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 ...
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...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
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