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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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Choose your diary

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


Choose your diary

You have 20mns to complete as many

PER’s within your groups as possible

Where, when, how, what


Choose your diary

Assess

Or


Guess what we are learning about today

Guess what we are learning about today?

?

Write it down


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Observe the following

Can you suggest what are the children learning?

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


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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


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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?


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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


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Group presentations

and final question for diary 2.1

Get diary signed and file it


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Use you key words in text books


Plenary

Plenary

Peer assessment


Choose your diary

  • 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,


Choose your diary

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


Test your observation skills

Test your observation skills

Starter


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TIMER


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Why observe children?


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


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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


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  • 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


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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


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Use you key words in text books


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Use your diary to record in placement any challenging behaviour you manage


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5/11/13 Learning Outcomes

Methods of observing children

Being objective

Diary Unit 2 task 2

Behaviour


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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….


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Use your diary to record in placement any challenging behaviour you manage


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How to observe children in the setting

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


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Is this good practice?


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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


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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


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Cultural bias

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


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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


Tick chart

TICK CHART


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.


Event sample

EVENT SAMPLE


Sociogram

Sociogram


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


Time sample child a

Time sample child A


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.


Choose your diary

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.


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12/11/13 Learning Outcomes

Methods of observing children

Interpreting the observation

Diary Unit 2 task 2

Behaviour


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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!


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Dvd behaviour

Diary 2 behaviour

Evaluating observation method links to EYFS etc slide 71


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