The importance of observing and assessing children Observations means noticing what a child is able to do and where they are struggling. It is also knowing whether the child can understand things and say things. Assessments is basically reflecting or giving feedback on the information from the observation considering the child 's learning Observing and assessing children is very important and there are lots of reasons why practitioners carry out assessment and observe children. Observing children when they come into the setting is important because each individual will have a different background and they will have different experiences and knowledge and by observing them and taking assessments can tell us what the child can do and where …show more content…
Another example is a child who is left handed will need left handed scissor so the practitioner should remember to provide that child with left handed scissors. These examples are observations that take place day after day. From other observations we may notice that a certain child may need to be referred to a other services or specialists such as audiologist or speech and language therapist. It is very important that we observe children throughout their life even if you do not notice any problems. It is vital that we do not fall into just observing children when their is a problem .Observations and assessment are very useful and helpful because they also tell us about the child 's interests and it tells us what specific area is the child 's strength and which area is there weakness. It also help to plan the next step for …show more content…
This is because it is very useful to know the outcomes and how well the child is doing and whether the child has any problems ect. Parents should be involved so they can support their child throughout their education. When parents do get involved they can find out about their child 's progress to see how they are getting on and to see if they are developing in the right way.. It is important that we review the child 's progress with their parents this is usually done by having a discussion with the child 's parents or it is done on parents evenings. Their are also other ways in which they review the child 's progress. When the practitioner is working with parents and they are getting involved it is good practice to find out about how the child is at home and to find out if they behave and find out their interest. This can be important because at home the child maybe behaving differently to how they are within the setting. At home children may have different opportunities for example they may have the opportunity to communicate with their siblings where as in school they don 't have that opportunity. They are also likely to do different activities at home such as gardening or shopping or going out somewhere. Some children may also speak a different language at home that is different to the
Always need time to communicate with the parents either formal or informal so we can build trust and be cultural sensitive. We can also provide parents with support and education with whatever the child’s needs might be. For the children we help them understand the language and reasoning skills. Math and numbers can be taught is so many ways through play that the children won’t get stressed. Nature and science when we provide them with things that are naturally in their surroundings they get a chance to investigate. Promote acceptance of diversity and do things to help all the children learn something new and interact with different activities when sharing their
When children are going through transitions, it is essential to build good attachment so children feel more comfortable with the practitioner asking questions and expressing their feelings. Using the method of reflective practice is important to check if children are attached with their key person. Then if there are any signs that the child is not settling, then the policies and relationships can be looked at and changed if necessary.
To conclude child observation is a method to understand the child’s world, how they react within their environment. I found it really useful to learn about the child’s development, thoughts, focus on feelings and at different ages the child goes on developing his/her capacities. Every single context can change what the observer sees because a child can have different reactions in front of his/her parents and in front of a carer. Social workers learn from the experiences and reflect within their own practice. It is an important technique for social workers, needed to develop these skills associated with being a practitioner.
Adult intervention comes in a lot in Scaffolding, as it is the adult’s child to slowly scaffold on already knows information. The Adult will simplify the task for the child, encourage the child not to give up and do better, emphasize certain words or parts o the task and act in ways which can model positively. Parents and primary care givers are very important in a child’s development as he/she can model and teach the child positive teachings. An adult interaction is very important as she/he will provide a safe environment where the child can learn; provide rich resources for the children for them to develop full potential.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
It may be important to observe a child but at the same time it may mislead you into being judgmental, too soon. For instance, if you observe a child misbehaving, not getting along with the other children or talking back to the teacher, you might get the impression that he/she is a 'bad' child and you might treat and act differently with that particular child.
For 12 weeks I observed a young pre-schooler Child C aged 31/2 years old, through my account I would give an observer’s view of Child C, three theories peculiar to Child C and my the emotions evoked in me as an observer. My observation assisted in my understanding of the changes in Child C as the week progressed over the 12 weeks.
This essay addresses seeks to evaluates diverse parenting approach by a parent-child observation. From observing developmentally appropriate and inappropriate interactions with the parent and child, I will learn how parents teach, guide, and influence their children. First, I will briefly describe basic Information of the child and parent that I have observed. Next I will discuss the parent experience with transitioning to Parenthood. Throughout the essay, I will be discussing the parenting goals and beliefs, parenting challenges and reflecting on parenting from the parent perspectives. Lastly, I will discussing my observation from the parent and child interactions.
By understanding and identifying where children are at, they are then able to determine which strategies to help facilitate development in each domain. In Quan’s case, his cognitive skills show that he is able to grasp a variety of concepts and words which is evident through observing his interacts with the toys in the classroom. According to Copple and Bredekamp (2009), “It is helpful to remember that they are not merely functioning less effectively than older children or adults; their narrow focus on a limited amount of information at any given time is actually useful while they are learning so many things so rapidly” (p. 130). By understanding each child’s cognitive development, teachers are then able to create instruction and experiences to facilitate learning and development in those specific cognitive areas. Not only are preschoolers able to interact with materials, but they are also able to, “Use their senses to observe and explore classroom materials and natural phenomena” (Dichtelmiller & Jablon, 2001, p. 118). Due to the importance of providing sensory rich experiences, teachers need to use a variety of hands-on and observation opportunities to help facilitate learning with preschoolers. This is important due to preschoolers mostly learning through their five senses and through their experiences inside and outside the
I did my parent-child observation at a restaurant in Batesville Indiana. I went to a small family owned place called Wagner’s. I did my observation over Thanksgiving break after my family cut our Christmas tree down. This occurred on Saturday November 28th around 6pm. This is a place that I am relatively familiar with. I have been going there with my family every year since I was a young child. It is a pretty small restaurant. While one side has a bar, the other side is more family oriented. It is a child friendly place that has a small area that toddlers and young kids can play. It has coloring books and small toys.
The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in their environment, gives them motivation to study, interact with other children and follow the practices of their adult models. Moreover, they develop strategies and skills to represent objects in their environment.
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
A lot of children have two main educators in their life; their parents and their teachers. Parents are their first educators, the majority of what a child learns in the first few years of their life is taught by their parents. It is only when the child starts to attend an early years setting that they start to learn from another educator. Both parents and teachers continue being a major influence on their children's learning all throughout school and for the rest of their lives. The parents and the child's school both have important roles to play in the child's education and should therefore work together as a team. Parents can get involved in many different ways such as; getting involved with the school itself by helping in the classroom or supervising lunch and break times, or for those parents who work in the day and cannot find the time to help at the school they can get involved by; reading to their child at home, assisting with homework and other learning activities, teaching them songs or nursery rhymes and letting them help with everyday tasks like cooking, baking and chores. This can be categorised as: Involvement of parents in the school life or involvement of parents in supporting the individual child at home.
Involving parents with school activities will benefit the school parent and the child. Teachers will have more help and will know the children closely if the parents are involved. Children feel happy and secure to see their parents around and it makes them confident too. We can start the involvement by inviting parents as volunteers for story reading and school outings. The importance of parental involvement is stressed in Lev Vygotsky's Sociocultural Theory which states parents, caregivers, peers, and the culture at large were responsible for developing higher order functions. On the other hand, parents will also have a sense of inclusion in their child’s development process. Parents will share more family time and bonding with their young kids which supports the child’s psychological needs