Observations

Observation 1
Context/Intro: Boys playing with little dolls and furniture
Date: 5/6/13
Adult/observer: Chelsea
Children: Tate & Rayne
Ages: 4 years


Analysis
R- Lets go and have a bath, come on take your clothes
off.
T- Hello, can I have a bath too.
R- Sure you can.
T- Thank you, here I have a new jumper for you.
T- Ok, time for bed now.
R- Ok, well you go back to your hut and I will go to my
bed. Night. (R points to the little table with a sheet on
it.)
Outcome 4: Children are confident and involved
learners
Children transfer and adapt what they have learned
from one context to another
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes


Observation 2
Context/Intro: Betty at craft table
Date: 5/6/13
Adult/observer: Chelsea
Children: Betty
Ages: 5 years


Analysis
B- Here are some birds for you, now I am going to make
some humans.
C- Why are you making humans Betty?
B- Because we need humans to look after the animals
because the animals cant feed themselves they need
someone to do it.
C- What sort of animals do you have Betty?
B- We have Elephants from Africa.
C- So do African people have to look after them?
B- No silly anyone can look after them.
Outcome 4: Children are confident and involved
learners
Children transfer and adapt what they have learned
from one context to another
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity

Observation 3
Context/Intro: Jessica using scissors to cut out traffic
lights
Date: 5/6/13
Children: Jessica
Ages: 4 years


Analysis
The children have been given a task from the CAST
mental health group who have been visiting the kinder
weekly for 6 weeks. They children need to cut out traffic
lights and stick them to a piece of paper.
I observe Jessica using the scissors; she is finding it
difficult to hold them in her hand. Once she has her
fingers in the holes she begins to cut into the paper. She
is unable to cut around the lined circle or in any
continuous lines. She is just snipping at the edges with
several little cuts.
Jessica is having trouble holding the scissors in the
check grip. She needs practice with her fine motor
development.
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
Outcome 4: Children are confident and involved
learners
Children develop a range of skills and processes
such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating



Observation 4
Context/Intro: Angel at the craft table using the scissors.
Date: 6/6/13
Children: Angel
Ages: 3 years


Analysis
Angel is sitting over at the craft table she holds a piece
of paper in her left hand and a pair of scissors in her
right With an awkward grip. She begins to try to cut the
paper. She is snipping at it from around the edges
making several cuts but not cutting out the paper.
Angel is practicing cutting with the scissors, her fine
motor development is something that she can work
on through different activities.
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
Outcome 4: Children are confident and involved
learners
Children develop a range of skills and processes
such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating





Observation 5
Context/Intro: Phoenix is not allowing Sabre to have the
container that he wishes in the home corner.
Date: 11/6/13
Children: Phoenix, Sabre and Sally (teacher)
Ages: 4 years


Analysis
Phoenix is sitting at the dresser playing with a container
when sabre walks up and take another container that is
sitting on the dresser. Phoenix turns around and takes
the container back from sabre and sabre begins to cry,
Phoenix turns to sabre it's my container it will be ok.
Sally sees sabre upset and enters the home corner, she
asks sabre what he is upset about and he explains how
Phoenix took the container, Sally explains to Phoenix
how we need to share at kinder and maybe because you
are using one container already maybe sabre could use
the other. Well says Phoenix I will have this one and he
can have that one, and hands sabre the container, sabre
takes the container and says thank you.
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
Outcome 3: Children have a strong sense of
wellbeing
Children become strong in their social and
emotional wellbeing
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes


Observation 6
Context/Intro: A group of children at playing in the
home corner.
Date: 11/6/13
Children: Dion & Grace
Ages: 5 years


Analysis
Dion has entered the home corner and wants to begin
playing.
D- Can I play? I will be the cat again
G- I am the big sister
G- Dion you have to make cat noises again
D- meow meow. See I can be the cat again
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity




Observation 7
Context/Intro: Edie at the craft table.
Date: 11/6/13
Children: Edie
Ages: 5 years


Analysis
Edie has been sitting at the craft table for some time
drawing a picture. I go over to ask Edie about her
picture.
C: Edie what have you drawn there is looks great?
E: I have drawn a house with some trees and garden.
C: It looks great Edie. Can you tell me about who lives in
the house?
E: Well it's a house that someone is going to build and
live in there with their family. N
C: Do you think it is a house you might live in one day?
E: No I live with my family in our house.
Outcome 1: Children have a strong sense of
identity
Children develop knowledgeable and confident self
identities
Outcome 4: Children are confident and involved
learners
Children resource their own learning through
connecting with people, place, technologies and
natural and processed materials



Observation 8
Context/Intro: Phoenix at the craft table.
Date: 11/6/13
Children: Phoenix
Ages: 4 years


Analysis
Phoenix is drawing at the craft table holding her texta with
the correct grip. As she draws she talks to herself about what
she is drawing.
P: this is the mummy and this is the daddy.
P: oh I forgot the babies. There is twin babies.
Outcome 1: Children have a strong sense of identity
Children develop knowledgeable and confident self
identities
Outcome 3: Children have a strong sense of
wellbeing
Children become strong in their social and emotional
wellbeing

Observation 9
Context/Intro: Sabre and Angel play with puzzle.
Date: 12/6/13
Children: Sabre & Angel
Ages: 4 years


Analysis
Sabre is at the puzzle looking at all the pieces and the
picture when angel sits beside him.
S: can you help?
A: yeah.
Angel pictures up the picture to the puzzle and begins to
look at it very closely.
She is watching as sabre places pieces onto the board
but doesn't say anything. She continues to look at the
picture of the puzzle and then again at what sabre is
doing. This continues for at least one minute then angel
speaks.
A: no, no, no
Sabre looks at the puzzle and continues. Angel looks
again and then decides to place a piece onto sabres
board anyways and helps him.
Outcome 1: Children have a strong sense of
identity
Children learn to interact in relation to others with
care, empathy and respect
Outcome 4: Children are confident and involved
learners
Children transfer and adapt what they have learned
from one context to another
Outcome 5: Children are effective
communicators
Children begin to understand how symbols and
pattern systems work


Observation 10
Context/Intro: Frances reading in the home corner.
Date: 12/6/13
Children: Frances
Ages: 5 years


Analysis
Frances is involved in an imaginative game with the
other children when she picks up a book from the book
shelf and moves to the map in home corner and lies
down on her stomach and begins to read the book. She
lays there for ten minutes completely reading the book
and then decides to rejoin the imaginative play game
again.
Outcome 3: Children have a strong sense of
wellbeing
Children become strong in their social and
emotional wellbeing
Outcome 5: Children are effective
communicators
Children engage with a range of texts and gain
meaning from these texts

Observation 11
Context/Intro: Girls singing on the map.
Date: 12/6/13
Children: Angel, Frances, Betty, Edie, Phoenix, Catrina,
Grace & Myah
Ages: 4 & 5 years


Analysis
Pack up time was called throughout the room and
children began to pack up and move to the mat. As the
children moved to the mat some of the girls joined
hands and began to skip around in a circle, they skipped
around for three circles and then without prompt they
began to sing. "Ring a ring a rosy, a pocket full of posies
a tissue a tissue we all fall down." And they all bobbed
to the ground. They all stood up and repeat this again
several times.
Outcome 4: Children are confident and involved
learners
Children transfer and adapt what they have learned
from one context to another
Outcome 1: Children have a strong sense of
identity
Children learn to interact in relation to others with
care, empathy and respect
Outcome 3: Children have a strong sense of
wellbeing
Children become strong in their social and
emotional wellbeing
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing

Observation 12
Context/Intro: Frances in the sand pit.
Date: 12/6/13
Children: Frances
Ages: 5 years
Teacher: Chelsea


Analysis
Frances is in the sand pit filling a bucket full of sand and
then turning it out onto the ground to create a sand
castle. The sand castle as Frances turns it out onto the
ground crumbles and half of the castle does not work.
C: how do you think we could stop this from happening
Frances?
F: I am not sure.
Frances thinks for a short time and then begins to refill
the bucket with sand when it is full she hits the top of
the sand with the shovel, patting it down hard. She then
turns it out onto the ground and it forms a perfect sand
castle.
F: Chelsea, look I got it to work I patted the top and look
what happened it worked perfect!
Outcome 1: Children have a strong sense of
identity
Children feel safe, secure, and supported
Outcome 4: Children are confident and involved
learners
Children develop a range of skills and processes
such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes

Observation 13
Context/Intro: Sabre completing a puzzle.
Date: 12/6/13
Children: Sabre
Ages: 4 years


Analysis
Sabre is working on a puzzle on the mat. He has almost
completed it but cannot get the last piece to fit as Chelsea
walks past he asks for help.
S: can you please help me it won't fit.
Chelsea looks at the piece and then at the puzzle.
C: I think we are missing a piece of the puzzle sabre.
S: can you find it.
C: I will have a look in the store room for you.
After a few minutes Chelsea turns from the store.
C: sorry sabre I can't find the piece.
Sabre is still working at turning to get the piece to fit into the
puzzle.
Grace notices that sabre is having trouble with the puzzle and
comes over to aid him.
G: can I have a look?
Sabre hands grace the piece of puzzle
G: it doesn't fit sabre there is a piece missing.
Sabre looks at the puzzle and then begins to pack it up when
he has completed packing the puzzle he moves it to the
corner of the room. Sabre walks over the Sally the teacher.
S: Sally the puzzle piece is missing so I put it in the corner so
no one can do it.
Outcome 1: Children have a strong sense of identity
Children develop knowledgeable and confident self
identities
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
Outcome 5: Children are effective communicators
Children begin to understand how symbols and pattern
systems work


Observation 14
Context/Intro: Jessica writing.
Date: 13/6/13
Children: Jessica
Ages: 4 years


Analysis
For the portfolio the children are asked to write their name.
Jessica takes the pen and holds it at the top making it hard for
her to control the pen. She begins to try to write her name
but is struggling to control the pen to write her name. After
doing a few little strokes she stops and says all done.
Outcome 1: Children have a strong sense of identity
Children develop knowledgeable and confident self
identities

Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing

Observation 15
Context/Intro: Grace, Edie, Myah and Frances building in
the block area.
Date: 13/6/13
Children: Grace, Edie, Myah & Frances
Ages: 4 & 5 years


Analysis
In the block corner the girls are working on building a
castle they are discussing the placement of blocks and
how to build the castle.
E: Grace you need to put that cone there, on top of this
one.
Grace follows Edie's instructions. Edie continues to tell
the other girls where to place the blocks, the girls seem
hesitant but follow the directions on Edie.
Outcome 1: Children have a strong sense of
identity
Children develop knowledgeable and confident self
identities
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes


Observation 16
Context/Intro: Angel and Phoenix reading books.
Date: 13/6/13
Children: Angel & Phoenix
Ages: 4 years


Analysis
Angel and Phoenix are sitting over in the book corner
and have begun to read a book together. Angel turns
the page and points to the picture, Phoenix then begins
to explain the picture that angel.
P: this is the person and they live in this house and these
are trees and flowers.
Outcome 2: Children are connected with and
contribute to their world
Children respond to diversity with respect
Outcome 5: Children are effective
communicators
Children engage with a range of texts and gain
meaning from these texts


Observation 17
Context/Intro: Angel and sabre working in a puzzle.
Date: 13/6/13
Children: Angel & Sabre
Ages: 4 years


Analysis
Sabre and angel have sat down at the large floor puzzle
and began to add the piece together. They are walking
along side each other helping each other to place the
puzzle pieces together.
Outcome 1: Children have a strong sense of
identity
Children learn to interact in relation to others with
care, empathy and respect
Outcome 5: Children are effective
communicators
Children begin to understand how symbols and
pattern systems work

Observation 18
Context/Intro: Group observation.
Date: 13/6/13
Children: Daylesford Pre-School Children
Ages: 4 & 5 years


Analysis
Puzzle time at kinder.
At kinder we really enjoy doing puzzles!
Puzzles are so good for us because:
Allows children to learn that a whole is made of parts
Develops hand-eye co-ordination and fine motor
skills
Builds visual-perceptual skills
Develops attention, concentration and thinking skills
such as recognising, remembering, matching, sorting
and problem so
Assists language skills as the child listens and follows
instructions and talks about what they are doing
Outcome 1: Children have a strong sense of
identity
Children learn to interact in relation to others with
care, empathy and respect
Outcome 5: Children are effective
communicators
Children begin to understand how symbols and
pattern systems work

Observation 19
Context/Intro: Making Mud Pies.
Date: 26/6/13
Children: Grace, Mollies, Frances, Edie , Nova &
Isabelle
Ages: 4 & 5 years


Analysis
During our outdoor play time some of the children
decided to create mud pies. They collect sand from
the sand pit and water from the bird bath and
create a special area in the yard where they begin
to create mud pies.
This allows the children to express themselves
through creative thinking. They are able to create in
an environment that is safe and secure for them
and communicate and interact with each other.
Outcome 2: Children are connected with
and contribute to their world
Children become aware of fairness
Outcome 4: Children are confident and
involved learners
Children resource their own learning through
connecting with people, place, technologies
and natural and processed materials
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes















Observation 20
Context/Intro: Eamon, Dion & Rayne playing the very
hungry caterpillar game.
Date: 19/6/13
Children: Eamon, Dion & Rayne
Ages: 4 & 5 years


Analysis
Eamon noticed the box with the games the very hungry
caterpillar game and asked if would be ok if he were to
play it. He set in up on the floor and soon Tate and
Rayne joined him. They began playing and discussing
how to play the game between them.
E- I think that we roll the dice then move along the
leaves.
R- Ok well you go first Eamon. (Eamon takes his turn)
D- Ok my turn now.
R- Ok then mine turn.
The boys took it in turns rolling the dice and moving
around the board, playing the game and cooperating
with each other well.
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 become aware of fairness
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes





Observation 21
Context/Intro: Edie, Grace, Betty and Nova at making
table.
Date: 19/6/2013
Children: Edie, Grace, Betty and Nova
Ages: 4 and 5 years old


Analysis
The girls are at the making table there is small circles
that have been placed out for the children to create
with. The girls are creating with the circles Chelsea
approached to see what the girls are making.
C: what are you girls making?
E: we are making butterflies with these circles.
B: see these are the wings.
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes


Observation 22
Context/Intro: Grace and Phoenix outside after a
Phoenix had a disagreement with Frances.
Date: 25/6/2013
Children: Grace and Phoenix
Ages: 5 years


Analysis
Frances had just come up to the teacher crying because
she had a disagreement with Phoenix. We then looked
to see where Phoenix was and she was off playing in the
yard. Soon after Grace approached Phoenix and Phoenix
ran away from her, Grace ran after Phoenix.
G: Phoenix what is wrong? (Phoenix ignores Grace and
continues to run)
G: Phoenix what is wrong? You dont seem yourself
today.
Grace is showing compassion for others feelings during
this observation, she is noticing when others are upset
and she is trying to solve the problem and make others
feel comfortable.
Outcome 1: Children have a strong sense of
identity
Children learn to interact in relation to others with
care, empathy and respect
Outcome 1: Children have a strong sense of
identity
Children feel safe, secure, and supported





DURING AND AFTER PROGRAM IMPLEMENTATION
Observation 23
Context/Intro: Boys looking at the pictures around the
mirrors
Date: 18/6/13
Children: Tate, Hayden, Dion and Beau
Ages: 4 and 5 years old


Analysis
The new week has begun and there are new experience
that have been placed out by Chelsea. The children were
send off to play and the boys walked over the three way
mirror with the cultural pictures stuck around it. They
studied very carefully without saying anything to each
other for about 40 seconds, they then looked at each
other for a few seconds and ran away from the activity.

Although there was no discussion between the children
they studied all the images very carefully.
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 4: Children are confident and involved
learners
Children develop a range of skills and processes
such as problem solving, inquiry, experimentation,
hypothesising, researching and investigating


Observation 24
Context/Intro: Children playing in the bug area
Date: 16/7/13
Children: Brylee, Eamon and Sabre
Ages: 4 and 5 years old


Analysis
There are three children gathered around tub they are
playing with the bugs.
B: Buzzzzzzzzzzzzzzzzzz.
E: Hello whats your name?
B: Hello I am buzzy bee. Whats your name?
S: Hello my name is Mr Stick. Can I be friends with you?
B: Buzzzzzzzzzzzzzzz. Sure.
E: Where do you line?
E: I live in this log.
B: Where do you live?
E: I live in the dig here. Where are you from?
B: I am from flower land because I like flowers.
This tub has created conversation between the children
they are using imaginative and dramatic play to create
their play and explore their understanding of the
environment and bugs.
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity

Observation 25
Context/Intro: Making play dough bugs.
Date: 24/6/2013
Children: Isabelle and Nova
Ages: 5 years


Analysis
I: I am making this one Nova, the butterfly. (pointing to
the printed page)
I: Which one are you making?
N: I am making the caterpillar.
I: Wow that had lots of legs.
N: I know I am making lots of legs.
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 4: Children are confident and involved
learners
Children transfer and adapt what they have learned
from one context to another
Outcome 5: Children are effective
communicators
Children interact verbally and non-verbally with
others for a range of purposes

Observation 26
Context/Intro: Group Observation
Date: 25/6/2013
Children: All
Ages: 4 and 5 years


Analysis
Creating bugs on the making table today at kinder was
so much fun. It helped me to develop on my imaginative
and creative skills; it was also really good for my fine
motor development sticking all the little pieces
together.
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
Outcome 4: Children are confident and involved
learners
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination
and reflexivity

Observation 30
Context/Intro: Angel Cutting Snail Shells
Date: 27/6/13
Teacher: Chelsea
Children: Angel
Ages: 4 years


Analysis
Angel is showing an interest in the snails and the activity
on the table. She takes a pair of scissors in her right
hand and the sheet of paper in her left hand. She begins
to try and cut around the line draw on the paper but is
snipping off pieces of paper instead of cutting one long
line. Chelsea walks over to Angel and noticed she is
struggling to cut the paper Chelsea hold the paper and
instructs Angel to cut along the line the first attempt did
not really work but by the second piece of paper Angel
was able to complete this task alone.
Outcome 1: Children have a strong sense of
identity
Children feel safe, secure, and supported
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment
Outcome 3: Children have a strong sense of
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing