ev681session 3final
TRANSCRIPT
EV681Pedagogy, Principles and Practice in Early
Childhood
Session 3
Positive Relationships
Assessment in the Teaching
and Learning Cycle
2
Planning:
Individual/group/class
Short/mid/long
Action
Assessment of:
Child (personal)
Interactions ( interpersonal)
Environment (community)
Learning &
TeachingObservation
Formative feedback - value for childrenWestern, D (2014) one of key factors impacting children's development
and progress
Feel valued and respected as individuals
Leaders of their own learning
Supports motivation
Learning has depth
Learning has continuity
Learning environment offers opportunities for
autonomy, choice and enjoyment
Importance and value for children
Ensure child’s needs are being met, the
environment respects and values their
‘uniqueness’
Hearing children's voice
Involving child in their own assessment –
supports self awareness of their strengths and
areas to develop
Learning journal demonstrates to children how
the setting notices and values their
achievements.
Identifies possible issues/areas of difficulties
value for practitioners – evaluative
Engage in the delights of children’s learning
and development
Staff training? E.g. Disabilities, equalities,
speech and language
Are our interventions
appropriate/relevant/sensiti
ve?
and the setting – (informative)
‘ We can use our assessments to shape
and
enrich our curriculum, our interactions
our provision as a whole.’ (Drummond
1993:p13)
Organisation of space?
Appropriate resources, are they accessible ?
Resources which reflect diversity and ensure
inclusion
Inside/outside Freeflow
Routines
Presenting an observation for University
assignments
Always include the context – where, when, whom, child(rens) age, gender(s) how long the observation is
Include a brief analysis/evaluation at the end (ways forward/next steps)
Try to put separate speech on separate lines e.g.Annie: ‘How are you going to make the cat?’
C1 picks up a toilet roll tube and the brown paper.
C1: ‘With this tube and this paper’
Annie: ‘That will make a very big cat.’
Try to write it all in the same tense (usually the present tense)
ALWAYS PRESERVE ANONYMITY OF CHILDREN, ADULTS AND SETTING!
Observations...
Should be for a reason – are purposeful
Should focus on what a child CAN do
Should record what actually happens
Should be objective and unbiased – the
observer should stand back from personal
values and beliefs (avoiding value-laden
emotional language)
Observers should try to avoid ‘influencing’ the
child
What do you see? The power of our
language...
‘He was kicking-off as
always because he
wanted his own way.’
‘His mum just threw
him in the door
because she’s a
working mum.’
‘She was whining.’
‘She’s arrived dirty in
the same clothes she
always wears.’
EYFS DfE 2012 : Development
matters p5
Characteristics of effective learning Playing and exploring – engagement
Active learning – motivation
creating and thinking critically - thinking
Summative assessment – EYFS
Profile Needs to be completed in the summer term in the
year in which the child is 5
Must be assessed against ELG’s – 17 : is the child
‘Meeting, exceeding or emerging’?
EYFSP given to year 1 teacher with short summary
of ‘characteristics of learning’
Must share with parents and LA
If child changes setting provider must supply profile
to date with summative assessment of ELGs
Baselines to measure progress
Baseline assessment will be compulsory for all
schools by September 2016, schools can begin to
use in 2015 and this will support their ‘value
added’
Baseline will likely to be a single score
TA ass at end of KS1 (SPAG test)
Tests at KS2 maths and reading
In between will be school based ‘qualitative’
assessments
EYFSP 2014 data https://www.gov.uk/government/statistics/early-years-foundation-
stage-profile-results-2013-to-2014
60% The proportion of children achieving a good level of development. This is up 8 percentage points from 52% last year.
33.8 The average EYFPS point score for 2014. An increase of 1 point from 32.8 points in 2013.
58% The proportion of children achieving at least the expected level in all 17 early learning goals.
16%pts The gender gap between the percentage of girls and boys achieving a good level of development - 69% of girls achieved a good level of development compared to 52% of boys.
Theme : Whole child V’s ELGs
Harrison and Howard (2009)
Formative assessment Summative assessment
Mainly about
improvement
Mainly about
accountability
Looks forward Looks backward
Favours descriptive
feedback
Favours tests and scores
Informs on quality Samples knowledge
Can lead to improvements
in learning
If overused, can have a
negative impact.
1. Working with families
Transition into Reception or
Nursery Class
What will this involve?
Why is it important to get this right?
Home visiting
What are the benefits and logistics?
What will a home visit look like?
Why home visit?
Building relationship with family
Family and child at ease
Family as first and most enduring
educator
Emotional security
Shared understanding
Initiate communication
What is a family?
More than a half of British families feel
under-represented by media, politicians
and advertising
57% say marriage is not necessary a
factor
77% feel single parents can be ‘a proper
family’
59% agree that same sex couples make a
family
Centre for the Modern Family, December 2011
Partnerships with families
What are the
gains from
partnerships
with families?
For whom?
What can be
the barriers and
challenges?
Who are the
losers?
Allen report ‘Early Intervention’ (Jan 2011): http://www.dwp.gov.uk/docs/early-
intervention-next-steps.pdf
Field report ‘The Foundation Years’ (Dec 2011):
http://webarchive.nationalarchives.gov.uk/20110120090128/http:/povertyreview.
independent.gov.uk/media/20254/poverty-report.pdf
Really, really important bit….
There is only one perfect child in the
world,
and every mother has it.
Chinese Proverb
Parents are (usually) experts on their own children
Their skills complement professional skills
Parents can impart vital information and make informed observations
Parents have the right to be involved
Parents can be highly effective teachers of their own children
Parents should contribute to decision making
http://www.teachersmedia.co.uk/videos/leadership-parent-voice
EPPE Report from the Primary Phase: Pre-school
and Family Influences on Children’s Development
during KS2 (DCSF Report 061)
The HLE has a greater influence on a child’s
intellectual and social development than
parental occupation, education or income.
What parents do is more important than who
they are, and a home learning environment
that is supportive of learning can counteract
the effects of disadvantage in the early
years
Factors used to measure
the HLE:
Reading to children
Playing with letters and numbers
Teaching number rhymes and songs
Painting and drawing
Joining the library
Taking children on visits
Arranging for children to play with peers at
home
What will you
do to
encourage
these?
‘Establishing good home-school
relations is not easy. The challenges
include lack of time and the need for
clarity . . . More fundamentally, mutual
respect between home and school,
though desirable, is not always present
. . .’
(Alexander, 2010, p79)
NUT - http://www.teachers.org.uk
Prepare for the parents' evening by making sure that your notes on your pupils are in order and easy for you to refer to. Take a pen and paper to jot down any important points that parents may make.
Wear clothes that will make you feel confident about the image you project.
Make parents feel welcome, smile and shake hands.Remember that parents may be feeling nervous and intimidated.
Try and be as positive as possible about each pupil. Even when you have to say something negative, try to begin and end the discussion with a positive comment.
Make sure you know to which parent of which child you are speaking.
Be concise in your comments and avoid using jargon.
You may wish to suggest one or two targets for the pupil and encourage the parents to discuss these with the child.
Offer the opportunity for parents to make comments and to ask questions.
Be polite, but firm, in saying goodbye to any parents who talk a great deal. Standing up and shaking hands is a good technique.
2. Working with staff within
school/nursery
Reflections
Identify a particular interaction with a Teaching Assistant/Nursery Nurse
What happened?
Why was it challenging/interesting/empowering?
What did you learn from it?
Did it or will it affect what you did or do subsequently?
Desirable skills and personal attributes
identified in each other by TAs and
teachers
Teaching Assistants
Relationships
Communication skills
Ability to take initiative and be proactive
Punctuality
Open-mindedness
Conscientiousness
Good standard of writing and subject knowledge
Ability to plan, manage time and manage behaviour
Being alert and sensitive to the needs of the teacher
Teachers
Relationships
Communication skills
Effective delegation and enabling autonomy
Reward and celebrate success
Effective organisation and management
Wilson and Bedford (2008)
3. Working with staff beyond
school/nursery
“. . . it is essential that we work together
effectively, understanding the different roles and
responsibilities and how we can facilitate each
other as well as support the child. It is when the
professionals do not work together effectively that
there is a gap in provision and support that
children suffer, sometimes disastrously . . .“
(Johnston & Nahmad-Williams (2009) Early Childhood Studies,
p394)
http://www.education.gov.uk/aboutdfe/statutory/g00213160/working
-together-to-safeguard-children
Multi-agency or inter-agency?
Child
and
family
Speech
/lang
therapis
t
Education
al
psychologi
st
Social
worker
School
nurse
Teache
r
Interagency (transagency)
Child
and
family
Teache
r
School
nurse
Social
worker
Education
al
psychologi
st
Speech
/lang
therapi
st
“Primary schools need stronger support in ensuring
that the range of professionals working in schools
. . . are working in a cohesive team . . . in order to
improve outcomes for all and to narrow the
achievement gap for more vulnerable children.”
Alexander, 2010, p504
Common Assessment
Framework
Aim:
To identify at the earliest opportunity, a child’s additional needs which are not being met by the universal services they are receiving; to provide timely and co-ordinated support to meet those needs
The CAF is a standardised tool used to conduct an assessment of a child’s additional needs [in the broadest sense] and help practitioners decide how those needs should be met (CWDC, 2008)
http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-
process
Three main focus areas for CAF
Development of the child
Parents and carers
Family and Environment
Working together?
Sarah Cowley Nov
2011
Supporting tasks
Read Ch3 in Edmond and Price (Aspire). This explores leadership and interagency working
You may like to look up Whalley, M. (2001/7) Involving Parents in their Children’s Learning
Field and Allen reports
SBT1: how does the school/nursery work with families and colleagues in support of children’s learning and wellbeing to promote Positive Relationships?
Watch more of the clips
www.brighton.ac.uk/education/national_priorities