Time: 8:00 am

During the morning drop off time I spoke with Andre's mom. I asked her if she is not in hurry, I'd like to ask her some questions about Andre and she said, "she is not in rush, we can talk". I asked her about Andre's favourite toys to play with at home and his other interests. She told me Andre like to play with Cars. He would spend a lot of time rolling the cars back and forth while lying down on the ground. She told me Andre also likes to read books and enjoys looking at the pictures in books. She said he usually repeats the words when they read books together. I then asked her about Andre's social interactions at home apart from his parents and grandparents. She told me Andre do not have any siblings or cousins to involve in social interaction. He plays by himself with his toys at home. Andre sometimes visits local park with his grandparents.

Time: 2:00 pm

I decided to discuss the information I gathered from Andre's mom with the Room Leader. I spoke with the room leader about my conversation with Andre's mom. I told her I asked few questions to Andre's mother about how he is at home and what are his interests and what does he enjoy playing with. I told the room leader I got to know what Andre is like at home, but I was curious to find out about his interactions with his peers and educators at day care as well as his interests. what does he enjoy most. I also asked the room leader if she thinks that Andre needs any developmental support. According to the room leader, Andre likewise spends the most of his indoor time at day care in the transport area. She mentioned that although he usually plays by himself, but he can follow instructions during transitions such as putting away his belonging. She also mentioned that Andre mostly watches or observe other children playing or engaging in activity. However, if a child or Educator approaches or encourages him to join, he often refuses to do so. According to the room leader Andre has strong relationships with his educators. He would call his educators name and likes to hold hands and sit with them. The room leader told me that Andre needs support with his language development and self-regulation skills. She said that on occasions when Andre is upset or wants to play with a specific toy but is unable to, he can throw things onto the floor, such as if he has his piglet with him, he will throw piglet on floor in an act of anger and starts crying. She also said that Andre needs support with his social skills because does not play along any children or engages in any group activities. He prefers to spend time with his educators or play by himself.

Time: 8:30 am

After the drop off Andre got upset and started crying. One of the educator comforts him and Andre asks the educator to pick him up. He repeatedly says, "Cuddle, Cuddle". The educator picks him up and Andre stops crying while resting on to the educator's shoulder. After a while Educator asks Ander if he would like to read books? Andre says, "yes". Andre sits next to educator on floor and read books together.

Time 8:45 am

Educators set up painting table for children. Most of the children engages in painting activity. Educator encourages Andre to join in, but Andre prefers to observe and refuses to join in. Andre reaches his locker and takes out his soft toy piglet.

Time 9:00 am

Educators inform children that in 5 min it's nappy change time. Andre repeats after the educator and says, "Nappy Change time". Educator asks Andre to come for nappy change Andre puts aways his book and walks toward the toilet for his nappy change. Educator asks Andre, "Did you do Poo"? Andre says, "No Poo, No Poo". Educator asks Andre, "would you like to sit on the toilet? Andre nodded his head". After sitting on the toilet Andre washed his hands and kept talking in mandarin. The educator questions Andre, "what are you saying in mandarin"? Andre says, "wash hands, soap wash hands". Andre ran back inside the room and continued reading his book.

Time 9:30 am

At 9:30 am the educator calls children for morning tea. All the children grab their drink bottles and sit on the table including Andre. Andre wants to keep his piglet with him on the table. But the educator asks him to pack away his piglet in his locker. Andre does not want to pack away his piglet. The educator explains to Andre that it is morning teatime no toys on the table. But Andre still refuses to pack away his toy. Andre throws himself on the ground and started crying. The educator then suggests Andre, how about you put your piglet in the drinks trolley, and you can take it back after having your morning tea. Andre agreed to put his toy in drink bottle's trolley and sits down for morning tea.

EVENT SAMPLE Document an example of a challenging behaviour you have identified above (Remember: the behaviour is the 'event').
Date: Time behaviour event started: Time behaviour event finished:	A What happened immediatelyBEFORE the behaviour event? (trigger)	B What happenedDURING the behaviour event?	C What happened AFTER the behaviour event? (consequence)

CRITICAL REFLECTION Discuss your observations and the information you have gathered about the child with the Lead Educator. Collaborate with them to answer the following questions and document your responses below.
Topic to discuss	Summarise the discussion and your collaboration with the Lead Educator about your observations of the child
Review all the information you have gathered about the child and any current information the service has about the child. Consider the possible causes of the behaviour or any influencing factorse.g., developmental inexperience, not feeling a sense of belonging, changes to physical and social environments, the ability to meaningfully participate in learning experiences
How frequent and intense is the behaviour?e.g., how long does it last on each occasion, has the behaviour gotten worse, has it improved
What patterns or triggers are evident that contribute to this behaviour?e.g., loud noises, change in routine, transitions, is it the same time everyday
How do the physical or social environments impact the child's behaviour?e.g., grouping of children, physical layout of room, daily routine
What barriers or challenges to learning are evident for this child and prevent them from interacting positively in the curriculum?e.g., child has difficulty concentrating, is unable to participate in group discussions