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Tapestry use for 8 wk study
- 1. Education is best when it's a partnership between providers and home—with children benefiting most when their family is consistently and actively involved. "The Impact of Parental Involvement on Children's Education" ref: DCSF-00924- 2008.
- 2. The connection through Tapestry makes it easier for school and home to keep updated with each child's abilities, needs, and preferences and gives children the best chance of fulfilling their potential.
- 3. Learning outcomes – WK 1 1. To identify what an tapestry is 2. To describe why tapestry is used in the setting 3. To update ‘study child’s’ profile picture 4. To complete first ‘wow’ observation 5. Note down an activity plan for the ‘study child’s’ next steps.
- 13. Email alerts
- 14. Consent form
- 15. All About Me
- 16. HW (extension) Prepare questions to ask a member of staff in Teddy Tots, to get to know your ‘study child’ better
- 17. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 18. Learning outcomes - Wk2 1. Explain how Longitudinal Study is used as an assessment tool. 2. Evaluate the advantages as well as any gaps in the information provided by the Longitudinal Study are identified and critically evaluated in relation to the benefits for: the child, the early years practitioner, others involved in the care and education of the child who is the focus of the Longitudinal Study. 3. To update ‘study child’s’ profile – all about me 4. To complete 2nd observation write up. 5. Note down an activity plan for the ‘study child’s’ next steps.
- 19. • Longitudinal studies are a type of observational research method but, unlike an observation of a child, a longitudinal study is carried out on a particular child or subject matter over a longer period of time; this can be up to a year. • You need to have a clear idea of what you want to find out from doing the longitudinal study. How longitudinal study is used as an assessment tool
- 20. Pairs activity LO1 Understand the purpose of undertaking longitudinal studies [AC 1.1] Time: 10 mins Discuss in your pairs the advantages and disadvantages of carrying out a longitudinal study. These will be shared and discussed further in class.
- 21. Classroom discussion activity LO1 Understand the purpose of undertaking longitudinal studies [AC 1.1] Time: 15 mins • Using the notes made from the pairs task, discuss how you think that a longitudinal study can be used as an assessment. • Consider the individual child’s development. Is it a good assessment tool? Why?
- 22. 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
- 23. Group activity LO1 Understand the purpose of undertaking longitudinal studies [AC 1.2] Time: 15 mins • In small groups discuss the benefits to the child of having a longitudinal study and to the early years practitioner.
- 24. LO1 Understand the purpose of undertaking longitudinal studies [AC 1.2] • 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
- 25. Group activity LO1 Understand the purpose of undertaking longitudinal studies [AC 1.2] Time: 10 mins • Confer in your small groups about areas of development that you may need professional/parental to support. • Draw a table to show areas of development that could need support and say who will support and how.
- 26. Points to consider when carrying out a longitudinal study: • Why have you chosen the child and age group? • What aspects of development do you intend to observe? • Preliminary information about the child. • Observation techniques you will use. • Limitations that may affect observations.
- 27. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 28. Learning outcomes – Wk3 1. Discuss the child’s stage of development and make sure it is described, explained and evaluated. 2. Discover and identify the child’s interest/s and evaluate them. 3. Research and identify the future needs of the child and evaluate them. 4. To complete 3rd observation write up. 5. Note down an activity plan for the ‘study child’s’ next steps.
- 29. Pairs activity LO2 Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks [AC 2.2] Time: 10 mins • Share with your partner an observation you have made for your longitudinal study. Carry out peer assessment on these. • Share your thoughts with your partner. • Identify the child’s interest/s and evaluate them
- 30. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 31. Learning outcomes – Wk4 1. Identify information about how the Longitudinal Study was planned and undertaken is included. 2. Investigate your own strengths and areas to build on when undertaking all aspects of the Longitudinal Study and evaluate them. 3. To complete 4th observation write up. 4. Note down an activity plan for the ‘study child’s’ next steps.
- 32. Independent research activity LO2 Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks [2.1] Time: 10 mins • Research what you think the limitations will be when carrying out a longitudinal study. • Which of these will apply to your longitudinal study? • How will you make sure that these limitations do not impact fully on your outcomes?
- 33. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 34. Learning outcomes - Wk5 1. Discuss and describe each assessment method selected and evaluate by including information about the advantages and disadvantages of each method in relation to the usefulness of the information collated as part of the Longitudinal Study. 2. To complete 5th observation write up. 3. Note down an activity plan for the ‘study child’s’ next steps.
- 35. Group activity LO2 Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks [AC 2.3] Time: 10 mins • In small groups you will evaluate the observation techniques you have used so far
- 36. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 37. Learning outcomes – Wk6 1. Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives. 2. To complete 6th observation write up. 3. Note down an activity plan for the ‘study child’s’ next steps.
- 38. • The EYFS encourages observation based assessments and observations that are assessed using the ‘Development Matters’ scales or the EYFS profile that are used to evaluate observations. • Different theoretical perspectives will apply depending on areas of development observed. • You may, for example, look at Vygotsky’s zone of proximal development (ZPD). Evaluate observations in relation to expected developmental stages, current frameworks, theoretical perspectives
- 39. Independent research activity LO2 Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks [AC 2.3] Time: 15 mins • Research the theoretical perspectives that link to the observations you have carried out. • Evaluate this against the findings of your observations.
- 40. HW - to be handed in when you return to class - June Complete a critical evaluation of your ‘Study Child’ Use the template provided – make sure you evaluate where asked – hand in through Turnitin on Oracle Use the notes made throughout the study. Remember confidentiality.
- 41. Teddy Tots 1. Reflect on your Teddy Tots Session, What went well during the session? 2. What might you need to improve for next session? 3. What are your study child’s next steps? 4. Plan your activities for your next session.
- 42. Summary Looked at the purpose of undertaking longitudinal studies. Explained how longitudinal study is used as an assessment tool. Evaluated benefits of undertaking a longitudinal study for: the child, early years practitioners, others. Learnt and practised how to use observations to assess and plan for the developmental needs of children in line with current frameworks. Carried out longitudinal studies using methods of observation to assess the changing developmental needs of children. Used observations to assess and plan for the developmental needs of children in line with current frameworks. Maintained records of observation assessment and planning. Evaluated observations in relation to: expected developmental stages, current frameworks, theoretical perspectives. Devised plans which meet the developmental needs and interests of children. Implemented plans which meet the developmental needs and interests of children. Critically evaluated the outcomes of longitudinal studies.
- 43. Summary: plenary activities1. Why are longitudinal studies carried out? 2. Who benefits from a longitudinal study ? 3. How do they benefit ? 4. Why is it important to maintain records of the observations you are carrying out for your longitudinal study? 5. Why is it important to evaluate this study against current frameworks and theoretical perspectives?
Editor's Notes
- The EYFS is a learning environment that teaches primarily through play. Through first hand experiences, interacting with others, being physically active, the children investigate, experience, practise and consolidate their thinking. Their interests are valued, developed and extended. In this way, the children develop good characteristics of learning: playing and exploring; active learning; creating and thinking critically. All of which are essential learning tools not only for school, but in the wider world. In order to do this successfully, we need to develop a partnership. We need Parents as partners – We look at the child as a whole person in and out of school. We link with parents/carers in as many ways as possible to find out about the whole child. We look to previous settings that the child may have attended for information to learn more about the individual child. We endeavour to support parents in good practice and listen to their needs. We are flexible and have an open door policy to help build that bond and support network with home.
- In order to do this more successfully, we use a secure, online learning journal, provided through Tapestry. This will enable us to keep you better informed about your child’s progress throughout the year. It will show you what we have been doing in school, what your child has achieved and what your child’s ‘next steps’ are.
- We use Tapestry to assess each achievement and develop a personalised learning approach based on the individual child. Every child matters. Every child is unique.
- Some observations are assessed against the 7 areas of learning; the stage your child is working at; and next steps are added allowing you as a parent a greater insight into how you can help at home. Some activities are not specifically assessed, and show significant events that have happened throughout the school year.
- As parents, you can access your child’s individual learning journal. You will be alerted by email when new information has been added to your child, keeping you up to date and informed of your child’s progress as it happens.
- Once you are logged on to the website, you can look at the your child’s entire Learning Journal, by clicking on each observation. You can see the photographs and background information in the stream, scrolling up / down show the assessments in chronological order. Clicking on assessment shows the areas which have been assessed. At the bottom of the screen, there is a summary showing your which age related stage your child is working within.
- At the bottom of each observation, there is a box where you can ‘Leave a reply’. This allows you to comment on the activities we have been doing. It is included in your child’s Learning Journal, and replies cannot be deleted once they have been added. Please ensure that your replies are positive and supportive, as they will be shared with the whole class when we look at them together. Your replies will not be replied to from here. We do like to sleep! If you have any specific concerns about your child, this is NOT the place for it! Any concerns should be addressed to your child’s teacher, EYFS co-ordinator, or an appointment made with the headteacher. Please note that before school is particularly busy, and it may be easier to have a private chat after school, once the other children have gone home.
- You can share observations too. These are for special moments outside school. Whenever you have a significant moment or achievement. Riding a bike without stabilisers, achieving a swimming certificate, a special moment on holiday, creating an observation will share that with school. In school we call them ‘Postcards’. Everyday during carpet time we look to see if anyone has sent a postcard. The children are then invited to talk about what they’ve been doing. As they become more confident, and the postcards are what are significant to them, they will become more confident to talk about their adventures and achievements. Their communication and language skills will improve too. Think carefully about the photos you use – the whole class will be looking at them! It is possible to add postcards using your phone too. Make sure the camera is portrait – or the photos will be sideways when they are uploaded.
- All of these elements are gathered together into their ‘Learning Journal’. A hard copy will be kept in school and added to as the year progresses. It shows all the assessed activities and special moments in their album chronologically. Postcards are added at the end. After you child leaves Reception it will be passed on to you - a fabulous memory to share of their first year at school.
- All the information about your child is stored on a secure website, which only people who have been invited have access to. The green web address indicates it is a secure website To access your child’s learning journal – (and you can ONLY access your own child’s journal), you will be sent an invitation email. The email explains how to register with Tapestry.
- Follow the link in the email and create a password and pin number. Then click to activate your account.
- You can add more than one child into your family, in exactly the same way. To see what your child’s been up to click on their name.
- In order to create and activate your account, please take the time to look through and complete the Consent form in your pack. Please complete the form in your leaflet and return it to ME. I will endeavour to get you logged on asap. Problems logging on occur when the email address isn’t clear. Please use capitals ONLY if they’re in the address - not because your handwriting it better! Write as clearly as you can – I’m good at deciphering 4 yr old handwriting, less practised with doctor’s! If you do have any problems, please let ME know, I’m the admin and will sort it asap (although I do occasionally sleep so it may not be immediate!) I will do my utmost best to sort any issues asap.
- You can add information to your child, which will help us to get to know them even better. Click on the children tab at the top. Then click on All about me. Click edit child.
- Teacher notes Discuss each point with the group. Encourage contribution from the learners.
- Teacher notes Allow learners to choose pairs or put them into pairs. When the pairs have come to an agreement on what they think the advantages and disadvantages are, share and discuss with the group.
- Teacher notes: Introduce the discussion and allow the learners to contribute and share their knowledge and ideas. Learners can make notes on this session.
- Teacher notes: Discuss the points made and open up a discussion around them with the learners.
- Teacher notes: Once learners have carried out the activity, discuss as a class the ideas that have been decided.
- Teacher notes: Discuss these points with learners. Encourage discussion through questioning.
- Teacher notes: Guide and support learners with this task.
- Teachers notes Encourage discussion with learners around these points.
- Teacher notes Pair up the learners. It would be good if a more able learner was paired with a less able learner as this would be supportive. Clarify task.
- Teacher notes: Split learners into groups that have carried out observations in the same areas of development to carry out the task. Advise clarify and support what learners need to do.
- Teacher notes: Discuss the points made and open up a discussion around them with the learners.
- Teacher notes: Support learners with the task and check their results.