Infant-Toddler CPE Presentation

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

Observation 1 （01/05 AD）

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.

Observation 2 （08/05 AD）

FC was outdoors playing with Child A. FC and A was sitting on a

cushion. FC was holding a plate full of sand and a spoon. FC was
looking at A and tried to feed sand to A, FC called the name of A and
asked A “yummy?”.
 Social-Emotional Observations

HighScope Social &Emotional Development KDI

• B4: Distinguish self and others
• B7: Relationships with peers: Children build relationships with
peers.
• B9: Empathy: Children show empathy toward the feelings and
needs of others
• B10: Playing with others （HighScope Educational Research
Foundation［HSERF］,2011）

High Scope Social and Emotional Development COR:

F. Building relationships with other children
• Lv2. Child plays and works alongside other children
• Lv3. Child makes a comment directly to another child
• Lv4. Children shows a preference for one or more friends
（HSERF,2014）
 Social-Emotional Observations

Early Years Learning Frameworks (EYLF)

Outcome 1: Children have a strong sense of identity

-Children learn to interact in relation to others with care, empathy and

respect.

Outcome 2: Children are connected with and contribute to their world

-Children develop a sense of belonging to groups and communities

and an understanding of the reciprocal rights and responsibilities
necessary for active community participation.

(Department of Education, Employment and Workplace Relations [DEEWR], 2009)

 Social-Emotional Observations

Theoretical/Research/Lectures Basis:

• Toddlers around 18 months has the ability to demonstrate

prosocial behaviour of helping others in needs of emotional
support. Empathic helping is relatively skilled by the age of 30
months (Svetlova, Nichols, & Brownell, 2011)

• At this stage, children start to identify the intentions of others, and

demonstrate the transition from more engagement in parallel play
to associative play or cooperative play (Piaget in Fleer, p.180).
 Social-Emotional Learning Pathway

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.

• Support FC’s development of Lv3 - Lv4 skills: Child makes a

comment directly to another child; shows a preference for one or
more friends through encourage FC play with her preferred peer and
invite older children to join the play (Vygotsky in Berk, 2014).

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

My strategy/Planned observations for FC:

• I will encourage a small group children, included FC and her

preferred peer to join the table.
• I will show them the prepared cookbook with pictures and
encourage them to pick one to make.
• During the process, I will make comments on their idea and what
they were doing through open questioning and parallel-talk (Pianta,
La Paro, & Hamre, 2008).
• While children are engaging in making their own food, through
parallel-talk I can direct children’s attention to each other’s work. I
will encourage turn-taking, helping and sharing behaviours through
modelling during this play (Ramey, Sparling, & Ramey, 2012;
Epstein, 2007).
 Social-Emotional Learning Pathway

Assessment and Reflection on Learning

Experience/s and Teaching
Assessment:
• When FC demonstrates ability to take turns in
using tools/waiting for food.
• When FC demonstrates sharing/helping
behaviours in the play.
Reflection
• FC showed ability to share play dough and
the food she made/got with her preferred
peer and other peers.
• FC showed ability to take turns in using tools
with the encouragement of teacher.
• FC responded to teacher’s comment on other
children physically.
 Social-Emotional Learning Pathway

Modification/Accommodation or Adaption

To promote Inclusion (current

classroom) of children from diverse
backgrounds, I:
• Talk with the families about special
dishes/desserts the families would
make, and children’s preference.
• Include a variety of pictures that
reflect food of different cultures
represented in the classroom (e.g.,
African, Vietnamese, Anglo-Saxon)
with language in related cultures as
well.
 Social-Emotional Learning Pathway

Modification/Accommodation or Adaption

For a disability (hypothesised) with cerebral palsy, I:

• Prepare assistive facilities that can support them to sit or stand

next to the table to play for some time.
• They will be placed in a table with less children if needed.
• One teacher will assist them to engage in simple movement with
play dough (e.g., pressing, rolling).
• They can take turn and play a different role in this game (pretend
play) such as customers. (Reddihough, 2016)
 Cognitive Observations

Observation 1 （09/05 AD）

FC was outdoors building something using mega Lego blocks. She

stacked one 2-stud block on another 2-stud block. She repeated this
action for couple of more times, broke them apart and started again.
Then tried to stack one smaller block on a 1-stud block, but it did not
fit. She tried a couple of more times, then picked up another 2-stud
block and stacked it on.

Observation 2 （17/05 AD）

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

HighScope Cognitive Development KDI

• E26: One-to-one correspondence
• E29: Filling and emptying: Children put in and take out.
• E30: Taking apart and putting together: Children take things apart
and fit them together (HSERF,2011）

HighScope Mathematics COR:

T. Geometry: Shapes and spatial awareness
• Lv3. Child recognise and names two-dimensional shapes (circle,
triangle, square, rectangle)
U. Measurement
• Lv2. Child stacks four or more objects by size. (HSERF,2014）
 Cognitive Observations

High Scope Approach to Learning COR:

B. Problem solving with materials
Lv1. Child repeats an action, even when it isn’t working, to
solve a problem (HSERF,2014）

EYLF

Outcome 5: Children are effective communicators

-Children engage with a range of texts and gain meannig from
texts
• Take on roles of literacy and numeracy users in the paly
• Begin to understand key literacy and numeracy concepts and
processes. (DEEWR, 2009)
 Cognitive Observations

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)

• With children’s cognitive development, they demonstrate the

ability to solve problems by analogy by 10 to 12 months. They
show ability to move beyond trial-and-error experimentation
(Piaget in Berk, 2014)
 Cognitive Learning Pathway

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

My strategy/Planned observations for FC:

• I will encourage a small group children, included FC some other

older children to join the play (Vygotsky in Berk, 2014).
• I will encourage anybody to name the shapes of different blocks, I
expect older children with English as first language will name them
more quickly. Then I will intentionally question E to name the
shapes (Pianta et al, 2008).
• I will encourage children to build whatever they want. During
building, I will make comments on their idea and what they were
doing through open questioning and parallel-talk focus on shapes
and sizes using measurement words (Ramey et al., 2012; Pianta et
al., 2008).
• I will also intentionally making mistakes and seek for help from FC
and other children while playing (Epstein, 2007).
 Cognitive Learning Pathway

Assessment and Reflection on Learning

Experience/s and Teaching
Assessment:
• When FC names the shapes of blocks
and/or respond physically.
• When FC repeated measurement words
with the teacher.
• When FC showed intentions to ask for
help or help others.
• Reflection
• FC named some shapes of blocks and
responded to the request of the teacher.
• FC did not repeat measurement words.
• FC showed her needs for help when
asked.
 Cognitive Learning Pathway

Modification/Accommodation or Adaption

To promote Inclusion (current

classroom) of children from diverse
backgrounds, I:
• Encourage children to recall the
layout of their own house and
build it. The pictures of different
types of houses are included as
prompts.
• Include a variety of pictures that
reflect famous landmarks of
different cultures represented in
the classroom (e.g., Tian an men
square, Big Ben).
 Cognitive Learning Pathway

Modification/Accommodation or Adaption

For a disability (hypothesised) with cerebral palsy, I:

• Prepare assistive facilities that can support them to sit or stand
(e.g., scooter board, rolling desk).
• Move potential obstacles from the floor to prepare a more open and
clear space for children to move around
• Teach them one on one how to play and/or using pictures as
prompts (Reddihough, 2016)
 References

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

© Copyright The University of Melbourne 2011

Appendix:
Physical/Sensory/Motor Domain
 Physical/Sensory/Motor Observations

Observation 1 （24/04 AD）

FC was outdoors and watching other children climbing the climbing

frame set and jumping off it with the help of a teacher. With the
encouragement of the teacher, FC wanted to try. She climbed well to
the last step but she was hesitated about climbing over the frame.
FC struggled for a while to straddle on the frame but did not make it.

Observation 2 （14/05 AD）

FC was outdoors playing with a group of child. They were engaging

in a game of chasing and catching. FC took another girl’s hand and
ran from a teacher and couple of other children. She stepped on the
bouncing beam and bounced. Then she jumped off the beam with
the help of the teacher and dashed off.
 Physical/Sensory/Motor Observations

Observation 3 （21/05 AD）

FC was outdoors and swinging. She sat on the hammock

independently and adjusted herself to sit properly. Then she stood
up and walked backwards and she sat again which allows the
hammock to swing. She repeated this action for couples of more
times. A teacher encouraged FC to give up the hammock to another
child, FC did. Then FC stood next to the child and tried to pull/push
the hammock to let it swing.
 Physical/Sensory/Motor Observations

HighScope Physical development and Health KDI

• C13: Moving the whole body (HSERF,2011）

HighScope Physical development and Health COR:

I. Gross-motor skills
• Lv2. Child goes up or down a ladder, runs while navigating around
people and objects, or marches.
• Lv3. Child walks up or down stairs with alternating feet, jumps with
both feet off the ground, or gallops.
• （HSERF,2014）
 Physical/Sensory/Motor Observations

EYLF Frameworks

Outcome 3: Children have a strong sense of wellbeing

-Children take increasing responsibility for their own health and
wellbeing.
• Engage in increasingly complex sensory-motor skills and
movement patterns
• Show enthusiasm for participating in physical play and negotiate play
spaces to ensure the safety and wellbeing of themselves and others
(DEEWR, 2009)

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:

• Consolidate Lv2 skills: Child goes up or down a ladder, runs

while navigating around people and objects, or marches.

• Support FC’s development of Lv2 – Lv3 skills: Child walks

up or down stairs with alternating feet, jumps with both feet off
the ground, or gallops.

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

My strategy/Planned observations for FC:

• I will lead a small group of children, included FC and other children

who are interested playing outside.
• I will first ask children to recall the bear hunt song and sing the song
with children to create the atmosphere of going on bear hunt.
• During the play, I will lead children to set up obstacles based on the
song. Then I anticipate modelling and encouraging FC and other
children to pass the “mud” or “river” (Epstein, 2007).
• I predict FC will be able to across most obstacles except the climbing
frame, I will encourage older children to across first and then
encourage her to try with my help (Vygotsky in Berk, 2014; Pianta et
al, 2008).
• I will lead the group the whole time and use parallel-talk and
comment on what children are doing using terms to describe their
movement and develop their awareness of their body movement
(Ramey et al., 2012).
 Physical/Sensory/Motor Learning Pathway

Assessment and Reflection on Learning

Experience/s and Teaching
Assessment:
• When FC passes most of set up obstacles
individually.
• When FC climbs and jumps with the help
from the teacher or independently.
• Reflection
• FC demonstrated the ability to pass most
of obstacles which included walking on
wooden blocks, walking on balancing
beam and crawling through tunnel.
• FC still needed assistant to climb over the
climbing frame but demonstrated more
confidence of jumping off it.
 Social-Emotional 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

For a disability (hypothesised) with asthma, I:

• 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)