- Early years assessment using the EYFS Development Matters framework often involves collecting large amounts of data on children through breaking down statements into beginning, developing and secure stages across many aspects of development. This can lead to workloads for practitioners that take away from interactions with children.
- Some schools effectively use the data to identify children at risk of poor progress and provide additional support. However, assessment is often experienced as a chore rather than a celebration of learning. Extensive documentation can distort pedagogy away from interactions.
- There is a need for less focus on tracking and more on celebrating learning. Formative assessment that provides specific feedback on efforts is most effective. Accuracy and positive impact on teaching and outcomes should be
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
TeachFirst Early Years Conference: achieving success in your Early Years Ofst...Dr Julian Grenier
Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.
Celebrating young children's learning: TACTYC keynote 2016:Dr Julian Grenier
My keynote for TACTY's 2016 Conference considers contemporary issues in early years assessment through discussion of 100 years of early childhood practice and consideration of current dilemmas and best practices
All-Party Parliamentary Group for Nursery Schools and Nursery ClassesDr Julian Grenier
This presentation to the APPG argues that maintained nursery schools are essential to the development of a self-improving early years system. We need to be given the freedoms to innovate and expand: "you can mandate adequacy but you cannot mandate greatness; it has to be unleashed.”
Some of the key messages of the EYFS which relate to self-regulation
The enabling environment: how this supports growing self-regulation
Does development happen naturally in a favourable environment?
Characteristics of effective learning: Sustained Shared Thinking, Creating and Thinking Critically
The key person approach and promoting children’s personal, social and emotional development
Why it matters
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
Understanding the revised EYFS: NAHT primary and early years conference 2020Dr Julian Grenier
Tania Choudhury and Julian Grenier discuss the revised EYFS and Development Matters as part of the NAHT's primary and early years conference in November 2020
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
The presentation I shared with the Early Years Early Adopter Facebook group on 9th November 2021. Key messages: early communication, early years curriculum and assessment
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Planning & building curriculum constructorDrew Gerdes
What does it really mean to develop and have a curriculum in early childhood education? Where does self-regulation and executive functioning come into play? Come and take a look!
Learn how to develop your nurture group program theory and identify the mechanisms that create positive outcomes - discover the outcome and feedback measures already in place in your nurture group.
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. A first challenge
• In this discussion I am talking about how EYFS
Development Matters is being used, and not
saying this is how it was intended to be used.
• Huge amounts of assessment information are
being collected using the framework in many
schools.
3. How much assessment?
• There are about 570 bullet-point
statements in Development Matters
4. • With the common practice of breaking
down each band into beginning,
developing, secure, stages:
• In a nursery class where children’s levels
of development range from 16-26, 22-36,
30-50 months - there are 9 levels across
17 aspects = 153 levels to assess.
• And some schools still require “evidence”
for each assessment….
5. • There are 141
children aged 3
and 4 years old on
roll at Sheringham
Nursery School.
• There are 18
aspects in
Development
Matters
• That adds up to 18
x 141 = 2538 cells
of data and looks
like…
6.
7. But…
• What we have been able to do effectively
with that information is pick up on children
who are at risk of making poor progress.
8. But…
• We have focused professional dialogue
about those children, link more with their
parents and develop more planning and
provision for them.
• This works – and we don’t want to lose
that.
9. A second challenge
• “Doing
observations”
can be
experienced as
a time-
consuming
demand by
many staff
working with
young children.
10. Chores
• Jayne Osgood quotes Delia, one of the
practitioners in her study, discussing the
“stress of report writing, record keeping
and all those other chores”. Osgood
comments that “Delia’s reference to “other
chores” is indicative of the perceived
laboriousness of current expectations in
nursery practice.”
• Osgood, Negotiating Professionalism
(2012, p.127)
12. • Sometimes so much time is spent
photographing children and taking notes
on iPads etc. that opportunities for
extended interaction, play and teaching
are lost.
• This distorts pedagogy away from
interaction.
• Does the device re-frame the way we see
children? Is that helpful?
13. A fourth challenge
• The workload
involved is potentially
huge.
• Either that ruins
teachers’ lives, or
they find themselves
collecting the
information but not
having enough time
to analyse or use it.
14. A fifth challenge
• Practitioners are encouraged to think this
is all about “tracking” or “reporting” … and
not about learning
15.
16. And a final challening thought…
• Do we really want to find ourselves talking
to parents about children’s learning in
terms of ages?
• How might it feel as a parent of a four-
year-old to be told that your child’s
development is like a two-year-old’s (e.g.
“in the 22-36 month band”)?
17. EPPE Project on assessment
• The EPPE Project
found that the most
effective settings used
formative assessment.
• The researchers
noticed two common
practices which
appeared to be
ineffective.
18. Ineffective assessment and
feedback
• Non-specific praise e.g. “good boy”. Dweck
and others have argued that this sort of
feedback, which ignores process and effort,
can lead children to choose unchallenging
tasks in order to gain more praise – fixed vs.
growth mindsets
19. Ineffective assessment and
feedback
• Throwing children back on
their resources e.g. a child
comes up with a partially
completed inset jigsaw and
the practitioner says “why
don’t you try again?”
• If the child had the
resources to complete what
she or he wanted to do,
they would have done it…
20. 2012 review of the
EYFS
• Are we making much
progress on this key
recommendation?
22. Working collaboratively with a
range of schools
Two Teaching School
Alliances working with
a large group of
maintained nursery
schools in East
London have come
together for critical
reflection and joint
practice development.
23. Early findings and thoughts
• Often assessments end just at the starting
point where something exciting is being
proposed, theorised, or experimented on
by a child.
24. Early findings and thoughts
We would like to have
less of the discourse
of ‘tracking’, more of
the discourse of
celebrating learning,
and thinking about
how it might be
extended further.
25. Early findings and thoughts
• We want to
prioritise
children’s
thinking “in
action” over
descriptions of
activity or
merely trying to
achieve
“coverage”.
26. We want to think carefully about
• accuracy – accurate assessment will lead to
richer dialogue, better support at transition,
and better planning for learning
• effectiveness – as we develop our
assessment practices, do we see improving
quality of teaching? Improving outcomes? If
we don’t, is this working?
27. Early findings and thoughts
• Some of the New Zealand
practices, including Learning
Stories and the concept of
“keen observation”, have
helped to develop our
thinking.
• Dalli et al. (2009) “keen observation” in Quality
early childhood education for under-two- year-
olds: What should it look like? A literature
review
• Carr and Lee (2012) Learning Stories
28. Can you help?
• We are very keen to receive more
feedback, challenges and ideas to help
this process
• @juliangrenier or grenier@outlook.com