Professional Documents
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Key messages
Observation,assessmentandplanningallsupportchildrensdevelopmentandlearning.Planning startswithobservingchildreninordertounderstandandconsidertheircurrentinterests,development andlearning. Observation Observationdescribestheprocessofwatchingthechildreninourcare,listeningtothemandtaking noteofwhatweseeandhear. Assessment Weassesschildrensprogressbyanalysingourobservationsanddecidingwhattheytellus.Wealso needtofindoutaboutchildrenscareandlearningneedsfromtheirparentsandfromthesewecan identifythechildrensrequirements,interests,currentdevelopmentandlearning. Planning Weplanforthenextstepsinchildrensdevelopmentandlearning.Muchofthisneedstobedone onthebasisofwhatwehavefoundoutfromourownobservationsandassessmentsaswellas informationfromparents.
Observation
Observationistheformaltermforoneofthemostimportantaspectsofday-to-dayprofessional practicewhenworkingwithchildrenofallages. Itishowwefindoutthespecificneedsofindividualchildrenbycarefullylooking,listeningand notingtheactivitiesofachildorgroupofchildren. Observationallowsustoseeachildasanindividual;thisisimportantforeverychildinwhatever settingbutevenmoreimportantinlargegroupsettings. Observationshouldbebothformal(planned)butmuchofitwillbeinformal(spontaneous)carried outasyouworkwiththechildren. Withoutobservation,overallplanningwouldsimplybebasedonwhatwefeltwasimportant,funor interesting(orallthree)butitmightnotnecessarilymeettheneedsofthechildreninourcare. Carryingoutregularobservationsisvitalbecauseitensuresthatweputthechildatthecentreof ourpractice. Wecandiscoverwhatnewskillsandabilitiesemergeovertimethroughobservation.Forexample, whenababyisabletositupsteadily,orayoungchildcanpourtheirowndrink,thinkabout somebodyelsesfeelings,assignmeaningstothemarkstheyhavemadeonpaper,orridea bicyclewithoutstabilisers. Observationenablesustoidentifyeachchildslikesanddislikesandtheirresponsestodifferent situationssuchascareroutinesornewpeople.
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Lookingweneedtounderstandwhatwearelookingfor.Thecard(s)andinformationonthisCDROMaboutchilddevelopmentwillhelpwiththis.Italsohelpsifyouhavesomeunderstandingof thechildscurrentdevelopmentandtheparticularwaythechildislearning,forexample,gathered throughinformationfromparents. Listeningwemustpayattentiontotheinteractionsoftheindividualchildwithdifferentadultsand betweendifferentchildren. Recordingwecannoteimportantfeaturesofthechildsresponses,behaviour,learningand developmentaccuratelyandassoonaspossibleafterobservingthem. Thinkingwethenthinkaboutwhatwehaveseenandthisleadsintoassessingandplanning.You canalsotalkwiththechildsparentsandotherpractitionerstohelpyouclarifyyourthoughts. Questioningwemaysometimesneedtoaskquestionsinordertoclarify,confirmorrejectideas aboutwhatwehaveobserved.Whereachildisabletorespond,ourquestionsmaybedirectedto them.Sometimesourquestionsmaybedirectedtotheirparents.
Being objective Looking,listening,recordingandthinkingallrequiretheneedforobjectivity:notallowing preconceptionstoinfluencewhatyouhaveobserved.Forexample,youmayhaveconcernsthatachild doesnotcommunicateveryoften,butkeepinganopenmindaboutthiswillmeanyouaremorelikelyto gatherbetterevidencetoeithersupportorclearupyourconcerns.Youmayfindthatalthoughthechild isoftenveryquiet,sheisusingbodylanguagethatisbeingignored,thatshecommunicateswellwith peersbutnotwithadultsorthatcertainactivitiesorinteractionsseemtomakecommunicationeasier orharderforher.Yourobservationswillalsohelpyourecognisethechildsneedsmoreaccurately andtoidentifyifthereisanycauseforconcern.Eachchildsemotionalwell-beinghasaverystrong influenceonthewaythechilddevelops,includingtheirabilitytolearn,tocommunicate,theirbehaviour, theircuriosityandtheirabilitytocopewithnewexperiences. Types of observation Thereareseveraltypesofobservationandthemethodyouchoosewilldependonwhatelseyouare doingwhileobserving.Mostoftheobservationscarriedoutinearlychildhoodsettingsareobservations wecallparticipantobservationscarriedoutwhileyouareplayingandworkingwiththechildren. Otherswillbeincidentalandspontaneousthingsyounoticedhappeningwhichyoufeltwere significantandshouldbenoteddownandsomeofthemwillbeplanned,whereyoustandback towatchthechild.Theseplannedobservationsusuallylastforanythingfrombetweenthreeandten minutes.Veryoccasionallytheymaybelongerifresourcesallow.Aimtowritebriefnotesatthetime. Sometimesitisnecessaryorhelpfultofollowyourbriefnoteswithafullerdescriptionafterwardsso thatasmuchaspossibleiswrittendown,andaslittleaspossibleismissed.
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Recording observations Manypractitionersusestickynotestojotdownbriefobservationsandthisisapracticalwayof recordinginformation.Youwillneedtowriteenoughinformationsothatanyoneelsereadingitcan understand. Photographs,tapeandvideorecordingcanalsobehelpfulandareanaccessiblewayofsharing observationswithchildrenandtheirparents. Youmayberequiredtouseastandardforminyoursetting,whichidentifiestheEarlyYearsFoundation Stage(EYFS)PrinciplesandparticularcommitmentssuchasChildDevelopmentorseveraloftheareas ofLearningandDevelopment.Theseformscanorganiseyourthoughtsandhelpyoudecidehow besttoidentifyareasinwhichthechildsdevelopmentisasexpected,aswellasthosewherefurther encouragementormoresupportmayberequired. Participant observations or planned observations Participantobservationsareobservationsyounotedownwhileyouarefullyinvolvedwiththechildren, notingdownsignificantthingsyousee.Althoughthismightbemostofwhatyouobserve,itisimportant thatsomeobservationsareplanned,sothattimeissetasideforyoutowatchthechildrenatplay.You willneedtofocusonwhatonechildisdoing,includinginthistheinteractionsshe(he)haswithothers around.Thistypeofobservationoftenallowsyoutogatheradifferenttypeofinformationabouthow thechildisrespondingtoyoursettingthanwhenyouarecarryingoutaparticipantobservation,asyou willseewhatthechildchoosestodoindependently. Thekeyissueisthatyoushouldobservechildrenonaregularbasis,atdifferenttimesoftheday, andallstaffshouldbeinvolved.Decisionsaboutachildsneedsshouldnotbebasedonjustone observation.Thismeansensuringthateachchildisobservedsystematically,overtime,bystaffand thatregulardiscussionstakeplacetoconsiderwhathasbeenlearnedtohelpyouplanforthechilds developmentandlearning.Anyconcernsshouldalwaysbediscussedwithparentsandcolleaguesto identifywhetherinterventionmayberequired. Withbabiesitmightbedifficultsometimesforthekeyworkertobetheobserverinaplanned observation,whencloseandindividualattentionisrequired,whenchildrenrequireahighdegree ofinvolvementorifyouareachildminder,andsopractitionersusuallyobservethechildtheyare withasaparticipantintheactivity.Ofcoursethismeansyoucanteasilyassessthequalityofyour owninteractionswiththechildandthereforeobservationscarriedoutbyanotherpersondoremain importantfromtimetotime. Occasionallyaprofessionalwhoiscollatingparticularinformation,suchasaspeechtherapist,maybe invitedintoobserveachild.Inthiscasetheymaysystematicallyobservewhichsoundsachildmakes. Other types of evidence of childrens learning and development Wemayalsotakephotographsorvideoachildwhentheyareinvolvedinsplashinginpuddles,orwhen theyaremakingmarksonpaperwhichtheytellusistheirwriting.Sometimeswewillretainevidenceof achildslearningbymakingarecordingoftheirmusic,theirstoryortheirsongs.Onotheroccasions wemayretainphysicalevidencesuchasphotographsofamodeloraweavingtheyhavemade,or piecesoftheirwork,suchasapicture. Considerthedifferenttypesofevidenceyouwillusetohelpyoumakeassessmentsandlearnabout thechildren.Aswellasyourobservations,youmaybeusingphotographsortaperecordings,for example,ofchildrentellingastory.Whenyouhaveidentifiedyourevidenceyoumaywishtoaddittoa recordofthechildsachievements,whichwillhelpyouensureyoukeepuptodateinformationabout eachchildwhichwillprovideawonderfulresourceforparents.
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Involving children Fromtheearliestage,thechildrenshouldbeinvolvedandthisispartoftheassessmentforlearning process(seebelow).TheUnitedNationsConventionontheRightsoftheChildArticle12statesthe rightofthechildtoexpressanopinionandtohavethatopiniontakenintoaccount,inanymatteror procedureaffectingthechild.Sharingthechildsrecordtogetherprovidesanidealopportunityfor celebratingachievementsanddiscussingfutureplans.Evenwithbabiesitisavaluablechanceto delighttogetherintheirachievements. Involving parents Parentsknowtheirchildrenintimately.Forpractitioners,therefore,buildingaclose,trustingand reciprocalrelationshipwithparentsneedstobeginbeforeachildstartsinasetting.Parentsneedto beinvolvedaspartoftheongoingassessmentprocess,sharingtheirviewsandobservationsabout thechildsdevelopmentwithpractitionersandbeinginvolvedinplanningwhatopportunitiesand experiencestoofferthechildnext. Whereappropriate,bilingualsupportservicesshouldbeemployedtoensureeffectivetwo-way communicationbetweenparentsandthesettingaswellastosupportchildrenslearning.
Assessment
Assessment for learning Assessmentistheprocessofanalysingandreviewingwhatweknowaboutchildrensdevelopment andlearningforexample,whatweobserved. Weneedtoaskourselves:whatdoesourobservationandanyotherevidenceoflearningwehave collected(suchasexamplesofthechildsmark-making,informationfromparents,aphotographwe tookorvideorecordingswehavemade)tellusaboutthechildslearninganddevelopment?Whatwas newsomethingwehadnotobservedbefore? Whenwedothisregularlywehaveevidenceofchildrensprogressovertimeandwegaininsightsinto childrenslearning,developmentandtheirneeds. Effectiveassessmentinvolvesevaluationordecisionsaboutthechildsprogressandtheirlearning anddevelopmentneedsandgivesustheinformationweneedtoplanforthenextsteps.Thisiscalled assessmentforlearning:itistheformativeassessment,basedonobservations,whichinformsor guideseverydayplanning. Otherformsofassessmentare:
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Planning
What next? Experiences and opportunities, learning environment, resources, routines, practitioners role.
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Assessment
Analysing observations and deciding what they tell us about children.
KEEP: understanding the individual and diverse ways children develop and learn.
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Planning
Therearethreetypesofplanning:
Typesofexperiencesandactivitiesappropriatetoyourgroupofchildrensupportingthedifferent EYFSPrinciples. Overalldailyroutineswhichwillinclude:babiesfeedingtimes,snackormealtimesforchildren, timeforunhurriedarrival,settlinginandleaving,provisionforoutdooractivitiesaswellas indoor,quiettimeortimesforrestorsleep,timeforstoriesandforindividualorverysmallgroup interactionwithstaff. Mainresourcessuchas:planningforroomareastoincludecomfortorquietareas,homecorners, messyplay,clearaccesstoequipmentforolderchildrentouseindependently(forexample,books atchildheight).Considerifthereisroomforbabiestomovearoundsafelyifthereislimitedphysical space,forexample,ifthesettingisinachurchhall. Planningforobservationandassessmenttofurtherevaluateindividualneedswithingroupsettings.
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Resourcesforexample,someofthechildrenmaywanttosetupasupermarketintherole-play areaandyouwillneedtoindicatethematerialsandequipmentthatwillbeneededforthechildren andyourself.Whatspaceorroomarrangementwillberequired,andwhathealthandsafety considerationswillbeappropriate?Howwillthisfitinwiththeneedsofyoungerchildrenwhomay notbedirectlyinvolved? PuttingthePrinciplesintopracticeyoumaydecidethatyouwouldliketointroducesomedifferent typesofmusicandsinging.Thiscanincludesingingtobabies,supportingtheminmovingtomusic orshakingrattlesalongsidetheotherchildren.YouwouldbefocusingonthePrincipleofLearning andDevelopmentandassesshowthiswouldmeetmanyofthesectionswithinthePrinciple,but alsohowthefunandenjoymentarisingwouldalsosupportAUniqueChildandengenderpositive interactions.Cookingactivitiesarisingoutofsomeonesbirthday,afestivalorothercelebrationis anothertypeofactivitywhichcouldbeincludedintheshort-termplanning,fittinginwithaparticular focusidentifiedbybothobservationsandknowledgeandunderstandingofthesocialandcultural environmentofthesetting.
Thefollowingtwocasestudiesillustratehowachildsdevelopmentandlearningcanbeobservedand howtheyhelptoguideplanningforfutureexperiences.
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KeythingsaboutHarrysinterests,hisphysicalskills,hisinvolvementforexample,howlonghespent happilyexploringthetreasuresinhisbasket.Thesecouldberecordedinanotebookandanything importantnotedtotellhisparents. What could be done differently or better to encourage Harry to explore: WerealltheitemsinHarrysbasketsuitableforhimtohold,suck,droporbang? WouldHarryhaveretainedhisinterestforlongerifhiskeypersonhadstayedcloseby? WasHarrydistractedbynoisesorbysomeoneelsetalkingtohim,ortryingtoengagehisattention? Evaluation: PractitionersreviewwhattheyhavelearnedaboutHarrysinterests,hisdevelopment,includinghis physicalskills,andhowheislearningfromexploringthetreasuresinhisbasket.Theycouldconsider whethertheirowninteractionwasappropriateforthisactivityitisusualtowatchandobservebabies silentlywhentheyareexploringtreasurebaskets.Theymayalsoconsiderwhether,bytheendofthe sessionalltheresourcesarestillsafeandwhethertheyareappropriateorneedsometobeaddedor takenaway.TheycanthendecidetheirnextcourseofactioninplanningforHarryandtheotherbabies inthegroup. What the practitioner might do next: IftheylearnedthatHarryseemedtoliketheshinyobjectsbesttheycouldplantoprovidemoreshiny materialsandobjectsforHarrytoseeorplaywithindifferentareas,perhapsprovidingasimplestring ofshinyobjectsforhimtowatchwhenheisoutside,oralternativelygivingHarrystrongshinypaperto explorewhenheisonthefloor.
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ThistableshowshowthePrinciplesofEYFSsupportHarrysdevelopmentandlearning. A Unique Child Harryisabletomake choicesandiskept safeandprotected byasensitive, knowledgeableadult. Positive Relationships Heisabletobe independentwiththe adultssupport. Enabling Environments Observinghelpsthe adultfindoutifHarry isbenefitingfromthe careandlearning opportunitiesonoffer andwhetherwhat isbeingprovidedis appropriate. Learning and Development Harryisfindingout thepropertiesof objectssuchaswhat theyfeellike,their weight,whatthey cando,whathecan dowiththemand howtheybehave whenhehandles them. Thisactivityallows theadulttogive uninterruptedtime toHarry,supporting hisPersonal,Social andEmotional Development(PSED). Theymaynotice howHarryshows hisfeelingssuchas pleasure,interest, excitementor frustrationPersonal, SocialandEmotional Development(PSED). Suchactivitiesalso encouragehand eyecoordination Physical Development(PD). Heshowshisability tocommunicateby sharinghisinterestin objectswiththeadult throughshowingand pointing. Harryisableto exploreandbe interestedinthe itemsinhisbasket becauseheisin thecareofaknown adult. Theenvironmentis setupinsuchaway thateventhough Harryissoyoung heisabletomake choicesaboutwhat hewantstodo. Althoughheisina quietplaceforthis activityhecould, ifhewished,find somethingelsetodo. IfHarrylosesinterest inhisbaskethis keypersonwill recognisethis throughobserving hisbodylanguage andresponding toanysoundsor movementsthat expressthislackof interestPersonal, SocialandEmotional Development(PSED); Communication, Languageand Literacy(CLL).
Adultshaveprovided avarietyoftextures andshapesinthe basket(soft,crinkly, squashy,hard, smoothandsoon). ThisallowsHarryto discoverdifferent texturesandwilllead tohimbeingableto usethesecreatively inthefuture.
Harryisgiventime andspacetoexplore safelywithabasket thatisataheighthe caneasilyreachand thatissturdyso thatitdoesnottip overwhenheleans onit.Theresources areclean,pleasant andinteresting.
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appropriateareaforthis.ThepractitionerscouldencourageAyeshatothinkabouthowBoomighthave feltbeinginhisbasketandthenatthevetsandcouldthenprovideresourcesforchildrentotransport sickpetstoandfromthevetssurgerytotheirownhomes,atthesetting. ThistableshowshowthePrinciplesofEYFSsupportAyeshasdevelopmentandlearning. A Unique Child Thisactivity encouragesAyesha tobeseenasan individual. Shehasasenseof herownseparate identityandherlife athomewithher familyandherpet andthisisimportant toher.Sheis allowedthetime andencouragement totalkabouther feelings,which encouragesher emotionalwell-being. Positive Relationships Ayeshaisgivena voiceandlearns thatshecanbe listenedtobyadults andotherchildren. Thisisalsovery powerfulforthe otherchildrenwhen theyhavetheirturn totelltheirstory. Ayeshagainsmore confidenceinthe adultsbyhaving theirsupportand encouragementand byherkeyworker(or mostinvolvedadult) givingherprompts andsupportbyfacial expression,body languageandverbal encouragement.This activityencourages positiveinteractions betweenthestaffand thechildrenasthey tellandlistentoeach othersstorieswith theadultsshowing howtorespect thestory-tellerby listeningtothem. Enabling Environments Theobservation helpsthestaffin promotingresources thatencouragethe children.Theyrealise thevalueofthe specialstorychair andhowitmakesthe childrenfeelwhen sittinginit.Thestory chairisseenasan importantpartofthe environmentand childrenknowthatit isvalued. Learning and Development Thisactivityhelps everyonerecognise thateachchildisa valuablecontributor tothegroup Personal,Social andEmotional Development(PSED). Italsoprovides opportunities forspeaking andlistening Communication, Languageand Literacy(CLL). Ayeshashowshow safeandsecureshe feelsandthisactivity mayalsohelpherin formingrelationships withtheother childrenPersonal, SocialandEmotional Development(PSED). Thisactivitydrawson personalexperiences andalsoteaches boundaries,such ashavingtostop speakingatsome stageandletting someoneelsehave aturn. Thechildrenare encouragedtobe abletothinkabout time:Whendid Boogotothevet? Knowledgeand Understandingofthe World(KUW).
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References
UnitedNations(1989)Convention on the Rights of the Child,UnitedNations,NewYork.
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