Differing types of observations build a picture of an individual child’s learning, extending learning experiences for all and curriculum planning. We note daily, which resources children are accessing and what interests the children supplemented with short observations of individuals and groups, with detailed observations every term for all children. We photograph and video children to provide both parents and OFSTED evidence of what children are learning. This all builds a whole child picture of learning and development. It highlights any areas that a child may be having difficulty with, along with their strengths. It also provides information to develop effective practice for the future and forms part of the transition documentation for the next educational setting.
Using detailed observations supplemented with short observations and notes based some video extracts in the appendix to reflect on a single child’s learning and development through play. Ethical practice requires that the child, setting or parents are unidentifiable. I am not a key person as the setting felt that any extra work was not feasible whilst studying for a level 4 qualification. The child used in these observations was going to be my key child, ...
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...ly doing a long detailed observation, getting the vast amount of information into a written format. I had only done snippets and short observations previously. Differing types of observations used to record different aspects of learning and development for example using Tavistock method to look at emotional development (ou), time and events samples looking at aggressive behaviour, longitudinal studies looking at progress in a certain area over a long period and movement flowcharts recording how resources are used (Hobart etal,1999)
The relationships of a child are paramount to how and the level of learning that a child is able to achieve. The primary educators of any child are their own carers even when they are unaware of this fact. Carers, children, outside agencies and practitioners working together to provide an environment to optimise each child’s potential.
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