...Portfolio of Child Observations | 1 The Brief: Observation report instructions: carry out three observations of the same child, one must be timed, one written and the other your own choice. In all the observations you must look at the child's physical, language, and social skills and ultimately their overall cognitive development. The report must be written up in the format: abstract, introduction, method, results, discussion and analysis. In the discussion and analysis you must tie together what you have observed with the theory of what would be expected of a child of the appropriate age. The report must contain the following: Abstract: where you outline briefly what you did and why, what you found and the recommendations, Introduction: include information about the child observed, discuss the reasons for observing, assessing young children, ethical considerations, the use of norms, cultural bias etc. Methods: where you explain the methods used, reasons for choice, limitations, strengths and weaknesses. Results: evaluate the child's holistic development, list the three areas of development, physical, social and language, discuss the links between these areas, refer to the stages of development and child development theory in making your judgments. Discussion: summarize your findings, make recommendations for the child's learning and development. Bibliography Overall: mention why is it important to observe young children, what might the information be used for? What rights...
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...The early year’s practitioner must plan for individual needs of children to improve children’s skills and to analyse children’s weaknesses. Practitioners needs to see what the child need to do for the next step, what are the interests of the child, how the child is doing, and what he or she does not like or like to do. Also to identify the stage of the development of the child. Planning in the early years is about meeting young children’s needs so that they can play and learn happily in ways, which will help them, develop their skills and knowledge. Good planning is the important point to make children's learning effective, exciting, varied and allows the practitioners to build up knowledge about how individual children learn and make improvement. It also offers opportunities for practitioners to think and talk about how to stand a successful learning environment. The practitioners that who is the only worker in a room with many children will benefit from opportunities to discuss their plans with others working in similar settings. Professionals to consider prepare and organise a suitable environment and materials for children’s play, development and learning use planning. When you are planning you need to consider what the purpose of it is. Sometimes it may be related to different stages of children’s development....
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...they help to define the field of child development. Interdisciplinary is when it has grown through the combined efforts of people from many fields of the combined efforts of people from many fields of study. When it comes to applied it is added to an experiment or study theory and it can be changed. 2. List the age periods researchers use to study child development, and cite and describe the three domains in which development is often divided. There are six periods researchers use to study child development. The first is the prenatal which is conception to birth. Next is the infancy and toddlerhood which is from birth to two years. Early childhood is next and that stage is two to six years old. Then it’s the middle childhood which is from six to eleven years old. Adolescence follows after which is from ages eleven to eighteen. Next is the emerging adulthood which is eighteen to twenty five years old. With age periods there is also three domains in which development is divided. First is physical which includes change in health, functioning of the body system, perceptual and motor capacities, body size proportion and appearance. Next is cognitive which describes changes in intellectual abilities. Last is emotional and social, which are changes in emotional communication, interpersonal skills and relationship, moral reasoning and behavior, self-understanding, and knowledge about others. 3. Explain the role of theories in understanding child development, describe the three...
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...Quality Standard. ACT: Commonwealth of Australia (Provided by SBC) Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR (Provided by SBC)Education and Care Services National Regulations, Ministerial Council for Education, Early Childhood Development and Youth Affairs (2011)(Provided by SBC) | CHCECE022 Promote Children’s Agency | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency. | CHCECE023 Analyse Information to Inform Learning | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice. | CHCECE024 Design and Implement the Curriculum to Foster Children’s Learning and Development | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to design, implement and evaluate the curriculum to foster children’s learning and development. | PART B2 Focus Child Study 2 An essential feature of...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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...This essay seeks to critically evaluate my role as a child observer. Drawing on two or more theories of child development, I will look at the main theoretical concept and critically evaluate in relation to my observation. First, I begin a brief description of the child I have observed and the setting in which the observation took place. Next I attempt to show my understanding of normal child development, and aspects that can disrupt ‘normal’ child development. Throughout the essay, I will critically examine and reflect on the process of undertaking my observation. And finally, issues of ethics and anti- oppressive practises will be discussed. The child I have observed was three and half year’s old girl called Sara (not her real name), of African Caribbean background and English is the only language spoken at home. All three observations took place at the day-centre she attends. The day-care centre gave me permission to observe her, but not to interact and interfere with her educational activities. As this was my first observation, I was a bit anxious about how Sara might react about me watching her, and while her parents consented about the observations, Sara did not know that I am here to observe her; it is this scenario that made me uncomfortable. I was particularly more concerned about the ethical issues of not informing Sara about the observation. One element of anti-oppressive practice is to make sure that people’s rights are not violated. Social workers must put children’s...
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...are healthy and developing as they should in order to meet their milestones. Nurseries, pre-schools and schools continually monitor and assess development to ensure a child is making academic progress. The frameworks used in our team would be the Early Help Assessment (previously known as the Common Assessment Framework or CAF) which would be completed in order to identify specific support required by a family or an individual within that family. Whilst the Early Help Assessment is voluntary there is a requirement by certain agencies for it to be completed in order to access services. The information written in the assessment is only shared with other professionals with consent...
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...Early Intervention Criteria – The Code of Practice and the Common Assessment Framework Best practice, according to the Early Years Foundation Stage, now incorporates regular and routine observation of children. Of course, just observing a child is not sufficient – the information you gather from observing the child AND from talking to the parents must be used effectively and efficiently. Factual information from observations will contribute to the child’s profile, and therefore to a regular assessment. An assessment is done by comparing what the child can do NOW with published developmental norms. These can be found on the Internet in the form of a document called “Early Years Outcomes”, published Sept 2013 and produced by the Department of Education. This comparison will establish whether the child is developing typically or atypically, and identify areas where the child may...
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...Unit 2Assignment – The developing child D1: The expected stage of social development of children aged 4 years? They enjoy playing with other children and they take turns and shares toys (most of the time). They Understands and obeys simple rules. The Children like to Change the rules of the games as they go along. They like to talk and carry on elaborate conversations some of the children feel jealous from anther children. They persistently ask why. The children enjoy showing off and bragging about possessions. They are fearful of the dark and monsters ,begins to understand danger - at times can become quite fearful, has difficulty separating make-believe from reality ,lies sometimes to protect self and friends, but doesn't truly, understand the concept of lying - imagination often gets in the way, may name call, tattle freely ,likes to shock others by using "forbidden" words, expresses anger verbally rather than physically (most of the time), still throws tantrums over minor frustrations ,imitates parent of the same sex, particularly in play, enjoy pretending, often with imaginary playmates. They pretend goes far beyond "playing house" to more elaborate settings like fire station, school and shoe store and also ice cream shop. They love to tell jokes that may not make any sense at all to adults. The children can feel intense anger and frustrated. They have vivid imagination and sometimes imaginary playmates and also enjoy dramatic play and role playing. D2: The expected...
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...model for early years practice today Structure of the work; Montessori’s ideas on education? 1. Her ideas about what is learning/ the materials the child uses? 2. The ideas for the child’s environments? Everything there? To support their learning? Bringing the Montessori Approach to your Early Years Practice. pages: 18 3. Role of the teacher? Then Compare today’s ideas 1. How does her use of materials set in today’s theory? How does her materials support today’s learning? 2. Does her theory fit today theory? 3. Role of teachers does it set in today’s theory? Her ideas then and now? relevant education materials children tend to teach themselves? but today, materials sharing with each other and talk to each other. The basic goals of the Montessori Method are to develop the child’s independence and productivity as well as preserve the dignity of the child while focusing on the psychological health of the child. Education for the Montessori Method begins at birth and continues through the first six years. These early years are essential for development. To develop skills there are delicate time frames where learning is uninterrupted. This learning can be encouraged by experiences Observation: the key role of the teacher is that of observing the child and letting him express himself. Montessori’s scientific background suggested to her that educational theory and practice should be first and foremost grounded in observation. Education...
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...Early Childhood Observation Lilly is a 4-year-old girl. She has dark brown hair, a darker complexion, and green eyes. The observation took place at a preschool in Neenah. The classroom was a four and five year old classroom with one lead teacher and other adult helpers. Observation: Lilly plays in the kitchen; she opens all of the cupboards and piles the plastic plates on the kitchen table. She then aligns cups in a row (according to their size) and later hands out the cups to the other children without asking them if they want the cups. Lilly receives praise from her teacher for sharing with others. The ability to place objects in a certain order begins to develop in children from the age of four or five. This skill is perceived as a difficult conceptual achievement that requires the development and comprehension of spatial relations. Lilly has illustrated through the arrangement of cups that she understands the basic concepts of size and how to place them in a descending order. Lilly’s choice of kitchen as a place to play may be due to the gender-role stereotypes that she has been exposed to from an early age. Children learn about gender stereotypical behavior through diverse media and observation; this leads to the development of a certain gender-role behavioral model, which the child internalizes and exhibits later in life. Therefore, Lilly may have internalized the stereotypical female role that she had observed in her environment. Therefore, she attempts to model the...
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...compentency I will discuss different methods of assessment used within my Early Years Settting (EYFS). I will discuss and reflect on how assessment is used within a early years setting to develop childrens holistic learning. (Definition of learning) The EYFS Practice Guidance glossary defines assessment: ‘Through observing children... practitioners can make professional judgements about children’s achievements and decide on the next steps in learning’. As a generic description for working with children from birth to five, this clarifies the purpose of assessment. Within my provision the assessments we use to observe the development of our children are. • Tracking sheets… • Baseline Assessment sheets is a legislation document which is a bench mark for the milestones of each child. • Home visit welcome packs… • Observations long/ post it notes which is written/verbal which is a form of assessment used with parents/ carers staff and child to aid their learning where they are at and where the need to be. With out this the evidence we cannot say the child is at this level. • I would like to share observation sheets to go home so that if the child has a special occasion they would like to share from their weekend with staff and their friends in nursery. This helps with the child to show and tell helps them to open up if shy or has low self esteem and to make them feel special which encourages the child to talk in front of others. • Learning journeys… work in partnership with...
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...stimulating early care and education experience which promotes each child's cognitive, physical, social and emotional development. Our program is designed for children aged 3 and 4 years old. We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum. Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child. "Free the...
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...family. According to Meggitt and Bruce, (2015) ‘The introduction of Every Child Matters and the Children Act 2004 set out to develop partnerships between all those who work with children, whether they are in the educational, health or social care’. These pieces of legislation were put into place to ensure that professional work together and can pass information effectively, and this could help stop any further abuse. Working in partnerships supports children, practitioners and parents or carers preparing and undergoing transitions. Starting school, moving house and gaining a new sibling are all transitions that children experience. It is the role of the practitioner to support children whilst they go through transitions through working in effective partnership with parents, carers and other professionals. The practitioners are likely to work with other professionals if the child has special educational needs or disability. Transitions can be emotionally hard for children to go through so practitioners must be available to offer children emotional support and guidance. Parents or carers know their child best so practitioners must seek advice and support from parents to ensure that the transition is as easy as possible. Early years practitioners assess children’s development through using the observation and planning cycle. The planning and...
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...who have disabilities, individual education plans, transitioning from Early Head Start to Head Start, and children who are homeless or in foster care have first priority (Head, 5). The demographics of the families Head Start services are (Head,...
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