Choose your diary
description
Transcript of Choose your diary
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
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