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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.

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Choose your diary

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  1. 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

  2. You have 20mns to complete as many PER’s within your groups as possible Where, when, how, what

  3. Assess Or

  4. Guess what we are learning about today? ? Write it down

  5. Observe the following Can you suggest what are the children learning? http://www.youtube.com/watch?v=BJO-LKZp2Aw&list=PL7914115EB65911A5

  6. 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

  7. 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?

  8. 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

  9. Group presentations and final question for diary 2.1 Get diary signed and file it

  10. Use you key words in text books

  11. Plenary Peer assessment

  12. 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,

  13. 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

  14. Why OBSERVATION Why observe children? What to observe? Methods to observe Planning from observations

  15. Test your observation skills Starter

  16. TIMER

  17. Why observe children?

  18. Principles of observation Confidentiality Factors which may influence Our attitudes Why observe Rights that children and carer has Bullet points Key words

  19. Observing children can tell us • Childs skills • Childs needs • Childs health • Childs interests • Notice any changes • Behaviours • Sensory difficulties • Physical difficulties

  20. 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

  21. To see if the children are interested in the resources • If the area is safe • What children choose to play with

  22. OUR OWN PERSONAL LEARNING MAKE RECOMMENDATIONS FOR FUTURE TO MEET CHILD’S NEEDS EVALUATE HEALTH AND SAFETY EVALUATE ACTIVITIES LINK TO EYFS WHY OBSERVE

  23. 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???

  24. PHYSICAL SKILLS • Gross motor • Fine motor • Co-ordination • Balance • Hand-eye c0-ordination

  25. 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

  26. INTELLECTUALCOGNITIVE • Concentration • Memory • Making choices • Solving problems • Being creative • Imagination

  27. COMMUNICATION • Talking • Listening • Non-verbal communication • Writing • Reading • More than 1 language

  28. EMOTIONAL • How children feel • Happy, sad • Show emotions • Self esteem

  29. SOCIAL • Playing with others • Communicating with others • Develop relationships • Understand rules

  30. SOCIAL SKILLS • Dressing • Eating • Toilet • Washing • Religious beliefs • Allergies

  31. 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.

  32. SPIRITUAL/MORAL • May not be religion but the world in which we live • Right and wrong

  33. 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

  34. 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

  35. 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

  36. 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

  37. Use you key words in text books

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

  39. 5/11/13 Learning Outcomes Methods of observing children Being objective Diary Unit 2 task 2 Behaviour

  40. 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….

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

  42. How to observe children in the setting http://www.youtube.com/watch?v=jNMsEEWxr_I

  43. Is this good practice?

  44. Objectivity and Children's Rights In groups read case study and discuss What are your thoughts?

  45. 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

  46. 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

  47. 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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