Unit7 year2
- 2. 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
- 3. • Explain observation and planning requirements in relation to current frameworks. D4 • Discuss the observation, assessment and planning cycle C2 • Identify factors to consider when observing children. D3 © Hodder & Stoughton Limited
- 4. • 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 © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
- 5. Group activity • Time: 15 mins • In small groups: Complete your given research task answer the questions and make notes to share with the rest of the group. © Hodder & Stoughton Limited LO3 Understand observation methods in relation to current frameworks D4
- 6. Group activity Feedback to the group and Complete your grid
- 7. D4 use your grid to explain observation and planning in relation to current frameworks Assignment Task
- 8. C2
- 9. 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.
- 10. 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? © Hodder & Stoughton Limited LO4 Understand child-centred planning C2
- 11. • 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. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle C2
- 12. • Time: 15 mins • Discuss and take notes 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. © Hodder & Stoughton Limited LO1 Understand the observation, assessment and planning cycle C2 Extension Activity
- 13. 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
- 14. Factors D3 • hunger/tiredness • changes to the settings usual routine • distractions within the environment, e.g. noise or temperature • Health and 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.
- 15. • There are many factors to consider before, during and after observing children, these include: • Gaining the appropriate permission • What the child is doing • The individual needs of the child • The purpose of the observation. Why might these factors may affect the outcome of the observation? • Factors to consider when observing © Hodder & Stoughton Limited LO2 Understand professional practice in relation to the observation of children D3
- 16. Produce a power point presentation to: 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. Assignment Task
- 17. 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? © Hodder & Stoughton Limited
- 19. • LO4 Understand child-centred planning. • Discuss ways of identifying children’s individual needs and interests to support effective planning. C3 • Analyse how child-centered planning meets the individual needs of children • Identify what child-centered planning is • Describe how planning is used to support child’s progression • State the necessity of using information to support the child’s needs A1 © Hodder & Stoughton Limited
- 20. • 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 © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
- 21. 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? © Hodder & Stoughton Limited LO4 Understand child-centred planning C3
- 22. Produce a training resource pack to give to new members of staff to: • 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. Assignment Task
- 23. • 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 © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
- 24. 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. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
- 25. 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. © Hodder & Stoughton Limited LO4 Understand child-centred planning A1
- 26. 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? © Hodder & Stoughton Limited LO4 Understand child-centred planning C2, C3, A1
- 27. 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? © Hodder & Stoughton Limited
- 28. 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. © Hodder & Stoughton Limited
- 29. • 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. • 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
- 31. • 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. © Hodder & Stoughton Limited
- 32. • 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 © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
- 33. 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. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
- 34. 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? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle A1*
- 35. • 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 © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
- 36. Independent research activity • Time: 15 mins • Reflect on your longitudinal study • What where the reasons for tracking the child’s development? • What where the areas for potential learning and development? • Have you used this type of tracking used in your setting? © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
- 37. Extension activity • Time: 15 mins • Design and produce a leaflet to show new practitioners why practitioners should track children’s development. © Hodder & Stoughton Limited LO5 Understand the role of assessment in the observation assessment cycle B1
- 38. 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. © Hodder & Stoughton Limited
- 39. • 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
- 41. LO6 Understand the skills required by the early years practitioner when observing children D5 • 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. © Hodder & Stoughton Limited
- 42. • Describe the professional skills required when observing children. D5 © Hodder & Stoughton Limited
- 43. • 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 © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 44. 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 © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 45. • 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 © Hodder & Stoughton Limited D5
- 46. • 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. • Professional skills when observing D5 © Hodder & Stoughton Limited
- 47. 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. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 48. • 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. • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 49. • 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 • Professional skills when observing © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 50. 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? © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 51. 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. © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 52. 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? • Swap your observation with your partner noting down strengths and areas for improvements © Hodder & Stoughton Limited LO6 Understand the skills required by the early years practitioner when observing children D5
- 53. 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. © Hodder & Stoughton Limited
- 54. Respond to a job advert to describe the professional skills in which you have when observing children in order to: • Observe and assess effectively • Use the planning cycle to inform child-centerd practice D5 Assignment Task
Editor's Notes
- #3: Teacher notes: Research visual perception images and optical illusion images such as ‘the old lady’, the ‘rabbit-duck illusion’ and the ‘Stroop test.’ Provide printouts of these to the class to complete this activity. Allow the class five minutes to discuss their results.
- #5: Teacher notes: Discuss these points with learners. Show them the EYFS Development Matters scale or EYFS profile.
- #6: Teacher notes: Ask learners to find out as much information about other scales which may support them when observing. These could include: Every Child a Talker (ECAT) Leuven Involvement scale. Section 2 – Assessment (2.1) of the EYFS identifies how observations should be used. This needs to be summarised by learners to ensure understanding.
- #11: Teacher notes: Learners should discuss the benefits of involving children in planning. Examples: Planning will reflect children’s interests Activities would be set at a child’s own level and pace Children would feel valued.
- #12: Teacher notes: The diagrams can be shared or displayed to further strengthen knowledge and understanding.
- #13: Teacher notes: This activity will enable learners to combine learning from the 2 ACs discussed in this session. Example: By observing the child in the setting, practitioners can assess specific areas of development such as independence, and can then plan activities to help develop this skill.
- #16: Teacher notes: This is not an exhaustive list but gives learner the opportunity to consider factors.
- #21: Teacher notes: Discuss these points in more detail.
- #22: Teacher notes: Examples: Children may be wildly excited about a worm found in the garden, so a practitioner may plan activities around the topic of ‘mini beasts’. Observing a small group of children who are improvising in the home corner and role playing a vet’s hospital would prompt a practitioner to plan the area accordingly.
- #24: Teacher notes: Discuss these points in more detail.
- #25: Teacher notes: Posters could be shared and displayed. Content could include: A list of interests such as bugs, colours, transport, numbers, shapes, animals How these support learning – for example, counting bugs, matching colours or spotting cars.
- #26: Teacher notes: Examples: Speech and language therapist to support practitioners to understand the interests and wishes of a child with communication difficulties Interpreter to support a child who is new to the setting.
- #27: Teacher notes: Learners should consider missed opportunities for children’s learning and development. This activity will enable learners to describe good practice.
- #29: Teacher notes: Learners can discuss this with a partner.
- #34: Teacher notes: Learners can briefly describe a range of activities and experiences, and these could include: Free-cutting to develop fine motor skills Cutting along a short, straight line (more manageable) Practitioner guiding the child’s cutting (to develop the skill) Cutting dough with scissors (to further develop fine motor skills) Support self-esteem so the child does not get frustrated and feel worthless. Learners should discuss how planned activities will enable them to assess what the child can do with relation to fine motor skills.
- #35: Teacher notes: Learners should use this activity to evaluate the role of observation and assessment in planning. If practitioners did not observe and assess individual needs, then activities and experiences may not fully support the learning and development of all children.
- #37: Teacher notes: Learners will need access to the internet, or samples can be printed for them.
- #38: Teacher notes: The previous discussion and Group activity will support the learners with this. The posters can be shared or displayed.
- #42: Teacher notes: Skill: something that has been learnt or developed. Quality: a natural ability or something you are.
- #45: Teacher notes: Learners should discuss their own skills and qualities. Each learner should tell their partner one more skill or quality they feel they have.
- #48: Teacher notes: Example: Objective – non-judgemental, open, good listener Confidentiality – trustworthy, honest Accuracy – observant, good handwriting, quick. If learners cannot directly match their own skills and qualities, they can discuss a range that would support these professional skills.
- #50: Teacher notes: 2 children are at the sandpit A wants the spade B grabs it B shouts A cries B looks shocked and gives it back Both children continue playing for another 5 minutes
- #51: Teacher notes: Learners should clearly link their previous discussions to observing children.
- #52: Teacher notes: Learners can share their reflections with a partner.
- #53: Teacher notes: There are a range of clips on the DL resource. You may want to give everyone the same clip to watch, and further extend this by seeing if learners can understand the shorthand or code of another learner.