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How To Write Observations Using EYLF Made Easy! | Storykate | YouTubeToText
YouTube Transcript: How To Write Observations Using EYLF Made Easy!
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Core Theme
This content provides a practical guide on how to write effective observations for early childhood education using the Early Years Learning Framework (EYLF) and its core document, "Belonging, Being, Becoming." It emphasizes using observations to analyze children's learning and development, particularly in numeracy, by linking them to EYLF learning outcomes and principles.
hi everyone and welcome to story time
with kate
let's talk about observations and how to
use eylf or early ease learning
framework to write successful
observations so here i drafted an
observation for you to help you with
understanding how i'm using a wildlife
and how i'm teaching my students who are
doing certificates three and diploma of
early childhood education and care
and bachelor students how to write
observations and use our key document
which is belonging being becoming
for analysis so this is the learning
story about two boys named lucas and aaron
aaron
aaron and lucas are both are interested
in numbers so it's
as you can see a very simple learning
story it starts with spontaneous
teaching moment and develops into some
interesting experience
so every learning story usually has a
title in my case i just named it
the biggest number because that's what
the story ends up with let's read it
together and then open uilf to see how
it can be useful for analysis
yellow notes
it all started with you both showing
interest uh in me writing something on a
posted notepad
had a range of pants and you both seem
to be intrigued by the smooth movements
of gel pen
lucas you noticed yellow paper i was
using and ask if you can use it
offer the pack of
post-it notes
you both started to experiment with pens
lucas drew a very detailed number and
one circle next to it
was it a zero or just a circle
aaron joined
aaron joined in and wrote numbers in
order one two three then you added one
and two circles zeros
what is this number lucas seemed
interested a hundred i said a hundred
wow aaron seemed quite excited to hear
that you both kept drawing numbers and
this time lucas wrote one and three
zeros can you guess what number is that
it's a very big number lucas invited us
to play guessing game you both kept
writing down the numbers with one and
many zeros for example one thousand ten thousand
thousand
one hundred thousand it fascinated you
that numbers change when you just add zeros
zeros
to further support your interest and
engagement i asked if you know what is
the biggest number in the world
and lucas looked puzzled while aaron
also had to sing
finally lucas exclaimed i know it's 10
10 10 10.
so this is the story this is evidence so
that's how you can document something
that might start as a jorting and then
evolve into more interesting
observation with analysis so learning
story is different from any type of
other observations because it is usually
social cultural so it involves children
as you can see
lucas and aaron it also sometimes talks
to children and their families it
celebrates learning and captures
meaningful moment of learning
so here you also can see that i included
both children and it's not just one child
child
so learning story is always inspired by
the ideas of vygotsky that children
learn from each other and alongside each other
other
so this is our story now we need some
analysis in my original story i do have
analysis but here i decided to leave it
uh open-ended so so we can think of what
does it mean for us in terms of learning
what do we see in these observations and
a lot of my students sometimes struggle
to find what they see so if you look at
our ey lf
yeah it says that um children um
educators and play-based learning all
these terms are described in the ey lf
and this framework has a vision yeah
which consists of three main ideas
belonging being becoming if we look at
these three ideas to start our analysis
so you can see that experiencing
belonging means that children belong to
family cultural group neighborhood or
wider community
so if i know these children i can see if
they're actually showing me that they are
are
experiencing belonging when they are
involved in play they basically show
that they feel very comfortable in the center
center
being is also a very important concept
so what does it tell us about these
children's sense of identity
are they interested in mass is it their
passion do they do math outside of preschool
preschool
also if you look at becoming this is
probably the most relevant key idea here
for our analysis can we use it
children identities knowledge
understandings capacities skills and
relationships change during childhood
they are shaped by many different events
and circumstances becoming reflects this
process of rapid and significant change
that occurs in the early years as young
children learn and grow so we can see
that children may need this cultural
knowledge of mathematics and numbers
because society requires it and it's
considered to be valuable by their
families if you know
lucas and aeron background and they are
from chinese australian families you
would also see that this knowledge yeah
about math
might be valuable also writing literacy
pre-literacy early emerging literacy
also might be part of them becoming more
competent learners so i will definitely
use this idea and how i'm going to use
it i can actually include the whole
quote in my analysis when i write to the feminists
feminists
use a ylf to educate a parents on
learning because this document has
professional language that we can share
with the families
now if we move to the next section it
talks about uh learning outcomes yes so
i'm going to
move towards
this table and you can see that outcomes
learning outcomes are in green so we
have five learning outcomes children
have a strong sense of identity children
are connected and can contribute to the
world children have a strong sense of
well-being children are confident and
involved learners and children are
effective communicators just looking at
our observation about numbers what
outcomes do you see in this observation
so we have children who are using pen
and post-it notes to write numbers and scribble
scribble
so they are communicating with each
other but they also communicate through
writing yeah and discussions if we go back
back
we can look at outcomes and we can see that
that
based on our observation we can
definitely link it to children are
confident and involved learners because
they are quite engaged in what they're
doing and children are effective communicators
communicators
because they're using pre-writing skills
they use pen to write and they also
communicate through symbols
what i notice though as a teacher and
supervisor that people do not go beyond
this analysis while eylf actually has
all this language for us that helps us
to add uh depth to our analysis
let me uh show you what do we want
children are confident and involved
learners yeah so and if you see that
children use processes such as
exploration collaboration and problem solving
solving
look at this observation again that i
created and think about whether this
shows some element of collaborative learning
do these children lucas and aaron are
learning together
does it show exploration of numbers can
you write it down
can you use this phrase problem solving
yeah when it comes to numeracy because i
asked them what is the biggest number
and there was thinking involved so also
you can see here that this outcome
children are involved learners talks
about dispositions whenever you start
your observations as a student or as an
experienced educator working in the room
think about how you can link this to
your observations our children
demonstrated curiosity
are they demonstrating persistence when
they are trying to solve the problem or
undertake the task
is there a certain level of creativity
involved in answering the question what
is the biggest number you remember that
lucas said 10 10 10 10.
it's not
a correct answer yeah but it is a
creative answer
so children are effective learners
because they are able to transfer and
adapt what they have learned from one
context to another and locate and use
resources for learning so these children
obviously used another adult me as a
resource for their learning they also
were able to transfer the knowledge
about mathematics and numbers from their
family in community context to the
context of early childhood education and care
care
so you can see that children are
confident here and you can write it down
because they're increasingly taking
responsibility for their own learning
personal regulation and contribution to
social environment
you can definitely say that these
children are demonstrating
learning styles that are preferred so
they do show interest uh and commitment
for uh inquiry because when they write
numbers they're curious about what these
numbers mean so even starting with this
description of the outcome you can
already add to your analysis a lot of expressions
expressions
but look at this gem so these tables
from ebf are just perfect for any
beginning educator who is writing observations
observations
children develop dispositions for
learning i already talked about it so
for example children were quite
enthusiastic and they demonstrated their
confidence in numbers they also
demonstrated curiosity uh what are the
biggest numbers here
children develop range of skills and
processes such as problem solving inquiry
inquiry
experimentation if you do not know any
of these words it's worth researching
what hypothesis sizes is and in this
case children did
have this process as well
researching so we didn't do research but
we could get the book and find out what
is the biggest number from the book or
ipad investigating yes so all these
wonderful processes could be added to
your analysis so i already mentioned the
children able to transfer and adapt
knowledge from one context to another
and also you can see that they resource
their learning through connection with
people place technology and natural and
processed materials in our case pens and
post-it notes and also a person who is
more knowledgeable other
can be used as a resource for their
learning about numbers but look at this table
table
to the left
when you are writing about lucas and
eron you can say that children expressed
wonder and interest in the environment
when they show uh curiosity about
post-it notes and pens that i had
are they curious and enthusiastic
participants in blaine learning when
they kept writing numbers
uh even if no one asked them to
uh do you think they used this uh play
which is literacy play to investigate
imagine and explore ideas about numbers
did they follow their interest in
numbers with enthusiasm energy and
concentration definitely
did they contribute to play experiences
emerging from their own ideas yes both
boys were playing the shop before and
then they switched to numbers and
exploring numbers uh and the biggest
numbers they also participated in
inquiry-based experiences and busier yeah
yeah when
when
they were able to write
more and more numbers so this is really
great help for you for any experience
you set up with children observe
children and you think about i don't
know what to write now let's look at
another one children develop skills look
at this um column on the left and see if
you can apply any of these uh dot points
to your analysis for example
do you think they used a variety of
thinking strategies to solve problem
that i post for them what is the biggest
number do you think they were able to
record and communicate mathematical
ideas and concepts
definitely yeah did they make
predictions what's gonna happen if you
add another zero to one
and generalizations yeah so do you think
this was um used
used
did they use mathematical language and
symbols you can write it down that both
lucas and aaron used mathematical
language and symbols when they talked
about numbers
they also were able to manipulate
objects and used maybe trial and error
uh or contribute constructively to
mathematical discussions and arguments
yeah so you can see that these are your analysis
analysis
uh expressions that you might struggle
with if you look at the next sub outcome
for children transfer and then adapt
knowledge from one context to another
you also can see how they make
connections between experiences concepts
and processes
maybe they already were reading a book
about numbers so you can clarify that
but when they are talking together they
engage with and construct learning with
me an educator and between each other yeah
yeah
one of the boys was able to mirror the
practices and actions of other
boy yeah
also you can move to the next sub
outcome and also see if there is
anything that you can apply here yeah i
can see
that they were using some
tools yeah in this case pens and pencils
or pen pens and um
post-it notes
they also were exploring ideas using
imagination creativity in play
if we look at the next outcome children
are effective communicators it's
explicitly talking about numeracy and
literacy and this way you can use the
language from eylf to add to your
analysis for example when you share this
observation with parents you can
basically copy some of these phrases to
explain to them that writing numbers
at this age is basically
numeracy numeracy as you can see is a
capacity confidence and disposition to
use mathematics and daily life children
bring new mathematical understanding
through engaging with problem solving
it's essential that mathematical ideas
with young children interact are
relevant and meaningful in the context
of their current lives for example when
you will continue learning about big
numbers with these children by measuring
things they will be are showing interest
in or
waiting things on scale or playing shop
so but educator in this situation could
have a rich mathematical vocabulary for
example biggest number google uh
addition um i don't know
two digit numbers etc
so you could accurately describe and
explain children mathematical um ideas
to support numeracy development so you
can see you can use these phrases
numeracy development this is what you
see here you also see understanding of patterns
patterns
numbers yeah
and uh as they explore the world
mathematically so use these words yeah
for your analysis here because powerful
mathematical ideas and children become
numerate so a lot of students as i was
saying struggle what do i say i can see
obviously that learning is happening but
the analysis sometimes is superficial
what is important as well that positive
attitudes and numeracy are essential for
children successful learning and you can
add it to your analysis as well and then
looking at sub outcomes here children
interact verbally and non-verbally you
will find a lot of
relevant phrases for example use
language to communicate thinking about
quantities to describe attributes of
objects and collections and to explain
mathematical ideas right so you also can see
see
that children are able to uh let's look
at this next one
express ideas using a range of media for
example in my case they used symbols of
numbers yeah they used drawing to
express their ideas about numbers but
they also used approximation of not
letters but numbers and actually it was
an approximation as you can see these
boys were absolutely capable of writing
numbers okay
now let's look at this one so this one
is children begin to understand how
symbols and patterns symbols systems
work patent systems in our case is all
about numeracy and numbers you can see
they use symbols to make meaning because
1 and 0 makes 10 and 1 0 0 100 and they
do understand that numbers they do have
meaning yeah you also can see a lot of
other interesting things here from this
particular sub outcome
huh use this expression so now if you
look at um this learning story again
now if you will add this a part that we
yeah
you can now write down a lot of things
that we discussed for example you can
start with big ideas so becoming yeah so
children are becoming
um becoming
more uh literate yeah in a way numeracy
uh so that's number one and you can
explain it a little bit more i also uh
suggested that the theory constructivism
suggest that children acquire
knowledge by construction yeah
yeah
and uh this was evident when aaron and
lucas interacted with each other and
with the teacher and environment
think about mathematical mathematics as
an active process that can be learned
through shared experience with peers
adults through plane scaffolding
you can say that it was amazing to see
the investigation and exploration of symbols
symbols
yeah which is numbers in our case
what also you observed the use of
and understanding of ordinary numbers
you also can see that
children have rich
understanding of mathematics already and
you can see that they have very good
curiosity about the world and big
numbers now think about what would you
do next how would you approach this
experience what would be the experiences
you will include how would you further
scaffold children's interest
about numbers so i did write that i'm
going to add
this and the big numbers in their
shopping area for example 100 200 300
and etc i also will add clipboards
everywhere so these children can write
but again if you are struggling with
what to do look at this right column and
it does give you ideas of examples of teachers
teachers
intentional teaching and examples of
what teachers can do they can provide
them with wide range of everyday
materials to sort they might actually
engage them in discussion about symbol
systems money how great this is giving
you examples and ideas and musical
notation and time
you see you also can encourage children
to develop their own systems yeah and
provide them with opportunities to
explore culturally constructed symbol
systems if you remember these boys are
chinese australians so we can ask
parents to provide us
more information about numerals uh in
mandarin or cantonese and that would be
a good extension so i hope this helped
you to understand how to use eyelf as
one of the most important documents for
analysis of your observations and for
writing more interesting and more
professional observations
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