DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date:
Context:
Child Name:
Age:
Observation:
Anecdotal
Na
ative written like a story after the event in past tense.
Time:
Time:
Time:
Referenced Interpretation of the skills and/or developmental domains. Add specific information on behaviou
skills from research
Focus on cognitive development (include motor, emotional and social development where significant)
Learning and development linkage to
Theoretical Perspectives
Early Years Learning Framework
Objective for future learning and development
Learning Possibilities for inclusion in the cu
iculum
Reference
Shellha
our TAFE Higher Education
XXXXXXXXXXDOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date:
Context:
Child Name:
Age:
Observation: Jotting
Document a quick snapshot of the child’s behaviour or skill. Write in past tense and short sentences.5 jottings make up 1 observation
J1
J2
J3
J4
J5
Referenced Interpretation of the learning:
Skills and/or developmental domains
(Cognitive, social, emotional, physical, language)
Referenced Learning and development linkage to
Theoretical Perspectives
Early Years Learning Framework
Objective for future learning and development
Learning Possibilities for inclusion in the cu
iculum
References
Date:
Context:
Child Name:
Age:
Observation:
Running Record
Written like a story in the present tense. Describe the behaviour AS IT HAPPENS. Write down in detail everything that occurs.
Time:
Time:
Time:
Time:
Time:
Referenced Interpretation of the learning:
Skills and/or developmental domains: Comment on significant behaviours/skills
Record interests and strengths and learning opportunities arising
Referenced Learning and development linkage to
Theoretical Perspectives
Early Years Learning Framework
Objective for future learning and development
Learning Possibilities for inclusion in the cu
iculum
References
Shellha
our TAFE Higher Education
XXXXXXXXXXDOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date:
Context:
Child Name:
Age:
Observation:
Running Record
Written like a story in the present tense. Describe the behaviour AS IT HAPPENS. Write down in detail everything that occurs.
Time:
Time:
Time:
Time:
Time:
Referenced Interpretation of the learning:
Skills and/or developmental domains: Comment on significant behaviours/skills
Record interests and strengths and learning opportunities arising
Referenced Learning and development linkage to
Theoretical Perspectives
Early Years Learning Framework
Objective for future learning and development
Learning Possibilities for inclusion in the cu
iculum
References
Shellha
our TAFE Higher Education
XXXXXXXXXXDOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date:
Context:
Child Name:
Age:
Language Sample
(Na
ative)Past tense
Conversation
(What a child says when engaged in play experiences, with others...etc)
Referenced Interpretation of the skills and/or developmental domains
(Language Domain – Expressive Language & Receptive Language)
Expressive Language
Receptive Language
Learning and development linkage to
Theoretical Perspectives
Early Years Learning Framework
Objective for future learning and development
Learning Possibilities for inclusion in the cu
iculum
(what do you want the child to achieve, learn, do, extend on)
(These include play experiences)
References
Shellha
our TAFE Higher Education
XXXXXXXXXXDOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date:
Title:
Child / Children’s Name:
Age/ Ages:
Observation:
Learning Story
Written
Detail children’s learning experiences
Focus on using a strengths, rather a written account of what happened – language dialogue of parties involved
• They differ from formal observations as you can record your own thoughts
Referenced Analysis of Learning
Skills, developmental
domains & learning dispositions that have occu
ed
Link to Theoretical Perspectives
·
·
·
·
For each point you will identify the disposition (there could be three or more dispositions depending on the context),skills ,interests,domains, then identify where in the observation it was exhibited and reference each one. Include a relevant theory then a
ief final sentence to
ing the analysis together.
Learning and development linkage to
Early Years Learning Framework
EYLF learning outcome
EYLF learning outcome
EYLF Principle
EYLF Practices
Follow Up for future learning and development
References
Shellha
our TAFE Higher Education