Observation and assessment lo

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

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

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.
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.
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.

• 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

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.

• 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

• 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
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?
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
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

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?

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 purpose of the observation.
• Some of these factors may affect the outcome of the observation.
• Factors to consider when observing

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 purpose of the observation.

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.
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?

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

Starter Activity
• Time: 10 mins
• How many different observation techniques can you think
of?
• Board blast

• 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.

• 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
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.
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.

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’

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.

• 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

• 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.
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.

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?
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

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?

• 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
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.

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.

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?
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?

• 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

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.

• 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.

• 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
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.

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?

• 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
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
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
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.
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
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?
assessment cycle B1

Extension activity
• Time: 15 mins
• Design and produce a leaflet to show new practitioners why
practitioners should track children’s development.
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.

• 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

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.

• LO 6 Understand the skills required by the early years
practitioner when observing children.
• D5 Describe the professional skills required when observing
children.

• 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
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
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 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.

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.

• 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.

• 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

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?

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.

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?

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.

Observation and assessment lo

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Observation and assessment lo

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