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Observation and assessment lo

"Wow, that's a great digger Thomas! What can it do?" Thomas: "Dig!" and pretended to dig with it. The assistant observed that Thomas was interested in construction vehicles and digging. She assessed that he was developing his imagination and language skills. For planning she suggested adding more construction vehicles and materials like sand and water to the outdoor area. This would support Thomas' interests and help develop his physical, communication and literacy skills through role play. The key worker discussed this with Thomas' parents who said he also enjoyed building with blocks at home. They agreed to the new resources and that the key worker would observe Thomas using them to see how his skills progressed. © Hodder &

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Observation, Assessment and planning Unit 7
Time: 10 mins • Look at the perception activity images provided by your teacher. Can you say the names of the colours written in the Stroop test? What can you see in the other pictures? • Discuss your results with the rest of the group. © Hodder & Stoughton Limited Starter Activity
• LO1 Understand the observation, assessment and planning cycle. • Define the terms observation and assessment • Identify what is meant by the Hawthorne effect • Explain how observations are used for children aged 0-5 years D1 • Discuss the observation, assessment and planning cycle C2 © Hodder & Stoughton Limited
Definition Think pair share to define: What is observation? What is assessment?
Skills for observation What do you think you will need to consider before and while you are observing? Silent Debate https://www.youtube.com/watch?v=vJG698U2 Mvo http://www.theinvisiblegorilla.com/videos.html
Hawthorne Effect http://psychology.about.com/od/hindex/g/def_hawthorn.htm
Why are observations completed? D1
to plan for individual children’s needs for early intervention to review the environment during transition when working in partnership.
Complete your Hand- out to support D1
C2
EYFS (2014) states C2 You are required to read through page 3 of the EYFS to state what is shows about: • The importance of observation • How observation will inform your planning • Methods to record observation Record on the Padlet.
• Time: 15 mins • Create your own observation, assessment and planning cycle diagram. • Include: • An image to show the cycle process • A clear description of each element of the cycle. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle C2
• Time: 15 mins • Discuss how the observation, assessment and planning cycle will help practitioners to plan for a child who is about to move up to a reception class. • Consider: • The age and stage of the child • The individual needs of the child • Child cantered planning • How you will use your findings from observations that you have carried out. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle D1, C2 Extension Activity
1. Describe three reasons for carrying out an observation. 2. Explain why is observation, assessment and planning are described as a cycle. 3. Give a detailed description of each element of the cycle: – Observation – Assessment – Planning. © Hodder & Stoughton Limited
• Complete your grid to: • D1 Provide an Explanation of the use of observations of children must include a range of relevant reasons to show understanding of how and why observations are used. • C2 Add a detailed Discussion to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning. Assignment Task
Observation, Assessment and planning Unit 7
LO2 Understand professional practice in relation to the observation of children • Time: 10 mins • Have you ever misunderstood or misread a message? • Consider: • Text messages • Text speak • Emoticons • Emails • Written messages • Illegible handwriting. © Hodder & Stoughton Limited
• LO2 Understand professional practice in relation to the observation of children. • Discuss the need for confidentiality and objectivity during the observation process. C1 • Explain reasons for maintaining accurate and coherent records and reports. D2 • Identify factors to consider when observing children. D3 • Evaluate the need for objectivity when observing children. B3 © Hodder & Stoughton Limited
Gaining Permission
Confidentiality C1
• When working in partnership, records must be kept in accordance with policies and procedures and all records must be kept in line with the Data Protection Act 1998. • Confidentiality when maintaining records is essential and all records must be securely stored and only shared with those who need to know. • If records were not kept confidential then policies, procedures and legislation could be breached. • Confidentiality © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1
Group activity • Time: 15 mins • Describe the confidentiality policies and procedures within your setting. • Consider: • Written information • Emails • Phone calls • Storing information • Access to information. • What may happen if a child’s details were not securely stored? • What may happen if the minutes of a team meeting about a specific child were left lying around? © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1
Subjectivity V Objectivity B3 Choose the most objectivity statement • Jack is in a temper. • Jack is thumping his fist on the back of the chair. He is screwing up his eyes & turning his back to the teacher.
Subjective Objective Harry is angry She picks up the pencil with her left hand Alice is upset He puts the spade in the sandpit John cries loudly Beau is nervous May lifts her spoon to her mouth Tim stamps his feet • Should observations be subjective or objective?
Why do we need to be objective when observing children? Complete your grid
• When working in partnership there will be records of all meetings and these will be completed in accordance to the policies and procedures of the setting. • Minutes should be kept of all meetings and these will identify any action points and who is to complete these. • Meetings may raise the need for referral and this will need to be accurately documented. • All of these documents will show what has been said and done and by whom. • Keeping records © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
• Records must be accurate and coherent. • Written records will document exactly what has been said and done and therefore need to be completely accurate. • If records are hand written then the writing must be legible and contain accurate spellings and information. • If possible, it is always good practice to type up hand written notes after the event. The hand written and typed notes can then be kept together if necessary but the typed version will be easier to share. • Keeping records © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
Pairs activity • Time: 15 mins • Discuss situations where you have had to write up notes. • Consider: • Observations • Meetings • Instructions • In class. • Can you read and understand your own notes? • What impact may this have when working in partnership? © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
Factors D3 • hunger/tiredness • changes to the settings usual routine • distractions within the environment, e.g. noise or temperature • well-being of the child(ren) or observer. Move around the room and write your thoughts as to what would need to be considered under each heading and why.
• There are many factors to consider before, during and after observing children, these include: • Gaining the appropriate permission • The health and well-being of the child • What the child is doing • The individual needs of the child • The purpose of the observation. • Some of these factors may affect the outcome of the observation. • Factors to consider when observing © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D3
Group activity • Time: 15 mins • Discuss each of the factors shown below and explain why they may impact on the observation of a child: • Gaining the appropriate permission • The health and well-being of the child • What the child is doing • The individual needs of the child • The purpose of the observation. © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D3
Extension activity • Time: 15 mins • Imagine a child who is playing in the sand pit with diggers and trucks. Write up 2 observations of the same child and situation, and use no more than 100 words in each. • Observation 1 should be objective and only include facts. • Observation 2 should be subjective and include opinion and personal views. © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1, D2, B3
1. List three reasons for accurate record keeping. 2. Describe two examples of when it may be difficult to read records. 3. What is the importance of being objective when observing children? 4. What ways can we be confidential when observing and why is this important? © Hodder & Stoughton Limited
Produce a power point presentation to: C1 Discuss the need for confidentiality and objectivity during the observation process you must include: valid reasons for maintaining confidentiality appropriate sharing of information gained from observations Safe storage of observations/information. D2 Explain reasons for maintaining accurate and coherent records must include an explanation of : clarity of information to inform others legal requirements Support for informed decisions/future planning. D3 Identify Factors identified for consideration when undertaking observation of children should include: hunger/tiredness changes to usual routine unfamiliar adults within the environment distractions within the environment health of child/observer. B3 Evaluate the need for objectivity when observing children should include: avoiding bias/objective observation accuracy of assessment and recording. Assignment Task
Observation, Assessment and planning Unit 7
Starter Activity • Time: 10 mins • How many different observation techniques can you think of? • Board blast © Hodder & Stoughton Limited
• LO3 Understand observation methods in relation to current frameworks. • D4 Explain observation and planning requirements in relation to current frameworks. • C4 Evaluate observation methods: • media/photographic/video/audio recorders • snap shot/post-it • narrative/written record • check lists • event sample • time sample • sociogram • target child • child tracker/movement record • use of the above methods within Longitudinal Study. © Hodder & Stoughton Limited
• It is acknowledged as good practice that children are observed in a familiar environment. • This is promoted by the EYFS which encourages observation based assessments (Section 2) and that observations are assessed using the ‘Development Matters’ scales or the EYFS profile. • Current frameworks © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
Group activity • Time: 15 mins • In small groups: • Research other scales that may support the observation of children in particular areas of development • Summarise section 2 (2.1) of the EYFS to show what it recommends with regard to observations • Share the information with the rest of the class. © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
Group activity What methods of observation may you use to record child’s progress? How do these observations support the assessment of children’s progress? Conclusion National Curriculum EYFS Two year old progress check Early years Foundation stage profile My setting uses
Methods of observation C4 • What methods are you aware? media/photographic/video/audio recorders snap shot/post-it narrative/written record check lists event sample time sample sociogram target child child tracker / movement record use of the above methods within Longitudinal Study.
Media
Snap shots
Written Narrative • This is a descriptive account of what the child/children is doing. • It is an actual account, this makes your observation reliable and valid. • You have a set format of how this observation will look. It looks like a story.
Prepare to complete a written narrative.
Checklist observation • Simple and quick method to present information • Can be used for all areas of development • It can be used by parents and other carers • This method is used to check development against specific ‘milestones’ • There is a set format for this observation
Checklist Observation Task/Milestone Additional Information Hop on one leg Jump with feet together Pull self up without support Use pincer grip to pick up small item Use palmar grasp to pick up large item Catch a large ball
Event Sample observation • This is used for noting specific types of behaviour or events over a period of time. • The information is easy to read and is presentable • Can be used by parents and other carers. • There is a set format for this type of observation
Date /time incident Previous Happening Who was there What happened next Comment Ben snatched the rubber from James & James snatched it back Writing a story of Ben’s choice in work task 3 other children were present at the table & the teacher was at her desk Ben called James a name & hit him on the arm. James shouted & the teacher intervened Ben needs to ask politely 1st if not then include the teacher Ben needs to control his anger Repeat of previous incident Continuing to write at the table James & Ben were alone at eth table Teacher in the book corner James called the teacher to intervene & Ben was moved to sit by himself Ben reminded again to ask before taking Elliot pushed Ben from behind & Ben fell over Children were changing for a PE lesson All the children were changing together teacher was assisting Ben jumped up & pulled Elliot’s jumper. Elliot shouted & teacher intervened Ben not the instigator of this incident Ben screamed because he thought someone had taken his tie Children were changing back after PE All the children were together Several children backed away from Ben looking quite scared . Teacher intervened & found the tie Ben needs to find an acceptable way to express himself . 11.20 11..35 13.20 13.50
Time sample observation • Similar to event sample but you record information at different times of the day. • It is easy to collect the information
Activity Table Climbing wall Bridge house boat slide patio Sand pit KEY X =girls + = boys A = adult water trees Music box d o o r s Willow tunnel hill Blocks vegetable & flower garden xx +++ xxx ++++xx + +x ++ xxxx ++ + + x x What’s going on? A A A
The Snapshot/tracking chart A way of capturing what is happening at a given moment in time in a specific area It can be used to •discover what areas of the setting are being used •how resources are being used •which children are playing together •assess the learning opportunities Can be used to observe one child or a whole group
Sociograms • Can be used to assess social groupings or interactions • Can identify how or why children associate with each other • Uses pre made chart or can use children’s drawings • Children are asked who they most enjoy being with
Example 1 Child Friend Friend Friend Annabelle Meesha Boe Bobby Boe Thai Bobby Annabelle Meesha Boe Bobby Annabelle Bobby Annabelle Thai Luke Thai Meesha Thai Annabelle
Example 2 Bobby Meesha Thai Tom’s favourite friends Bobby’s favourite friends Thai Tom Boe
What can be assessed? • Most popular child • Least popular child • Same sex relationships • Different sex relationships WARNING • Some children may not be chosen because they are not there on that particular day not because they are unpopular
Observation methods You will choose various methods to observe children so you are able to collate as much information as possible. This would form a longitudinal study over a period of time.
Planning When you are planning you should know: • What the child can do • How they learn • The child’s interests • The personality of the child • Attachments of the child.
We should never hear… ‘ lets take the children on a bear hunt, we have not done that before’
Child centred planning
Work in partnership Additional needs would be supported Child will progress and develop Inclusive environment Child will be engaged
Example of observe, assess and plan Thomas, aged 20 months, brought a toy digger to show his key person. The front of the digger could be raised and lowered with a lever on the side, and Thomas said ‘Up-and-Down’ as he moved it repeatedly. He laughed when it banged down, and repeated the action several times. Other staff in the room, shared observations of Thomas painting on paper attached to a door, with large up and down movements, and using the gloop by raising his hands high and watching the mixture fall. The staff thought that Thomas was showing particular interest in exploring vertical movements, and decided to plan further opportunities for him to explore up-and-down movements through building tall towers of boxes which could be knocked down, and through jumping off soft play shapes onto a mat.
Evaluation of the observation, assessment cycle
Longitudinal Study • What is it?
Evaluate the benefits of a longitudinal study. Positives Negatives The Child The Parents/Carers Early Years Practitioners Other Professionals
Tracking progress. • On your tables discuss how progress of the child was tracked in your placement. • What did the practitioners do with the information? How did this support the child? • How is the progress of the child shared with parent’s?
Tracking progress • You will begin to notice that all settings will complete the tracking of their children’s progress differently. • As long as the child’s progress is recorded. This is paramount. Quality not quantity. • They are for parents/carers and guardians to see and be apart of. • Enhance children’s learning.
In placement • In placement you are going to complete an Observation using one of the above methods on the • Indoor • Outdoor environment
Be prepared for your observation Create an environment to promote physical development Plan a physical development activity for children aged 0-1 year 11 months 2-2 years 11 months 3-5 years Carry out a risk assessment Plan and lead an activity to promote emotional well-being
1. Name five different methods of observation. 2. For each of the methods identified, can you give an example of when it may be used? 3. Names scales that you can assess an observation against. © Hodder & Stoughton Limited
• C4 Use your grid to produce an Evaluation you must include relevant and current observation methods and reference to their use within longitudinal study. Assignment Task
Observation, Assessment and planning Unit 7
• Time: 10 mins • Consider at least four points that you would need to know about a child to enable you to plan effectively. • Discuss with a partner why you think these are important. © Hodder & Stoughton Limited LO4 Understand child-centred planning [AC 4.1]
• LO4 Understand child-centred planning. • C2 Analyse how child-centred planning meets individual needs of children. • C3 Discuss ways of identifying children’s individual needs and interests to support effective planning. • A1 Explain how working with other professionals, parents and carers supports child-centred planning. © Hodder & Stoughton Limited
Pairs activity • Time: 15 mins • Discuss with a partner how you could involve children in planning. • Consider: • How would this support child-centred planning? • How does this ensure individual needs are met? © Hodder & Stoughton Limited LO4 Understand child-centred planning C2
• By identifying children’s needs, interests and stage of development prior to planning, practitioners can: • Build on children’s existing skills, knowledge and interests. • Provide support for children’s areas of development that require improvement. • Identifying children’s individual needs and interests © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
Group activity • Time: 15 mins • Discuss how practitioners can monitor children’s individual needs and interests within the setting. • Consider: • Observations • Circle time • Talking to children. • How will this information inform planning? © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
• As practitioners working in early years you will be required to share information with others. This could be other professionals or the child’s parents/carers. • The information you share from observations carried out on the children will form the children’s next steps and influence planning. • Working with others © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
Group activity • Time: 15 mins • You have been asked to plan a social event for parents/carers at the setting to explain the importance of child-centred planning. Create a poster to advertise the event, making it inviting and appealing to parents/carers. • Consider: • A brief explanation of the event • Some examples of child-centred planning • Popular interests of children that parents/carers could use to extend learning and development. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
Independent research activity • Time: 15 mins • Research two other professionals who could support child- centred planning in the setting. • Consider: • The age and stage of the children • Meeting individual needs • Children with additional needs. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
Extension activity • Time: 15 mins • A group of children have come in from the garden and are very excited to show a practitioner a caterpillar on a leaf. The practitioner dismisses the children and sends them back out to the garden. • Consider: • What should the practitioner have done? • How could this situation have informed planning? • How could the planning from this situation support children’s learning and development? • How could parents/carers be involved in this situation? © Hodder & Stoughton Limited LO4 Understand child-centred planning [AC C2, C3, A1
1. Explain what is meant by child-centred planning. 2. Describe two different activities to support a child’s interest in all things red. 3. Name one other professional who may support practitioners in child-centred planning. 4. How can a parent/carer support their child’s learning and development through their current interest in stacking objects? © Hodder & Stoughton Limited
• A1 provide an Analysis of how child-centred planning meets individual needs of children must show: • understanding of child-centred planning • planning as a tool to support children's progression • the necessity of using information relating children’s individual needs, interests and stage of learning and development to inform child-centred planning. • • C3 Discussion must include ways to gather information about children’s individual needs, interests, and stage of learning and development to support planning including: • through observation • discussion with other professionals, parents/carers. • • B2 Provide a detailed explanation of how working with other professionals, parents and carers supports child-centred planning which may include: • sharing knowledge • discussing progression • identifying skills/interests • identifying needs. Assignment Task
Observation, Assessment and planning Unit 7
LO5 Understand the role of assessment in the observation assessment cycle B2 • Time: 10 mins • Consider a recent activity where you have seen a child either excel or struggle at the task. • Consider: • The type of activity • The reaction of the child • Your reaction and interactions with the child • How this situation could inform future planning. © Hodder & Stoughton Limited
• LO5 Understand the role of assessment in the observation assessment cycle. • A1* Evaluate the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting. • A2 Evaluate benefits of undertaking a Longitudinal Study for: • the child • early years practitioners • other professionals. • AC 5. • B1 Discuss how tracking children's progress can enhance learning. © Hodder & Stoughton Limited
• Practitioners will plan activities and experiences to meet the relevant curriculum requirements. • Practitioners will plan to meet children’s individual needs based on the information they gather from observations and assessments. • The observations and assessments will enable practitioners to identify a child’s strengths, areas for development, likes and dislikes. • The role of the observation, assessment and planning cycle © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
Pairs activity • Time: 15 mins • Child A is 4 ½ years old and has been observed struggling to cut around a square drawn on a piece of card. Plan a series of activities and experiences that will enable you to assess and support this child to develop this skill. • Consider: • The age and stage of the child • Building on the child’s strengths • A variety of activities and experiences • Supporting the child’s self-esteem. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
Group activity • Time: 15 mins • Share your ideas from the Pairs activity and consider: • What part did observation play in planning to meet Child A’s individual needs? • Why was it important for the practitioner to act on this observation? • How does it benefit the child, the practitioner and the setting? • What might happen if observations were not carried out? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
• Longitudinal studies will consist of a number of observations on a child using different techniques: for example, narrative, checklists, target child. • By carrying out a longitudinal study on a child, a practitioner will be able to thoroughly record developmental changes in the child over a period of time. This will benefit the child as it will enable them to get support in areas of development that need improvement. • Longitudinal studies will not only be beneficial to the child, but also the early years practitioner and parents/carers. • Longitudinal studies are beneficial for planning long-term strategies for children, particularly those with special needs. • Evaluate benefits of undertaking a longitudinal study © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
• Parents and other professionals will also benefit. • As you are focusing on one child you will have the time to recognise ways of advancing the child’s development. • This information may need to be shared with other professionals. • Parents can support at home with any development areas their child may need support with. • Evaluate benefits of undertaking a longitudinal study © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
• Tracking a child’s progress is vital. Without this, practitioners will not know what next steps to set for the child, or what targets the child has met. • There are many different reasons for tracking these, including individual development needs, early intervention, transition, partnerships, purposeful planning, interests through play and learning opportunities. • Tracking children’s progress © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B3
Classroom discussion activity • Time: 15 mins • Discuss the reasons for tracking identified below, and explain why each one is important in supporting learning and development: • Individual development needs • Early intervention • Transition • Partnerships • Purposeful planning • Interests through play and learning opportunities. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
• Tracking of a child is often carried out by the practitioner (key person) and recorded in a learning story or learning journey of the child. • This can then be seen by the parents and other professionals who may have contact with the child. It can also be taken by the child on any transitions they make. • Tracking children’s progress © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
Independent research activity • Time: 15 mins • Research learning stories/journeys. • Find two examples and consider: • Similarities • Differences • Which one you prefer and why. • Have you seen this type of tracking used in your setting? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
Extension activity • Time: 15 mins • Design and produce a leaflet to show new practitioners why practitioners should track children’s development. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
1. Describe one situation where you have used the observation of a child to plan a future activity. 2. Give three benefits of carrying out a Longitudinal Study. 3. Describe, to a partner, how children’s progress is tracked in your setting. 4. Explain two reasons for tracking progress. © Hodder & Stoughton Limited
• A1* Evaluate the role of observation you must consider a range of perspectives on the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting. • • A2 Provide a detailed evaluation to show different perspectives on the benefits of undertaking a Longitudinal Study for: • the child • early years practitioners • other professionals. • • B1 The discussion of how tracking children's progress can enhance learning may include: • valid reasons for tracking • identifying areas for potential learning and development. Assignment Task
Observation, Assessment and planning Unit 7
LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1] • Time: 10 mins • Identify your own personal skills and qualities. • For example: • Skill Quality • I can cook I am patient • I can swim I am a good listener • These lists will be used in the Pairs activity. © Hodder & Stoughton Limited
• LO 6 Understand the skills required by the early years practitioner when observing children. • D5 Describe the professional skills required when observing children. © Hodder & Stoughton Limited
• There are a variety of professional skills needed when observing children. • If practitioners did not use these professional skills then their observations might be affected. • Lack of professionalism when observing could have an impact on the child and the setting. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
Pairs activity • Time: 15 mins • Compare your lists from the Starter activity and discuss similarities and differences. • Choose three of your skills or qualities and further explain them to your partner. • Can you add another skill or quality to your partner's list that you think they have missed out? • Complete your skills map © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
• All practitioners will have a range of skills and qualities that will support their work with children. • Observations will require practitioners to use their professional skills so that every observation is factual, accurate and effective in recording what the child is saying and doing. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• Professional skills when observing will include: • Objectivity – only writing what you see and hear not what you think is happening. • Confidentiality – following policies and procedures of the setting to ensure the confidentiality of the child and setting. • Accuracy – being able to accurately write what you see and hear. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
Group activity • Time: 15 mins • Using your notes from the previous activities, explain how your own skills and qualities support you in the professional skills identified below: • Objectivity • Confidentiality • Accuracy. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• There are many other skills a practitioner will need when observing and these will include: • Being able to focus on the child or children who are being observed. • Being able to maintain the health and safety of the other children around them. • Speed writing or code making to enable accurate note taking. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• What does this say? • 2 chd r at spit • A wnts spd B grbs it • B shts • A crs • B loks shkd & gvs it bk • Bth chd cont plag 4 anth 5 mins • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
Classroom discussion activity • Time: 15 mins • Discuss the range of professional skills identified during this session and explain how they will support practitioners when observing children. • Can you think of any additional professional skills that will support a practitioner to observe children? © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
Reflection activity • Time: 15 mins • Reflect on your own observational skills and consider your strengths, as well as areas for development. • For example: • Strengths • Objectivity – I can write just what I see and hear. • Areas for development • Speed – I worry too much about neat handwriting and need to speed up. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
Extension activity • Time: 15 mins • Watch a short observation video clip and use shorthand or code to write what you see and hear. • Write the observation up in full sentences and see how much you can interpret. • Why is it important to write up observations, in full, as soon as possible? © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
1. What is the difference between a skill and a quality? 2. Name three professional skills required to carry out observations. 3. Give two reasons for writing up an observation as soon as possible after carrying it out. © Hodder & Stoughton Limited

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Observation and assessment lo

  • 1.
  • 2.
    Time: 10 mins •Look at the perception activity images provided by your teacher. Can you say the names of the colours written in the Stroop test? What can you see in the other pictures? • Discuss your results with the rest of the group. © Hodder & Stoughton Limited Starter Activity
  • 3.
    • LO1 Understandthe observation, assessment and planning cycle. • Define the terms observation and assessment • Identify what is meant by the Hawthorne effect • Explain how observations are used for children aged 0-5 years D1 • Discuss the observation, assessment and planning cycle C2 © Hodder & Stoughton Limited
  • 4.
    Definition Think pair shareto define: What is observation? What is assessment?
  • 5.
    Skills for observation Whatdo you think you will need to consider before and while you are observing? Silent Debate https://www.youtube.com/watch?v=vJG698U2 Mvo http://www.theinvisiblegorilla.com/videos.html
  • 6.
  • 7.
    Why are observationscompleted? D1
  • 8.
    to plan for individual children’s needs forearly intervention to review the environment during transition when working in partnership.
  • 9.
  • 10.
  • 11.
    EYFS (2014) statesC2 You are required to read through page 3 of the EYFS to state what is shows about: • The importance of observation • How observation will inform your planning • Methods to record observation Record on the Padlet.
  • 12.
    • Time: 15mins • Create your own observation, assessment and planning cycle diagram. • Include: • An image to show the cycle process • A clear description of each element of the cycle. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle C2
  • 13.
    • Time: 15mins • Discuss how the observation, assessment and planning cycle will help practitioners to plan for a child who is about to move up to a reception class. • Consider: • The age and stage of the child • The individual needs of the child • Child cantered planning • How you will use your findings from observations that you have carried out. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle D1, C2 Extension Activity
  • 14.
    1. Describe threereasons for carrying out an observation. 2. Explain why is observation, assessment and planning are described as a cycle. 3. Give a detailed description of each element of the cycle: – Observation – Assessment – Planning. © Hodder & Stoughton Limited
  • 15.
    • Complete yourgrid to: • D1 Provide an Explanation of the use of observations of children must include a range of relevant reasons to show understanding of how and why observations are used. • C2 Add a detailed Discussion to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning. Assignment Task
  • 16.
  • 17.
    LO2 Understand professionalpractice in relation to the observation of children • Time: 10 mins • Have you ever misunderstood or misread a message? • Consider: • Text messages • Text speak • Emoticons • Emails • Written messages • Illegible handwriting. © Hodder & Stoughton Limited
  • 18.
    • LO2 Understandprofessional practice in relation to the observation of children. • Discuss the need for confidentiality and objectivity during the observation process. C1 • Explain reasons for maintaining accurate and coherent records and reports. D2 • Identify factors to consider when observing children. D3 • Evaluate the need for objectivity when observing children. B3 © Hodder & Stoughton Limited
  • 19.
  • 20.
  • 21.
    • When workingin partnership, records must be kept in accordance with policies and procedures and all records must be kept in line with the Data Protection Act 1998. • Confidentiality when maintaining records is essential and all records must be securely stored and only shared with those who need to know. • If records were not kept confidential then policies, procedures and legislation could be breached. • Confidentiality © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1
  • 22.
    Group activity • Time:15 mins • Describe the confidentiality policies and procedures within your setting. • Consider: • Written information • Emails • Phone calls • Storing information • Access to information. • What may happen if a child’s details were not securely stored? • What may happen if the minutes of a team meeting about a specific child were left lying around? © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1
  • 23.
    Subjectivity V ObjectivityB3 Choose the most objectivity statement • Jack is in a temper. • Jack is thumping his fist on the back of the chair. He is screwing up his eyes & turning his back to the teacher.
  • 24.
    Subjective Objective Harry is angry Shepicks up the pencil with her left hand Alice is upset He puts the spade in the sandpit John cries loudly Beau is nervous May lifts her spoon to her mouth Tim stamps his feet • Should observations be subjective or objective?
  • 25.
    Why do weneed to be objective when observing children? Complete your grid
  • 26.
    • When workingin partnership there will be records of all meetings and these will be completed in accordance to the policies and procedures of the setting. • Minutes should be kept of all meetings and these will identify any action points and who is to complete these. • Meetings may raise the need for referral and this will need to be accurately documented. • All of these documents will show what has been said and done and by whom. • Keeping records © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
  • 27.
    • Records mustbe accurate and coherent. • Written records will document exactly what has been said and done and therefore need to be completely accurate. • If records are hand written then the writing must be legible and contain accurate spellings and information. • If possible, it is always good practice to type up hand written notes after the event. The hand written and typed notes can then be kept together if necessary but the typed version will be easier to share. • Keeping records © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
  • 28.
    Pairs activity • Time:15 mins • Discuss situations where you have had to write up notes. • Consider: • Observations • Meetings • Instructions • In class. • Can you read and understand your own notes? • What impact may this have when working in partnership? © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D2
  • 29.
    Factors D3 • hunger/tiredness •changes to the settings usual routine • distractions within the environment, e.g. noise or temperature • well-being of the child(ren) or observer. Move around the room and write your thoughts as to what would need to be considered under each heading and why.
  • 30.
    • There aremany factors to consider before, during and after observing children, these include: • Gaining the appropriate permission • The health and well-being of the child • What the child is doing • The individual needs of the child • The purpose of the observation. • Some of these factors may affect the outcome of the observation. • Factors to consider when observing © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D3
  • 31.
    Group activity • Time:15 mins • Discuss each of the factors shown below and explain why they may impact on the observation of a child: • Gaining the appropriate permission • The health and well-being of the child • What the child is doing • The individual needs of the child • The purpose of the observation. © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D3
  • 32.
    Extension activity • Time:15 mins • Imagine a child who is playing in the sand pit with diggers and trucks. Write up 2 observations of the same child and situation, and use no more than 100 words in each. • Observation 1 should be objective and only include facts. • Observation 2 should be subjective and include opinion and personal views. © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children C1, D2, B3
  • 33.
    1. List threereasons for accurate record keeping. 2. Describe two examples of when it may be difficult to read records. 3. What is the importance of being objective when observing children? 4. What ways can we be confidential when observing and why is this important? © Hodder & Stoughton Limited
  • 34.
    Produce a powerpoint presentation to: C1 Discuss the need for confidentiality and objectivity during the observation process you must include: valid reasons for maintaining confidentiality appropriate sharing of information gained from observations Safe storage of observations/information. D2 Explain reasons for maintaining accurate and coherent records must include an explanation of : clarity of information to inform others legal requirements Support for informed decisions/future planning. D3 Identify Factors identified for consideration when undertaking observation of children should include: hunger/tiredness changes to usual routine unfamiliar adults within the environment distractions within the environment health of child/observer. B3 Evaluate the need for objectivity when observing children should include: avoiding bias/objective observation accuracy of assessment and recording. Assignment Task
  • 35.
  • 36.
    Starter Activity • Time:10 mins • How many different observation techniques can you think of? • Board blast © Hodder & Stoughton Limited
  • 37.
    • LO3 Understandobservation methods in relation to current frameworks. • D4 Explain observation and planning requirements in relation to current frameworks. • C4 Evaluate observation methods: • media/photographic/video/audio recorders • snap shot/post-it • narrative/written record • check lists • event sample • time sample • sociogram • target child • child tracker/movement record • use of the above methods within Longitudinal Study. © Hodder & Stoughton Limited
  • 38.
    • It isacknowledged as good practice that children are observed in a familiar environment. • This is promoted by the EYFS which encourages observation based assessments (Section 2) and that observations are assessed using the ‘Development Matters’ scales or the EYFS profile. • Current frameworks © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
  • 39.
    Group activity • Time:15 mins • In small groups: • Research other scales that may support the observation of children in particular areas of development • Summarise section 2 (2.1) of the EYFS to show what it recommends with regard to observations • Share the information with the rest of the class. © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
  • 40.
    Group activity What methodsof observation may you use to record child’s progress? How do these observations support the assessment of children’s progress? Conclusion National Curriculum EYFS Two year old progress check Early years Foundation stage profile My setting uses
  • 41.
    Methods of observationC4 • What methods are you aware? media/photographic/video/audio recorders snap shot/post-it narrative/written record check lists event sample time sample sociogram target child child tracker / movement record use of the above methods within Longitudinal Study.
  • 42.
  • 43.
  • 44.
    Written Narrative • Thisis a descriptive account of what the child/children is doing. • It is an actual account, this makes your observation reliable and valid. • You have a set format of how this observation will look. It looks like a story.
  • 45.
    Prepare to completea written narrative.
  • 46.
    Checklist observation • Simpleand quick method to present information • Can be used for all areas of development • It can be used by parents and other carers • This method is used to check development against specific ‘milestones’ • There is a set format for this observation
  • 47.
    Checklist Observation Task/Milestone AdditionalInformation Hop on one leg Jump with feet together Pull self up without support Use pincer grip to pick up small item Use palmar grasp to pick up large item Catch a large ball
  • 48.
    Event Sample observation •This is used for noting specific types of behaviour or events over a period of time. • The information is easy to read and is presentable • Can be used by parents and other carers. • There is a set format for this type of observation
  • 49.
    Date /time incident Previous Happening Who wasthere What happened next Comment Ben snatched the rubber from James & James snatched it back Writing a story of Ben’s choice in work task 3 other children were present at the table & the teacher was at her desk Ben called James a name & hit him on the arm. James shouted & the teacher intervened Ben needs to ask politely 1st if not then include the teacher Ben needs to control his anger Repeat of previous incident Continuing to write at the table James & Ben were alone at eth table Teacher in the book corner James called the teacher to intervene & Ben was moved to sit by himself Ben reminded again to ask before taking Elliot pushed Ben from behind & Ben fell over Children were changing for a PE lesson All the children were changing together teacher was assisting Ben jumped up & pulled Elliot’s jumper. Elliot shouted & teacher intervened Ben not the instigator of this incident Ben screamed because he thought someone had taken his tie Children were changing back after PE All the children were together Several children backed away from Ben looking quite scared . Teacher intervened & found the tie Ben needs to find an acceptable way to express himself . 11.20 11..35 13.20 13.50
  • 50.
    Time sample observation •Similar to event sample but you record information at different times of the day. • It is easy to collect the information
  • 51.
    Activity Table Climbing wall Bridge house boat slide patio Sand pit KEY X =girls += boys A = adult water trees Music box d o o r s Willow tunnel hill Blocks vegetable & flower garden xx +++ xxx ++++xx + +x ++ xxxx ++ + + x x What’s going on? A A A
  • 52.
    The Snapshot/tracking chart Away of capturing what is happening at a given moment in time in a specific area It can be used to •discover what areas of the setting are being used •how resources are being used •which children are playing together •assess the learning opportunities Can be used to observe one child or a whole group
  • 53.
    Sociograms • Can beused to assess social groupings or interactions • Can identify how or why children associate with each other • Uses pre made chart or can use children’s drawings • Children are asked who they most enjoy being with
  • 54.
    Example 1 Child FriendFriend Friend Annabelle Meesha Boe Bobby Boe Thai Bobby Annabelle Meesha Boe Bobby Annabelle Bobby Annabelle Thai Luke Thai Meesha Thai Annabelle
  • 55.
    Example 2 Bobby Meesha Thai Tom’s favouritefriends Bobby’s favourite friends Thai Tom Boe
  • 56.
    What can beassessed? • Most popular child • Least popular child • Same sex relationships • Different sex relationships WARNING • Some children may not be chosen because they are not there on that particular day not because they are unpopular
  • 57.
    Observation methods You willchoose various methods to observe children so you are able to collate as much information as possible. This would form a longitudinal study over a period of time.
  • 58.
    Planning When you areplanning you should know: • What the child can do • How they learn • The child’s interests • The personality of the child • Attachments of the child.
  • 59.
    We should neverhear… ‘ lets take the children on a bear hunt, we have not done that before’
  • 60.
  • 61.
    Work in partnership Additional needs wouldbe supported Child will progress and develop Inclusive environment Child will be engaged
  • 62.
    Example of observe,assess and plan Thomas, aged 20 months, brought a toy digger to show his key person. The front of the digger could be raised and lowered with a lever on the side, and Thomas said ‘Up-and-Down’ as he moved it repeatedly. He laughed when it banged down, and repeated the action several times. Other staff in the room, shared observations of Thomas painting on paper attached to a door, with large up and down movements, and using the gloop by raising his hands high and watching the mixture fall. The staff thought that Thomas was showing particular interest in exploring vertical movements, and decided to plan further opportunities for him to explore up-and-down movements through building tall towers of boxes which could be knocked down, and through jumping off soft play shapes onto a mat.
  • 63.
    Evaluation of theobservation, assessment cycle
  • 64.
  • 65.
    Evaluate the benefitsof a longitudinal study. Positives Negatives The Child The Parents/Carers Early Years Practitioners Other Professionals
  • 66.
    Tracking progress. • Onyour tables discuss how progress of the child was tracked in your placement. • What did the practitioners do with the information? How did this support the child? • How is the progress of the child shared with parent’s?
  • 67.
    Tracking progress • Youwill begin to notice that all settings will complete the tracking of their children’s progress differently. • As long as the child’s progress is recorded. This is paramount. Quality not quantity. • They are for parents/carers and guardians to see and be apart of. • Enhance children’s learning.
  • 68.
    In placement • Inplacement you are going to complete an Observation using one of the above methods on the • Indoor • Outdoor environment
  • 69.
    Be prepared foryour observation Create an environment to promote physical development Plan a physical development activity for children aged 0-1 year 11 months 2-2 years 11 months 3-5 years Carry out a risk assessment Plan and lead an activity to promote emotional well-being
  • 70.
    1. Name fivedifferent methods of observation. 2. For each of the methods identified, can you give an example of when it may be used? 3. Names scales that you can assess an observation against. © Hodder & Stoughton Limited
  • 71.
    • C4 Useyour grid to produce an Evaluation you must include relevant and current observation methods and reference to their use within longitudinal study. Assignment Task
  • 72.
  • 73.
    • Time: 10mins • Consider at least four points that you would need to know about a child to enable you to plan effectively. • Discuss with a partner why you think these are important. © Hodder & Stoughton Limited LO4 Understand child-centred planning [AC 4.1]
  • 74.
    • LO4 Understandchild-centred planning. • C2 Analyse how child-centred planning meets individual needs of children. • C3 Discuss ways of identifying children’s individual needs and interests to support effective planning. • A1 Explain how working with other professionals, parents and carers supports child-centred planning. © Hodder & Stoughton Limited
  • 75.
    Pairs activity • Time:15 mins • Discuss with a partner how you could involve children in planning. • Consider: • How would this support child-centred planning? • How does this ensure individual needs are met? © Hodder & Stoughton Limited LO4 Understand child-centred planning C2
  • 76.
    • By identifyingchildren’s needs, interests and stage of development prior to planning, practitioners can: • Build on children’s existing skills, knowledge and interests. • Provide support for children’s areas of development that require improvement. • Identifying children’s individual needs and interests © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
  • 77.
    Group activity • Time:15 mins • Discuss how practitioners can monitor children’s individual needs and interests within the setting. • Consider: • Observations • Circle time • Talking to children. • How will this information inform planning? © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
  • 78.
    • As practitionersworking in early years you will be required to share information with others. This could be other professionals or the child’s parents/carers. • The information you share from observations carried out on the children will form the children’s next steps and influence planning. • Working with others © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
  • 79.
    Group activity • Time:15 mins • You have been asked to plan a social event for parents/carers at the setting to explain the importance of child-centred planning. Create a poster to advertise the event, making it inviting and appealing to parents/carers. • Consider: • A brief explanation of the event • Some examples of child-centred planning • Popular interests of children that parents/carers could use to extend learning and development. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
  • 80.
    Independent research activity •Time: 15 mins • Research two other professionals who could support child- centred planning in the setting. • Consider: • The age and stage of the children • Meeting individual needs • Children with additional needs. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
  • 81.
    Extension activity • Time:15 mins • A group of children have come in from the garden and are very excited to show a practitioner a caterpillar on a leaf. The practitioner dismisses the children and sends them back out to the garden. • Consider: • What should the practitioner have done? • How could this situation have informed planning? • How could the planning from this situation support children’s learning and development? • How could parents/carers be involved in this situation? © Hodder & Stoughton Limited LO4 Understand child-centred planning [AC C2, C3, A1
  • 82.
    1. Explain whatis meant by child-centred planning. 2. Describe two different activities to support a child’s interest in all things red. 3. Name one other professional who may support practitioners in child-centred planning. 4. How can a parent/carer support their child’s learning and development through their current interest in stacking objects? © Hodder & Stoughton Limited
  • 83.
    • A1 providean Analysis of how child-centred planning meets individual needs of children must show: • understanding of child-centred planning • planning as a tool to support children's progression • the necessity of using information relating children’s individual needs, interests and stage of learning and development to inform child-centred planning. • • C3 Discussion must include ways to gather information about children’s individual needs, interests, and stage of learning and development to support planning including: • through observation • discussion with other professionals, parents/carers. • • B2 Provide a detailed explanation of how working with other professionals, parents and carers supports child-centred planning which may include: • sharing knowledge • discussing progression • identifying skills/interests • identifying needs. Assignment Task
  • 84.
  • 85.
    LO5 Understand therole of assessment in the observation assessment cycle B2 • Time: 10 mins • Consider a recent activity where you have seen a child either excel or struggle at the task. • Consider: • The type of activity • The reaction of the child • Your reaction and interactions with the child • How this situation could inform future planning. © Hodder & Stoughton Limited
  • 86.
    • LO5 Understandthe role of assessment in the observation assessment cycle. • A1* Evaluate the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting. • A2 Evaluate benefits of undertaking a Longitudinal Study for: • the child • early years practitioners • other professionals. • AC 5. • B1 Discuss how tracking children's progress can enhance learning. © Hodder & Stoughton Limited
  • 87.
    • Practitioners willplan activities and experiences to meet the relevant curriculum requirements. • Practitioners will plan to meet children’s individual needs based on the information they gather from observations and assessments. • The observations and assessments will enable practitioners to identify a child’s strengths, areas for development, likes and dislikes. • The role of the observation, assessment and planning cycle © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
  • 88.
    Pairs activity • Time:15 mins • Child A is 4 ½ years old and has been observed struggling to cut around a square drawn on a piece of card. Plan a series of activities and experiences that will enable you to assess and support this child to develop this skill. • Consider: • The age and stage of the child • Building on the child’s strengths • A variety of activities and experiences • Supporting the child’s self-esteem. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
  • 89.
    Group activity • Time:15 mins • Share your ideas from the Pairs activity and consider: • What part did observation play in planning to meet Child A’s individual needs? • Why was it important for the practitioner to act on this observation? • How does it benefit the child, the practitioner and the setting? • What might happen if observations were not carried out? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
  • 90.
    • Longitudinal studieswill consist of a number of observations on a child using different techniques: for example, narrative, checklists, target child. • By carrying out a longitudinal study on a child, a practitioner will be able to thoroughly record developmental changes in the child over a period of time. This will benefit the child as it will enable them to get support in areas of development that need improvement. • Longitudinal studies will not only be beneficial to the child, but also the early years practitioner and parents/carers. • Longitudinal studies are beneficial for planning long-term strategies for children, particularly those with special needs. • Evaluate benefits of undertaking a longitudinal study © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
  • 91.
    • Parents andother professionals will also benefit. • As you are focusing on one child you will have the time to recognise ways of advancing the child’s development. • This information may need to be shared with other professionals. • Parents can support at home with any development areas their child may need support with. • Evaluate benefits of undertaking a longitudinal study © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
  • 92.
    • Tracking achild’s progress is vital. Without this, practitioners will not know what next steps to set for the child, or what targets the child has met. • There are many different reasons for tracking these, including individual development needs, early intervention, transition, partnerships, purposeful planning, interests through play and learning opportunities. • Tracking children’s progress © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B3
  • 93.
    Classroom discussion activity •Time: 15 mins • Discuss the reasons for tracking identified below, and explain why each one is important in supporting learning and development: • Individual development needs • Early intervention • Transition • Partnerships • Purposeful planning • Interests through play and learning opportunities. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A2
  • 94.
    • Tracking ofa child is often carried out by the practitioner (key person) and recorded in a learning story or learning journey of the child. • This can then be seen by the parents and other professionals who may have contact with the child. It can also be taken by the child on any transitions they make. • Tracking children’s progress © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
  • 95.
    Independent research activity •Time: 15 mins • Research learning stories/journeys. • Find two examples and consider: • Similarities • Differences • Which one you prefer and why. • Have you seen this type of tracking used in your setting? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
  • 96.
    Extension activity • Time:15 mins • Design and produce a leaflet to show new practitioners why practitioners should track children’s development. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
  • 97.
    1. Describe onesituation where you have used the observation of a child to plan a future activity. 2. Give three benefits of carrying out a Longitudinal Study. 3. Describe, to a partner, how children’s progress is tracked in your setting. 4. Explain two reasons for tracking progress. © Hodder & Stoughton Limited
  • 98.
    • A1* Evaluatethe role of observation you must consider a range of perspectives on the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting. • • A2 Provide a detailed evaluation to show different perspectives on the benefits of undertaking a Longitudinal Study for: • the child • early years practitioners • other professionals. • • B1 The discussion of how tracking children's progress can enhance learning may include: • valid reasons for tracking • identifying areas for potential learning and development. Assignment Task
  • 99.
  • 100.
    LO6 Understand theskills required by the early years practitioner when observing children [AC 6.1] • Time: 10 mins • Identify your own personal skills and qualities. • For example: • Skill Quality • I can cook I am patient • I can swim I am a good listener • These lists will be used in the Pairs activity. © Hodder & Stoughton Limited
  • 101.
    • LO 6Understand the skills required by the early years practitioner when observing children. • D5 Describe the professional skills required when observing children. © Hodder & Stoughton Limited
  • 102.
    • There area variety of professional skills needed when observing children. • If practitioners did not use these professional skills then their observations might be affected. • Lack of professionalism when observing could have an impact on the child and the setting. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
  • 103.
    Pairs activity • Time:15 mins • Compare your lists from the Starter activity and discuss similarities and differences. • Choose three of your skills or qualities and further explain them to your partner. • Can you add another skill or quality to your partner's list that you think they have missed out? • Complete your skills map © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
  • 104.
    • All practitionerswill have a range of skills and qualities that will support their work with children. • Observations will require practitioners to use their professional skills so that every observation is factual, accurate and effective in recording what the child is saying and doing. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 105.
    • Professional skillswhen observing will include: • Objectivity – only writing what you see and hear not what you think is happening. • Confidentiality – following policies and procedures of the setting to ensure the confidentiality of the child and setting. • Accuracy – being able to accurately write what you see and hear. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 106.
    Group activity • Time:15 mins • Using your notes from the previous activities, explain how your own skills and qualities support you in the professional skills identified below: • Objectivity • Confidentiality • Accuracy. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 107.
    • There aremany other skills a practitioner will need when observing and these will include: • Being able to focus on the child or children who are being observed. • Being able to maintain the health and safety of the other children around them. • Speed writing or code making to enable accurate note taking. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 108.
    • What doesthis say? • 2 chd r at spit • A wnts spd B grbs it • B shts • A crs • B loks shkd & gvs it bk • Bth chd cont plag 4 anth 5 mins • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 109.
    Classroom discussion activity •Time: 15 mins • Discuss the range of professional skills identified during this session and explain how they will support practitioners when observing children. • Can you think of any additional professional skills that will support a practitioner to observe children? © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 110.
    Reflection activity • Time:15 mins • Reflect on your own observational skills and consider your strengths, as well as areas for development. • For example: • Strengths • Objectivity – I can write just what I see and hear. • Areas for development • Speed – I worry too much about neat handwriting and need to speed up. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 111.
    Extension activity • Time:15 mins • Watch a short observation video clip and use shorthand or code to write what you see and hear. • Write the observation up in full sentences and see how much you can interpret. • Why is it important to write up observations, in full, as soon as possible? © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
  • 112.
    1. What isthe difference between a skill and a quality? 2. Name three professional skills required to carry out observations. 3. Give two reasons for writing up an observation as soon as possible after carrying it out. © Hodder & Stoughton Limited

Editor's Notes

  • #3 Teacher notes: Research visual perception images and optical illusion images such as ‘the old lady’, the ‘rabbit-duck illusion’ and the ‘Stroop test.’ Provide printouts of these to the class to complete this activity. Allow the class five minutes to discuss their results.
  • #13 Teacher notes: The diagrams can be shared or displayed to further strengthen knowledge and understanding.
  • #14 Teacher notes: This activity will enable learners to combine learning from the 2 ACs discussed in this session. Example: By observing the child in the setting, practitioners can assess specific areas of development such as independence, and can then plan activities to help develop this skill.
  • #23 Teacher notes: If learners do not have access to copies of their own setting’s P&P, then samples can be given.
  • #29 Teacher notes: Learners should discuss their thoughts on their own note-taking skills and discuss areas for development.
  • #31 Teacher notes: This is not an exhaustive list but gives learner the opportunity to consider factors.
  • #32 Teacher notes: Examples: If the child is unwell or unhappy when being observed then the outcome may be different from what is expected. If the child is being observed whilst doing something that is not appropriate for their age and stage of development, then the outcome may not be an accurate reflection of the child’s abilities.
  • #33 Teacher notes: This activity will enable learners to see how different an observation can be even if describing the same child and the same event. Refer back to the classroom discussion activity for examples.
  • #37 Teacher notes: Ask learners to think of and write down observation techniques, then share these with a partner.
  • #39 Teacher notes: Discuss these points with learners. Show them the EYFS Development Matters scale or EYFS profile.
  • #40 Teacher notes: Ask learners to find out as much information about other scales which may support them when observing. These could include: Every Child a Talker (ECAT) Leuven Involvement scale. Section 2 – Assessment (2.1) of the EYFS identifies how observations should be used. This needs to be summarised by learners to ensure understanding.
  • #74 Teacher notes: This will support and determine what knowledge the learners already have.
  • #76 Teacher notes: Learners should discuss the benefits of involving children in planning. Examples: Planning will reflect children’s interests Activities would be set at a child’s own level and pace Children would feel valued.
  • #77 Teacher notes: Discuss these points in more detail.
  • #78 Teacher notes: Examples: Children may be wildly excited about a worm found in the garden, so a practitioner may plan activities around the topic of ‘mini beasts’. Observing a small group of children who are improvising in the home corner and role playing a vet’s hospital would prompt a practitioner to plan the area accordingly.
  • #79 Teacher notes: Discuss these points in more detail.
  • #80 Teacher notes: Posters could be shared and displayed. Content could include: A list of interests such as bugs, colours, transport, numbers, shapes, animals How these support learning – for example, counting bugs, matching colours or spotting cars.
  • #81 Teacher notes: Examples: Speech and language therapist to support practitioners to understand the interests and wishes of a child with communication difficulties Interpreter to support a child who is new to the setting.
  • #82 Teacher notes: Learners should consider missed opportunities for children’s learning and development. This activity will enable learners to describe good practice.
  • #86 Teacher notes: Learners can discuss this with a partner.
  • #89 Teacher notes: Learners can briefly describe a range of activities and experiences, and these could include: Free-cutting to develop fine motor skills Cutting along a short, straight line (more manageable) Practitioner guiding the child’s cutting (to develop the skill) Cutting dough with scissors (to further develop fine motor skills) Support self-esteem so the child does not get frustrated and feel worthless. Learners should discuss how planned activities will enable them to assess what the child can do with relation to fine motor skills.
  • #90 Teacher notes: Learners should use this activity to evaluate the role of observation and assessment in planning. If practitioners did not observe and assess individual needs, then activities and experiences may not fully support the learning and development of all children.
  • #92 Teacher notes: Discuss these points with learners. Encourage discussion through questioning.
  • #94 Teacher notes: Learners could discuss one or two of the reasons for tracking in pairs, then feedback to the group.
  • #96 Teacher notes: Learners will need access to the internet, or samples can be printed for them.
  • #97 Teacher notes: The previous discussion and Group activity will support the learners with this. The posters can be shared or displayed.
  • #101 Teacher notes: Skill: something that has been learnt or developed. Quality: a natural ability or something you are.
  • #104 Teacher notes: Learners should discuss their own skills and qualities. Each learner should tell their partner one more skill or quality they feel they have.
  • #107 Teacher notes: Example: Objective – non-judgemental, open, good listener Confidentiality – trustworthy, honest Accuracy – observant, good handwriting, quick. If learners cannot directly match their own skills and qualities, they can discuss a range that would support these professional skills.
  • #109 Teacher notes: 2 children are at the sandpit A wants the spade B grabs it B shouts A cries B looks shocked and gives it back Both children continue playing for another 5 minutes
  • #110 Teacher notes: Learners should clearly link their previous discussions to observing children.
  • #111 Teacher notes: Learners can share their reflections with a partner.
  • #112 Teacher notes: There are a range of clips on the DL resource. You may want to give everyone the same clip to watch, and further extend this by seeing if learners can understand the shorthand or code of another learner.