CLIPS Word Template s22

CHCPR509A: Document, interpret and use information about children

Use information to plan the program

Use information to consider all aspects of child’s development and cater appropriately within the program 3

Use information to plan opportunities and experiences 3

Use the information to plan opportunities and experiences to foster development of the child 4

Developing child profiles for planning 4

Use information to consider all aspects of child’s development and cater appropriately within the program

Use information to plan opportunities and experiences

The most powerful tool you have for your planning is basing specific experiences and projects on the interests of the children in your group.

You may be surprised about the interests that young children have—things they are curious about, want to know more about and would like to explore. Children's interests are a great starting point for planning. By basing planning on children's interests and their strengths you are guaranteed an enthusiastic response. As motivation levels will be high, the children's learning from your planned experiences will be much greater. You've probably noticed that you are much more motivated when you are working through parts of this course that interest you. When you are interested you are much more likely to remember what you learnt and put it into practice!

Every child is different, even though children move through many of the same developmental stages. Just knowing a child's age does not mean that you know what sort of experiences they are ready for. Just knowing a child's gender or cultural background does not mean you know what they are interested in.

Every child should be approached with the attitude: what can I learn about this child? What can I learn about the context in which this child is developing?

Use the information to plan opportunities and experiences to foster development of the child

Developing child profiles for planning

In a child profile you bring together and summarise all the significant information you have gathered about the child over a period of time and summarise it under headings. In this example the headings are Strengths, Interests and Needs, as these can be useful for planning. A basic child profile format might be set out like this:

Basic child profile format

Child’s name: / Date of birth: / Age:
Observer: / Date of profile:
Strengths / Interests / Needs

Julie’s profile

The following summary of Julie’s development has been prepared from an ongoing series of observations of Julia.

Note: You need to cross-reference to your actual observations. You can use a code for each observation. A simple numbering system is sufficient. Alternatively you need to state the time period over which your observations occurred.

Child’s name: Julia

Date of birth: 29.9.03

Age: 22 months

Observer: M.C.

Date of profile: August 2005

Julia (aged 22 months) is an active toddler. She constantly babbles during play, says simple two- to three-word sentences, for example ‘All gone now’, and follows simple directions. She enjoys music and attempts to sing and dance with rhythm. She enjoys stories and points to familiar people, animals and objects on request.

Julia walks independently but is still unsteady at times. She can squat to pick up objects without support. She can climb up on the trestles but cannot always get down. She enjoys pushing the dolls pram and toting blocks in the trolley. She has developed her pincer grip and can pick up small items. She enjoys using dough, pasting and drawing using her whole arm. She appears to show right-handed preference. She can turn pages in a book with precision.

Julia shows enjoyment at being with other adults and children although she does seek reassurance from familiar adults frequently. She can drink from a cup and feeds self with a spoon without spilling any. She is beginning to show interest in playing alongside peers, enjoying imitating adult roles in dramatic play and defending toys with determination. She can tell an adult when she needs to use the toilet and is almost independent with urination toileting skills.

Julia is now using her sight as the preferred initial method to explore objects. She shows awareness of where many familiar things are stored and will actively seek hidden objects from known places. She frequently asks adults to name objects and people: ‘What that?’, ‘Who that?’ She recognises voices on the phone and imitates adult conversations and gestures.

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Diploma of Children’s Services: CHCPR509A: Reader LO 9394 XXX