PART 1 The pre-school is in a small rural village with a high ratio of staff. We use a key person system working with the Early Year Foundation Stage (EYFS), promoting the five outcomes of Every Child Matters. We do this by learning through play, risk taking (physically, emotionally and intellectually), creative thinking and listening to children. In partnership with parents who continually inform staff of their child’s welfare, disposition, activities and any concerns both formally and informally. (Study Topic 10 Page 102)(DCSF, 2009) Different types of observations, build a picture of an individual child’s learning, extending learning experiences for all and curriculum planning. It also provides information to develop effective practice, part of the EYFS, create a proactive environment and used in transition documentation for the next educational setting. It highlights any areas that a child may be having difficulty with, along with their strengths. We note daily, which resources children are accessing and what their actively interested in. We constantly do short observations with a longer detailed observation every term for all the children in addition to photographic and video evidence (Hobart.et al, 1999)(Nutbrown 2009). Using detailed observations, short observations and notes based on video extracts, which are in the appendix to analyse a child’s learning and development through play. Ethical practice requires that the child, setting or carers are unidentifiable (Nutbrown 2009). I am not a key person as the setting felt that any extra work was unreasonable whilst studying. The child used in these observations was going to be my key child. Looking at observation 1, I would suggest that the observed child (OC) has had ... ... middle of paper ... ...Routledge in association with Open University Hobart C Frankel J, (1999), “Observation techniques”, A Practical Guide to Child Observation and Assesment, Cheltenham, nelson thornes Nutbrown C, (2009), “Watching and listening The tools of assessment”, Working with children in the Early Years, Miller L Cable C Goodliff G, Abingdon, Routledge in association with Open University Shirley I, (2009), “Exploring the great outdoors”, Working with children in the Early Years, Miller L Cable C Goodliff G, Abingdon, Routledge in association with Open University Sedgewick D Sedgewick F, (1996), “Mathematics”, Learning together. Enhance your child’s creativity, London, Bloomsbury, Page 194. Young C, (2009), “Living and Learning”, Miller L Cable C Goodliff G, Supporting Children’s Learning in the Early Years, Abingdon, Routledge in association with Open University
Sims, M. (1994). Early Child Development and Care. Education and care: Revisiting the dichotomy, 103(1), 15 - 26.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
Child observation is relevant in social work because social workers deal with problematic situations, in which students have the opportunity to observe and reflect the characteristics of a child’s development in terms of physical and mental change. Observation has an important role in children’s play it shows the development progress as well as the child’s thinking about events.
This article is about children’s perspective and how to get valid meaningful information from the child’s perspective about their learning experiences. This paper focuses on a sociocultural perspective of children as learners in their own right and co-constructers of their own meaning of learning (Smith, Duncan, & Marshall, 2005). This article also looks at how children can contribute to and make meaning of their learning and how they express that. Children use meaning-making to make sense of their world through and by the experience of narratives (Wright, 2012, p. 26). By using a sociocultural view of children, they are seen in a positive light that sees them as competent confident learners who can contribute and have a voice. This is also
In-house training will be given on observation, assessment and recording of children’s learning with the focus on children’s individual progression.
The Victorian Early Years Learning and Development Framework underpins early childhood teachers to work in collaboration with families to support children and embrace diversity. According to Fenech M 2013, quality early childhood education improves brain development and enhances children’s future in life through social experience (Fenech M 2013). The Victorian Early Years Learning and Development Framework aims to create quality early childhood education through the practice principles for learning and the development and learning outcomes which guide early childhood teachers. The Victorian Early Years Learning and Development Framework acknowledges that each child learns at different paces. The learning and development outcomes support each child as an individual and are inclusive of all learning styles and approaches working collaboratively with families “…to build continuity across early years’ settings and programs for children from birth to eight years” (State of Victoria Department of Education and Training, 2017, p17). Coming back to the Un Conventions on the rights of a child we know that a child has a right to an education which develops them to their full potential (Convention on the Rights of the Child: Australian Human Rights Commission, 2017).
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
...g against inspection of children's attainment in the formal areas of mathematics and English have passed. Viewing the Early Years Foundation stage (EYFS) (2012) the position that assessment is a fundamental to early years practice can be supported. Set criteria are in place to standardise children's abilities. Standardised and universal summative assessment is described as narrowed down but necessary on a National level to identify any areas for improvement. As a measure, "each child’s learning and development is ‘emerging’, ‘expected’, or ‘exceeding’ against the descriptors for each goal". The goals described are wide and far reaching. From the National Strategies programme Social and Emotional Aspects of Development (SEAD), measuring Self-confidence and self-awareness; Managing feelings and behaviour; and Making relationships and understanding others.
This assessment is a process that is aimed at furthering the children interests. Different players including parents are involved. This process essentially praises the performance of the children in subjects that they have performed exceptionally well. Much likely than not the children take the path defined at these early stages all through their life. This is the very reason why the assessment is taken seriously. This is informed by philosopher John Locke thought that children are rational beings even in this early
The introduction of the Early Years Foundation Stage (EYFS) brought in radical changes to early years education when it was first introduced in 2008. With being revised and updated in 2012, making significant changes to the curriculum. Opening the curriculum, the government delivers principles and standards for all practitioners working with children aged zero to five (Hutchin, 2013). Defining the curriculum as a ‘comprehensive framework which sets the standards for learning, development and care of children from birth to five’ (Dfs, 2012). The aim for this curriculum was to ensure and offer legal requirements to providers to ensure children’s safety, health, learning and development, to meet the high quality standards outlined in the government
I love children. I enjoy talking, playing, guiding, and caring for them. I don’t want to stifle their promise for doing well in school and life by forcing developmental growth on them. Rather, I want children to learn by doing what they love—play. I want to facilitate their learning in ways that will both pleasurable and appropriate to their level. I want to be someone they will trust, respect and enjoy....
Doherty, J and Hughes, M (2009) Child Development: Theory and Practice 0-11, Essex: Pearson Education Ltd
Peeking into a child’s emotional and physical activities could be possible with a pedagogical documentation which throws light on more such behaviours (Dahlberg, 2013). Pedagogical documentation refers to the study of teaching and learning that relates to the log of daily activities which includes, people, places and events to attain a deeper insight into the lives of children (Fleet, 2011).
A child’s development is observed, assessed and recorded by the teaching staff, including teaching assistant, throughout their academic life. This can be done in many ways such as observations, guided reading, maths assessments, phonic assessments, writing tasks, art projects, teacher assessment of course work, SAT's and later on O Levels and A level exams.