Presentation Transcript

1. Observation, Assessment and Planning Pippa Williams Demystifying the EYFS Course Session 3
2. Reminder: Learning Agreement
3. Homework Bring in evidence of On line PACEY CYP0P5 course Bring in evidence of space requirements for your setting following guidance of EYFS
4. Homework Write your own Policy and Procedure for Health and Hygiene Practices—i.e sick child policy, accidents and incidents, medication, food and drink policy, smoking. Safer food, better business for childminders http://www.food.gov.uk/business-industry/caterers/sfbb/sfbbchildminders/ Health Protection Agency (HPA) - http://www.hpa.org.uk/Topics/InfectiousDiseases/InfectionsAZ/SchoolsGuidanceOnInfectionControl/ Childminding website - http://trustnet.learningtrust.co.uk/childminders/pages/doc.aspx?NAME=EYFS%20Welfare%20Requirements Complete Question of the Preparing for your Registration Visit form 3, 19, 24, 25, 26, 27, 37
5. Areas of Learning three prime areas: Personal, social and emotional development; Communication and language, and physical development (main focus for under threes) four specific areas: literacy; mathematics; understanding of the world and expressive arts and design Lets remind ourselves of the ASPECTS
6. Activity You have been given a card, on your card there is an aspect of an area of learning? Which area of learning are you? Find the other aspects in the area of learning?
7. Personal, social and emotional development Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
8. The prime areas Communication and language Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
9. Physical development Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
10. Specific areasLiteracy Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.9 Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
11. Mathematics Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
12. Understanding the world People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
13. Expressive arts and design Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
14. Samples of observations and assessments and planning… assessment on entry, including parental contributions two-year-old progress checks (where applicable) Ongoing assessments, including any parental contributions
15. Samples of observations and assessments and planning… assessment on entry, including parental contributions two-year-old progress checks (where applicable) Ongoing assessments, including any parental contributions
16. DVD clip – Joanne’s tea party Joanne 30 months Divide into three groups each group take one aspect of communication and language and Expressive arts and design. What age band do you think Joanne is in, what evidence can you find. Link this to the unique child in development matters.
17. Communication and language Aspect- Understanding 16-26 months Selects familiar objects by name 22-36 months Understands more complex sentences- Aspect -Listening and attention 22-36 months Listens with interest to the noises that adults make Aspect Speaking 16-26 months Copies familiar expressions such as all gone (although she is not copying an adult in this clip) 22-36 months Uses language as a powerful means of sharing experiences and thoughts Uses gestures, sometimes with limited talk ? The message being that she may be more advanced under understanding and listening and attention than in speaking, this could just be because she is processing this learning and quite natural that speaking will come a bit later. Do adults panic about this or understand the process when might you be concerned Expressive arts and design –being imaginative 22-36 months Begins to make believe by pretending Understanding the world-people and communities 22-36 month Has a sense of immediate family and relations In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.
18. Good practice tips for supporting language http://www.youtube.com/watch?v=97B__Cwk7vY
19. Activity Megan 23 months Each pair observe in one of the following areas of learning. Using development matters(Unique Child) find examples of what the child can do and the age band that area of development is in. When you have found areas of development think about what you might use for Next steps and suggest to parents to continue learning at home, using the sections positive relationships and enabling environments. Physical- moving and handling Mathematics- Space, shape and measure Communication and language- speaking
20. Physical- moving and handling 22-36 months -Squats with steadiness to rest or play with objects on the ground, and rises to feet without using hands. May be showing preference for dominant hand. Mathematics- Space, shape and measure 16-26 months enjoys filling and emptying containers. Mathematics- numbers 16-26 months- knows things exist when out of sight. Says some counting words randomly. 22-36 months recites some numbers in sequence. Communication and language- speaking 8-20 uses single words 16-26 months-uses different types of everyday words (nouns, verbs, and adjectives, yoyo, broken, feet, hide, stand, fall, camera.
21. Babies Outdoors Watch Ko 10 months Work in 2 groups, each group look at a different area of learning. When you have assessed where you think the child is at and what age band they are in, decide on what next steps you can make to plan to support the child to make progress towards the early learning goals. PSED- making relationships Physical- moving and handling.
22. PSED- making relationships 8-20 months- builds relationship with special people Interacts with others and explores new situations when supported by familiar person 16-26 months- uses a familiar adult as a secure base from which to explore independently in new environment. Physical- moving and handling. 8-20 months- sits unsupported on the floor. When sitting can lean forward to pick up small toys Walks around furniture cruising Picks up small objects between thumb and fingers.
23. Activity The 1st Year Independent Feeding 8mths Group 1-Physical Development-moving and handling, Group 3 -health and self care Group 2- Communication and language- speaking When you have found areas of development think about what you might use for Next steps and suggest to parents to continue learning at home, using the sections positive relationships and enabling environments.
24. Activty LIFE AT TWO- A day with Mum playing and exploring AVA 2 years Using the characteristics of effective learning In your pairs look at one area of the characteristics of effective learning and match any areas of unique child that you think Ava is demonstrating. Then pick out one thing you can do in positive relationships and one thing in enabling environments to continue to support Ava in her learning. PLAYING AND EXPLORING- ENGAGEMENT ACTIVE LEARNING-MOTIVATION CREATING AND THINKING CRITICALLY- THINKING
25. Activity -Liam Group 1- understanding of the world--the world Group 2 -maths-numbers, shape, space, measure Group 3 -physical development –moving and handling
26. Babies Outdoors Watch Ko 10 months Work in 2 groups, each group look at a different area of learning. When you have assessed where you think the child is at and what age band they are in, decide on what next steps you can make to plan to support the child to make progress towards the early learning goals. PSED- making relationships Physical- moving and handling.
27. Homework Carry out 4 observations and make sure that you plan the next steps using Enabling Environment and Positive Relationships section, be ready to share next week. Bring in one item that you could use in a treasure basket, that is non plastic