Ofsted: The Holistic Development Of A Child

This portfolio will be focusing on the holistic development of a child. It will include: three observations (using various methods) and an in depth evaluation of each observation, which will assess the child’s current development and their individual next steps.
One observation will be holistic. Holistic development looks at the child as a whole. This means not only focusing on a child’s education but also considering the other important factors such as; growth, good health, their emotional security and more (UNICEF, 2006).
It is essential that a child’s development is viewed in a holistic manner, so that practitioners can identify a child’s physical, personal, social, emotional and spiritual wellbeing- not just focusing on their intellectual

In addition, it can also identify concerns regarding a child’s health or wellbeing.
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
Observations are carried out to collect information such as: how a child is progressing; how they learn; their interests; and what they are learning through their play. Along with their unique abilities, talents and needs. Observations can be holistic or focused to one area and indicate whether children are at the expected stage (Early Years Matters, 2015). They can also identify possible SEN. Afterwards, the information retrieved from observations are used to assess and plan for

She is a child with high self-worth which has been developed by receiving affection, love and interaction from both mum and step-dad. As Rodgers (1959) theory explains self- worth is the result of unconditional positive reward. Daisy’s parents have always treated her the same, they have not withdrawn their love or affection during her behavioural changes. She is not a child who seeks approval, or who will follow the desired behavioural wishes of her parents- she makes her own decisions (McLeod, 2014).
Both parents are employed, mum works at a breast feeding clinic and step-dad works at a local football club. However, there is no further education between mum and step-dad. Daisy is influenced by the role models in her life, she looks up to and observes the behaviour of her parents and teachers and she can often be seen imitating that behaviour. Bandura (1977) identifies children are influenced by female role models, which is evident as daisy thrives on impressing her peers.
Daisy has an exceptional attendance record, she has attended the setting since nursery and has continuously been a full time