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Choose your diary. 15/10/13 Learning Outcomes. Describe the situation in detail. Explain ways in which you supported the child/adult. Apply some WOW words. Make 2 recommendations from this. Reflect on the effectiveness of this to support your chosen area of development.

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slide1

Choose your diary

15/10/13 Learning Outcomes

Describe the situation in detail

Explain ways in which you supported the child/adult

Apply some WOW words

Make 2 recommendations from this

Reflect on the effectiveness of this to support your chosen area of development

slide2
You have 20mns to complete as many

PER’s within your groups as possible

Where, when, how, what

slide5

Observe the following

Can you suggest what are the children learning?

http://www.youtube.com/watch?v=BJO-LKZp2Aw&list=PL7914115EB65911A5

slide6

http://

What learning did you see?

Can you justify this?

How do you know this?

How to balance because she was standing on the narrow log

slide7

Washing line

What further activities would you recommend for the children to extend their development

What observations can you make

FACTS

Give examples of what the children are learning

Can you link the learning into areas of development

Challenge can you link to the characteristics of learning?

slide9

Washing line

What further activities would you recommend for the children to extend their development

What observations can you make

FACTS

Give examples of what the children are learning

Can you link the learning into areas of development

Feedback

slide10

Group presentations

and final question for diary 2.1

Get diary signed and file it

plenary

Plenary

Peer assessment

slide14

Physical

  • Intellectual/cognitive
  • Language/communication
  • Emotional
  • Social
  • Walking, climbing, picking up objects, drawing, mixing, stirring, chopping, balancing,
  • Counting, thinking, sorting, exploring, pretending, naming objects, guessing, predicting, using senses, touch, smell, feel, comparing, making decisions, negotiating, creating,
  • Using words, sentences, explaining, having conversation with others, asking questions, describing,
  • Enjoying, feeling good about themselves, confident,
  • Playing with others, sharing taking turns, joining in a conversation, falling the rules,
slide16

Choose your diary

22/10/13 Learning Outcomes

Describe the situation in detail

Explain ways in which you supported the child/adult

Apply some WOW words

Make 2 recommendations from this

Reflect on the effectiveness of this to support your chosen area of development

observation

Why

OBSERVATION

Why observe children?

What to observe?

Methods to observe

Planning from observations

principles of observation
Principles of observation

Confidentiality

Factors which may influence

Our attitudes

Why observe

Rights that children and carer has

Bullet points

Key words

observing children can tell us
Observing children can tell us
  • Childs skills
  • Childs needs
  • Childs health
  • Childs interests
  • Notice any changes
  • Behaviours
  • Sensory difficulties
  • Physical difficulties
slide23
Is the child reaching the ‘norms’

How children play

If interacting with children

With adults

Emotions

To give parents/carers information

To give other professionals information

slide24
To see if the children are interested in the resources
  • If the area is safe
  • What children choose to play with
why observe
OUR OWN PERSONAL LEARNING

MAKE RECOMMENDATIONS FOR FUTURE TO MEET CHILD’S NEEDS

EVALUATE HEALTH AND SAFETY

EVALUATE ACTIVITIES

LINK TO EYFS

WHY OBSERVE
why observe1
WHY OBSERVE
  • To compare the information you have gathered on the child to developmental and theoretical studies on children
  • http://www.youtube.com/watch?v=tpOzUhUPOtc James theory???
physical skills
PHYSICAL SKILLS
  • Gross motor
  • Fine motor
  • Co-ordination
  • Balance
  • Hand-eye c0-ordination
curriculum
CURRICULUM
  • We can observe if the individual needs of children are being met through the appropriate curriculum
  • How children are learning and developing
  • Early years curriculum
  • National curriculum
intellectual cognitive
INTELLECTUALCOGNITIVE
  • Concentration
  • Memory
  • Making choices
  • Solving problems
  • Being creative
  • Imagination
communication
COMMUNICATION
  • Talking
  • Listening
  • Non-verbal communication
  • Writing
  • Reading
  • More than 1 language
emotional
EMOTIONAL
  • How children feel
  • Happy, sad
  • Show emotions
  • Self esteem
social
SOCIAL
  • Playing with others
  • Communicating with others
  • Develop relationships
  • Understand rules
social skills
SOCIAL SKILLS
  • Dressing
  • Eating
  • Toilet
  • Washing
  • Religious beliefs
  • Allergies
cultural
CULTURAL
  • Recognising the value of every child
  • Irrespective of their ethnic origin, religion.
  • Children should never feel that what they learn in their own cultural setting is less valuable.
spiritual moral
SPIRITUAL/MORAL
  • May not be religion but the world in which we live
  • Right and wrong
holistic development
Holistic development
  • We can look at these areas of development
  • But remember a child is a whole and not bits
  • But you may want to look at one area of development
  • All are linked
which area of development
Which area of development?
  • a child aged 2 not walking
  • a child aged 5 does not speak
  • a child ages 4 always plays alone
  • a baby who cries more than the norm
  • a child aged 6 who can’t complete a 3 piece puzzle
planning
PLANNING

By observing children we can find out

  • THEIR NEEDS (unit2)
  • Their stage of development
  • How they learn
  • Their interests

And then plan for the next stage

slide39

Narrative observation

Evaluate

What the child can do

Any difficulties

Highlight to areas of development

In groups observe each other at an activity

Record this factual present tense

slide42

5/11/13 Learning Outcomes

Methods of observing children

Being objective

Diary Unit 2 task 2

Behaviour

slide43

26/11/12

Starter

Using your notes and hand outs write a paragraph on why we observe children

Observation is vital for…….

Observation enables practitioners to….

slide45

How to observe children in the setting

http://www.youtube.com/watch?v=jNMsEEWxr_I

slide47

Objectivity and Children\'s Rights

In groups read case study and discuss

What are your thoughts?

rights of the child and families
Rights of the child and families
  • Case study A page 23
  • Feels under pressure, embarrassed, knows she is being tested, poor self-esteem,
  • No it would not be accurate as this may not be her usual behaviour
  • Right to be listened to, right not to be forced, right to say no, valued.
  • no
rights of the child and families1
Rights of the child and families
  • Case study B page 24 same child
  • Unfair assessment/observation as child distressed
  • No
  • Not to take part
  • EYP should listen to parent. accept that child A can do the task and give her gold star
  • Listened to and believed PP
slide50

Objectivity and Children\'s Rights (HO3)

  • Incorrect evaluation of the child
  • Wrong recommendations
  • Child may become labelled
  • Family may become labelled
  • Low self esteem
  • Any special educational needs may not be identified
slide51

Cultural bias

  • Remember children are from different cultures and what may be the norm for them may not be the norm for you
slide52

Impact on behaviour (HO4)

  • Participant Observer OR
  • Non participant observer?

Open and closed data (HO4b)

methods of observation
Open data

Written record

Event sample

Longitudinal study

Closed data

Checklists

Tick charts

Sociograms

Pie charts

Methods of observation
making an aim for an observation
Making an aim for an observation
  • You need a clear aim for all observations
  • This shows what exactly you want to find out about
  • You need permission letter signed
observation1
Observation
  • TICK CHART METHOD
  • USED TO OBSERVE PHYSICAL DEVELOPMENT OF CHILDREN
  • FINE MOTOR
  • GROSS MOTOR
normative development
NORMATIVE DEVELOPMENT
  • NORMS are the average developmental stages a child goes through
  • They can be bias
  • They are just an average to help us
  • Example ‘most children at age 15months can walk
  • ‘crawl at 10 months’
  • Play co-operatively at 4 years’
observation2
Observation
  • Advantages/disadvantages of Tick chart method
  • POSITIVE Clearly focused less danger of bias
  • NEGATIVE Does not record child’s attitudes dispositions towards activities, social skills
methods of observation1
Methods of observation

The EVENT SAMPLE

This is used to observe behaviour which may concern you.

To find out what happens before the behaviour occurs

To record what happens

To plan how to change this behaviour.

observation methods
Observation Methods
  • TIME SAMPLE can be used for looking at interaction. Social development.
  • You observe the child every 10-15 minutes and record
  • where the child is
  • Who is with the child
  • Any language spoken
  • What the child is doing
tracking method
Tracking Method
  • Draw the setting
  • Then track the child’s movements and write the time of movement
  • This enables you to observe what the interests of the child are and what they enjoy and their social group.
slide65

Start 2.15

CRREATIVE

2.46

2.45

W

A

T

E

R

BOOK

AREA

WRITING

methods of observing children

Methods of observing children

Collect all methods either photocopy or search on internet and file these.

Include their uses.

slide68

12/11/13 Learning Outcomes

Methods of observing children

Interpreting the observation

Diary Unit 2 task 2

Behaviour

slide69

26/11/12

Starter

Match the method to the aim

focus on clear aims ho5

Focus on clear aims (HO5)

You must have a clear aim which is not too big!

slide71

Dvd behaviour

Diary 2 behaviour

Evaluating observation method links to EYFS etc slide 71

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