Choose your diary

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

15/10/13 Learning Outcomes

You have 20mns to complete as many PER’s within your groups as possible

Where, when, how, what

Assess

Or

Guess what we are learning about today?

Write it down ?

Can you suggest what are the children learning?

Observe the following

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

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

Washing line

What observations can you

makeFACTS

Can you link the learning

into areas of

development

Give examples

of what the children

are learning

What

further

activities

would you

recommend

for the

children to

extend their

developmen

t

Challenge can you link to the characteristics of learning?

Washing line

What observations can you

makeFACTS

Can you link the learning

into areas of

development

Give examples

of what the children

are learning

What

further

activities

would you

recommend

for the

children to

extend their

developmen

t

Feedback

Group presentationsand final question for diary 2.1

Get diary signed and file it

Use you key words in text books

Plenary

Peer assessment

• 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

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

22/10/13 Learning Outcomes

OBSERVATION

Why observe children?What to observe?

Methods to observePlanning from observations

Why

Test your observation skills

Starter

TIMER

Why observe children?

Principles of observation

Why observe

Rights that children and carer has

Confidentiality

Factors which may influence Our attitudes

Bullet pointsKey words

Observing children can tell us

• Childs skills• Childs needs• Childs health• Childs interests• Notice any changes• Behaviours• Sensory difficulties• Physical difficulties

• 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

• 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

• 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

• Gross motor• Fine motor• Co-ordination• Balance• Hand-eye c0-

ordination

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

INTELLECTUALCOGNITIVE

• Concentration• Memory• Making choices• Solving problems• Being creative• Imagination

COMMUNICATION

• Talking• Listening• Non-verbal

communication • Writing• Reading• More than 1 language

EMOTIONAL

• How children feel• Happy, sad• Show emotions• Self esteem

SOCIAL

• Playing with others• Communicating with

others• Develop relationships• Understand rules

SOCIAL SKILLS

• Dressing• Eating• Toilet• Washing

• Religious beliefs• Allergies

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

• May not be religion but the world in which we live

• Right and wrong

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?

• 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

By observing children we can find out• THEIR NEEDS (unit2)• Their stage of development• How they learn• Their interestsAnd then plan for the next stage

Narrative observation

In groups observe each other at an activity

Record this factual present tense

EvaluateWhat the child can doAny difficulties Highlight to areas of development

Use you key words in text books

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

5/11/13 Learning Outcomes

Methods of observing children

Being objective

Diary Unit 2 task 2Behaviour

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

26/11/12

Observation is vital for……. Observation enables practitioners to….

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

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

How to observe children in the setting

Is this good practice?

Objectivity and Children's Rights

In groups read case study and discuss

What are your thoughts?

Rights of the child and families

• Case study A page 231. Feels under pressure, embarrassed, knows

she is being tested, poor self-esteem,2. No it would not be accurate as this may

not be her usual behaviour3. Right to be listened to, right not to be

forced, right to say no, valued.4. no

Rights of the child and families

• Case study B page 24 same child 1. Unfair assessment/observation as child

distressed2. No3. Not to take part4. EYP should listen to parent. accept that

child A can do the task and give her gold star

5. Listened to and believed PP

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

Cultural bias

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

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

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

Observation

• TICK CHART METHOD• USED TO OBSERVE PHYSICAL DEVELOPMENT

OF CHILDREN• FINE MOTOR• GROSS MOTOR

TICK CHARTNORMS MET NOT YET MET COMMENTS

evidence

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’

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 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 SAMPLEEVENT No

TIME ANTECEDENTHAPPENED BEFORE

BEHAVIOURWHAT CHILD DOES

CONSEQUENCEHAPPENED AFTER

1 2.21 A with BC on carpet playing parallel play with train. B takes train off track

Scratches child B Staff take child A to time

out area and discuss behaviour

2 2.35 A on carpet story time. Tea asks F to turn page of book.

A pulls page of book screams

Time out with key person

Sociogram NAME 1ST BEST

FRIEND2ND BEST FRIEND

3RD BEST FRIEND

COMMENTS ON 1ST BEST FRIEND

X A E He is good at football

A D X She is kind

B C E A She lives next door to me

C A E He is good at counting

D A C He is the biggest

E X A She invites me to her party

F A B He is funny

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 ATIME ACTIVITY SOCIAL GROUP LANGUAGE

10.00 Sand area Child A Child B Child A ‘we are making a trailer’

10.10 Sand area Child A B D Child A ‘we can make a big trailer’

10.20 Book area Child A B X Child A ‘I will read the story’

10.30 Outside area Child A B Child A ‘can I have a turn’

10.40 Outside area Child A Child A ‘brrrmmm’

10.50 Toilet Child A B D X Child A ‘Im washing’

11.00 Table activity Child A B Child A ‘shall we write it’

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.

WATER

CRREATIVE

BOOK

AREA

WRITING

Start 2.15

2.45

2.46

Methods of observing children

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

Include their uses.

12/11/13 Learning Outcomes

Methods of observing children

Interpreting the observation

Diary Unit 2 task 2Behaviour

Starter

Match the method to the aim

26/11/12

Focus on clear aims (HO5)

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

Dvd behaviourDiary 2 behaviourEvaluating observation method links to EYFS etc slide 71