Early Childhood Language and Literacies

Assessment Task 3
Report- [Observation of a
child’s developing written,
visual, spoken, multimedia,
and performance text
awareness.]
EDMAS6032 Early Childhood Language and
Literacies

Key points
about the
assessment
task
Purpose:
To build understandings of children’s language and
literacy development in the first three year (0 – 3 years
of age).
How:
Observation of three focus children (0 to 3 years)
Collection of documentation as evidence
Plan, implement, assess and evaluate indoor and
outdoor experiences that focus on children’s language
and literacy development
Demonstrate understandings via a written report to
highlight findings.
Strong links to academic literature and curriculum
documents to support discussion.

Instructions:
During the first three weeks of professional experience you
will need to choose three focus children (aged 0 – 3 years) and
document a series of observations that focus on early
language and literacy development.
Observations and other evidence will demonstrate elements
of mark making, verbal communication, role play, use of digital
technologies, and responding to visual images etc.
Learning experience plans indicate planning, implementation,
assessment and evaluation of indoor and outdoor experiences
that build on the three children’s oral language and literacy
development.
The written report will summarise the three focus children’s
language and literacy development and how the planned
experiences support further development of language and
literacy.
Draw on data and evidence gathered and the learning
experience plans (in appendices) to support the discussion.
Use academic literature and curriculum documents to enhance
the written report.

Inclusions (add as appendices)
Observational documentation Fully developed and evaluated
learning experience plans

Developing the Report [2000 words]
Introduction to Report [250 words]
Brief description of the centre (Consider confidentiality of
the centre families and children)
Description and Analysis of each focus child and their
language and literacy development
Child 1 [250 words]
Child 2 [250 words]
Child 3 [250 words]
Intentional teaching strategies that enhance language and
literacy development [500 words]
Evaluation tools that gauge language development [500
words]
References (academic literature and curriculum
documents)
Appendices (with documentation)
Important
points
Maintain confidentiality of the early
childhood centre and the children by:
Assigning a pseudonym for the center and
ensuring descriptive elements do not indicate
actual location.
Assign a pseudonym of each child and take care
to ensure the description of the child is
respectful.
Remove any identifying information from the
data gathered.
Use ELYF or VEYLDF
Use a wide range of references to support
the written report

Observation
evidence
examples
Anecdotes
Dialogue/Conversation – child,
parent, teacher or educator
Jottings
Learning Stories
Learning Activities
Photo observations with
explanation
Running Records
Work samples – photos of mark
making, drawing, painting,
Indoor and outdoor experiences
What type of evidence is this?
How would you write about what you
see?
What might this child know about?
What are the important elements for
planning?
Freddy (eight months).
What type of evidence is this?
How would you write about what you
see?
What does this child know about?
What are the important elements for
planning?
“Colours” by Freddy aged 2.5
Freddy, aged three, ‘reading’ to
a soft toy.
What type of evidence is this?
How would you write about what
you see?
What does this child know about
books?
What are the important elements
for planning?

Permission to Observe
PROFESSIONAL EXPERIENCE
PLACEMENT – PERMISSION TO
OBSERVE
PLEASE INCLUDE A COPY AT THE END
OF THE APPENDICES
DOWNLOAD FROM THE
PROFESSIONAL EXPERIENCE MOODLE
SHELL IF YOU DO NOT HAVE A COPY