This document contains observations of a child, S, over several days in early education. It notes S's activities, interactions with others, developing skills and areas that could be supported. S shows interests in art, music, gross motor skills and developing independence. S learns best through hands-on exploration and activities incorporating music and movement. S enjoys interacting with peers like D but also plays independently at times. Educators provide suggestions for continuing to engage and challenge S in areas of strength.

1. S
Date Observation Analysis Comments
21/7 –
Day 2
S was fidgeting while sitting on the carpet. When a
question was asked she raised her hand to answer.
It appears that S’s fidgeting does not affect
her listening ability.
Make further observations on her
listening skills.
21/7 –
Day 2
Today S was at the craft table. She picked at toilet
paper role and painted it over at the easels. She then
decided she wanted to stick items on it. She tried to
stick these items on using sticky tape. She was
getting frustrated because the tape would not stick. I
explained that tape does not stick to wetthings.
S learnt that you cannot stick tape onto wet
objects.
28/7 –
Day 3
S enjoys playing with D. S seems to be able to
understand D and they seem to play well together.
Design activities where S can develop
her relationship with D.
28/7 –
Day 3
S was at the craft table. She picked up the glue stick
and tried to pull the lid off but it wouldn’t budge. I
pointed out that there were arrows on the lid. I asked
her what they might mean. She then twisted the lid
and opened the glue.
S was developing her visual literacy.
28/7 –
Day 3
S is quick to eat her food. She is generally one of the
first few finished.
28/7 –
Day 3
S was doing gymnastic tricks on the swinging bar. I
asked her if she does gymnastics. S said no but she
would like to.
S was developing her gross motor skills and
exploring an interest.
Design activities that foster S’s
interest in gymnastics. The Olympics
are also coming up in the next few
weeks. Show some footage of the
gymnasts.
4/8 – Day
4
S was interacting with the art materials again today.
She was painting objects such as flowers and the sun.
S has an interest in art. She was exploring
the shape of everyday objects.
Design art activities which enable S
to continue to explore the shape of
everyday objects in more detail.
Perhaps set up a display of flowers in

2. a vase to spark S’s interest and to
engage in deeper learning.
4/8 – Day
4
Sometimes S is seen to be playing alone, particularly
when engaging with art experiences.
S is seen to play with D and some of her
other peersas well. Thus it is assumed that
S is not anti-social. PerhapsS needs alone
time and therefore is comfortable to play
independently.
Provide S with opportunities to play
with others as well as individually.
4/8 – Day
4
When inquiring about S’s art creations, she usually
mutters or is vague in her response.
Is S’s muttering or vagueness due to deep
concentration? Perhaps S is more focused on
experimenting rather than making
something.
Perhaps ask S about her art creations
after she has finished. S might be
more open to explaining her ideas
and throughout processes when she
is not in the state of flow.
11/8 –
Day 5
Pirate Pete came for a visit today. S was engaged and
participating throughout the session. S responded
well to the songs and movement. While Pete was
singing S was doing a hip sway.
S’s response to Pirate Pete indicatesthat S is
musically and kinesthetically orientated.
Design activities that include music
and movement or hands on learning
to meet S’s needs.
11/8 –
Day 5
Today the paint materials set out were toothbrushes
and earbuds. S confidently explored and
experimented with these new tools.
S is developing confidence in exploring new
experiences.
Provide S with different challenging
experiences that position her to try
new skills.
11/8 –
Day 5
Today the musical instruments were available to the
children. S independently and confidentlyexplored
these resources. She shook the tambourines and did
her own little dance.
This further suggests that S learns through
musical means.
Continue to provide activities for S to
learn through music.
18/8 –
Day 6
This morning S tripped while walking outside. She
had a little cry. She was also more hesitant to
separate from mum. Normally she has been giving
her a kiss and a hug and then goes and then chooses
an activity of her choice. Eventually with educator
support S said goodbye to mum and went to explore
the new outside tent.
What made S clingier? Was it that she hurt
herself in the fall? Did something happen at
home before she came and the fall triggered
the unusual behaviour? Perhaps S wasn’t
feeling well and the fall just sparked the
unusual behaviour? Maybe it was something
else.
Continue to observe S’s separation
from mum in the morning to see if
the unusual behaviour continues.

3. 18/8 –
Day 6
S was banging a metal cup with a spoon. I asked her
if the plastic cup will make the same sound. She tried
it out and determined that the sounds were different.
She then lined some cups together and said they were
drums. She began banging them randomly. I asked
her if she could play a song. We explored the beat and
rhythm to Twinkle Little Star. We then moved on to
other Nursery Rhymes.
This experience further highlights S’s
preferred learning style and multiple
intelligence of music. S was also learning
about pace and rhythm. We also explored
tone while we sang the songs.
Continue to provide activities for S to
learn through music.
25/8 –
Day 7
Today S was painting with the water colours.
Originally she began to paint shapes. She then
noticed that where the paint overlapped there were
different colours. S then got another sheet of paper
and began experimenting with mixing colours.
S was learning about secondary colours. She
discovered that blue and red make purple
and yellow and blue make green. She also
found out that yellow and red make orange.
25/8 –
Day 7
S has needed reminders from mum to follow the
morning routine – put her lunch box in the fridge and
drink bottle in the designated container.
Possibilities for S’s behaviour – is S
unfamiliar or unconfidentwith the routine?
Has S just been distracted over the past few
visits? Perhaps S is going to bed late and is
tired in the morning?
What can be done to help S
independently complete the morning
routine? Could we give S and check
list and she has to tick off the tasks
as she completesthem? Perhaps S
only requires a visual poster to
remind her.
25/8 –
Day 7
While writing her name in the morning she looksto
mum after every letter to ensure it is correct.
Perhaps S does this as she requires frequent
reassurance that she is doing the right thing.
This behaviour suggests that S relies on
constant and timely feedback to regulate
herself.
Provide S with frequent reassurance
and feedback to meet S’s emotional
need.
25/8 –
Day 7
While S was writing her name I heard her mum
encourage S to try and write her last name. S’s mum
commented to another mother that S is learning to
write her last name at daycare.
S is becoming familiar with other letters that
are not in her first name.
Provide opportunities for S to
practice saying and writing her last
name.
25/8 –
Day 7
Today the iPads were placed out for the children. S
chose to play a gingerbread man/girl game. There
were differentoptions with clothing and accessories.
S was developing her visual literacy and
important ICT skills.
Provide more opportunities for S to
practice and develop her visual
literacy skills.

4. S was getting frustrated because the app wouldn’t
allow her to choose some options. I pointed out that
the option she wanted had a lock on it. I asked S
what that might mean. She was unsure. I explained
that it meant the option was either locked because it
was a paid features or because maybe she had to
progress to different levels in order to unlockthe
other options.
1/9 – Day
8
S writes the letters of her name unevenly – she starts
the ‘s’ off big and gradually makes the rest of the
letters smaller. It was also observed that S is unsure
of when to end the downward curve of her ‘n’s.
S is learning about the letters in her name
and is still becoming familiar with their
shape and size.
Perhaps providing S with lines will
help her to write her letters evenly.
These lines might also help S to
distinguish when to end the ‘n’s’ line.
1/9 – Day
8
S came to me and held up a toy. She told me that she
doesn’t need it anymore. She went to hand it to me
and walk away. I stopped her and suggested that she
take the toy back to where she found it. She decided
that it was a good idea and took the toy back to its
original spot.
This form of intentional teaching helped to
build S’s autonomy and modelled problem
solving.
S has the habit of telling unfamiliar people D’s name
when she is asked.
S has picked up on D’s speech impairment.
Perhaps S either thinks that D cannot speak
for herself or S thinks she is being a good
friend.
S is mostly an active participant. This is evident through programs likes
puppet shows and Mr. Michael the music
teacher.
On occasion, S tends to whine or pout when
something doesn’tgo her way or she doesn’t like what
someone has done.
Work with S to use her words to
express herself.
S is often seen playing in the pretend shop in the
cubby house. S has role played as a customer, cashier
and cleaner.
These playing roles can be used to
extend S’s early literacy and
numeracy skills.

5. Exhibits a preference for her righthand.
S and D have a love hate relationship. One minute S
is telling on D and the next they are best friends.
Assist S and D to develop improved
turn taking, sharing and other social
skills with each other.
Answers simple questions.
Follows directions that consistof more than one step.