Observation: Anecdotal Record Child: Alex Age: 2 years 5 months Gender: M Date: 21 June 2021 Location: In the room Recorded by: Nicole B Observation: Alex was sitting by the table and on the tabletop, he was playing with a car. Alex realised that a person was missing on the fire truck and told the educator that 'a person is missing'. The educator saw that another child, Joshua, had two toy people and was hoping that Joshua could pass one to Alex. Alex, realising that Joshua was still not ready to let go of one person to him, got upset and started crying. He insisted that he 'Want one now!' even though the educator tried to explain to him, his friend will pass the person to him when he is done with his play. Alex was still insisting to 'have one person now!' As Joshua had already moved to another part of the room and Alex would not stop crying, the educator asked Alex if he would go with her to ask Joshua again. Alex agreed with that idea, and they walked over to Joshua. However, Joshua was firmly not ready to let go of the two figurines and the educator had no choice but to redirect Alex to look for other person, even though Alex was aware that the only two people who could fit in the fire truck were the ones Joshua was holding onto. The educator was showing Alex that it is important to respect others. She stayed with Alex and recommended other play ideas until Alex was ready to move on. a Behaviour analysis: include triggers or consequences that cause or maintain the behaviour Is the behaviour age appropriate? Describe the reasons for behaviours seen. Discuss how the educator impacted the behaviours seen. b Describe at least two possible (2) contributing factors to the child's behaviour, i.e., the service's environment/curriculum, recent events, child's history, actions of others, or developmental or emotional reasons. C . Identify strategies used by the educator to support the development of pro-social skills. d. Short-term goal (1-2 weeks): Ensure goals also consider the needs of other children who may be affected by behaviours. e . Strategies to achieve short-term goal: Goals need to support pro-social skills development and self-regulation and suit the needs of the individual child. Include at least one (1) strategy that involves collaborating with children to develop alternative responses and respectful interactions and behaviour. f. Long-term goal (3-6 months): Ensure goals also consider the needs of other children who may be affected by behaviours. g. Strategies to achieve long-term goal: Goals need to support pro-social skills development and self-regulation and suit the needs of the individual child. Include at least one (1) strategy that involves collaborating with children to develop alternative responses and respectful interactions and behaviour. h. Strategies to collaborate with other educators for implementation: Provide three (3) strategies, approaches or recommendations you would share with other educators to support the implementation of the goals and strategies identified above. I . Strategies to collaborate with the family: Describe how you would collaborate with the child's family to implement the short-term goal and strategies you've identified