhood. Pearson US.
Magna-Tiles Castle., (2017). Retrieved from https://www.instagram.com/p/BTIJwDtAO0F/
Melbourne normal house., (2017). Retrieved from https://www.corelogic.com.au/news/household-debts-and-assets-hit-record-
highs#.WxPETC-B1E4
Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Toddler Version. Baltimore, MD:
Brookes Publishing.
Ramey, C. T., Sparling, J. J., & Ramey, S. L. (2012). Abecedarian: The ideas, the approach, and the findings. Los Altos, CA: Sociometrics
Corporation.
Reddihough, D. (2016). Cerebral Palsy: An information guide for parents and families. Melbourne: The Royal Children’s Hospital (RCH)
Special Needs Seating & Positioning., (2018). Retrieved from https://www.especialneeds.com/shop/special-needs-seating-positioning.html
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ Prosocial Behavior: From Instrumental to Empathic to Altruistic Helping. Child
Development, 81(6), 1814–1827. http://doi.org/10.1111/j.1467-8624.2010.01512.x
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Victoria State Government, Education and Training (2018). Asthma. Retrieved from
http://www.education.vic.gov.au/school/principals/spag/health/Pages/conditionasthma.aspx
Q&A
EYLF Frameworks
Theoretical/Research/Lectures Basis:
• Schemas
• Trajectory: Horizontal, vertical and diagonal movement of things
and of self (Harper, 2004).
Physical/Sensory/Motor Learning Pathway
Learning Pathway:
Aim to prove learning experience/s that:
My Plan:
• Given FC opportunities to practice her gross-motor skills
regarding climbing and jumping.
• Taking into accounts FC’s and other children’s interest in
pretend play with the song “We are going on a bear hunt”.
• Set up outdoor playground using wooden blocks with slopes,
bouncing beams, climbing frames and tunnels as obstacles.
Physical/Sensory/Motor Learning Pathway
Modification/Accommodation or Adaption
To promote Inclusion (current classroom) of children with motor
skills, I:
• Set up different obstacles for younger children and older children
with different gross-motor development.
• For older children like FC, obstacles would be wooden blocks,
climbing frames and something similar to that.
• For younger children who just came to toddlers room from babies
room, obstacles would be stepping on the mat on the ground. They
can participate the game through imitate the movement
demonstrated by teacher in the bear hunt. With the help of teachers,
they and also jump and run.
Social-Emotional Learning Pathway
Modification/Accommodation or Adaption
• Prepare ahead and set up the play in a day which is not too
cold/dry that may trigger asthma symptoms based on individual
asthma types and severity (e.g., thunderstorm asthma)
• Set up everything in a open, clear space. Avoid going through
bushes and grass on the ground. Instead, can change to crawling
through a mat.
• Set time limited for the game, for example, after four obstacles,
children find the bear in cave and the game ends. Or break the
game into different sections which allows rest time.
(Victoria State Government Education and Training, 2018)