Observation and Assessment

Observation and Assessment Unit 3.14

Teddy Tots Reflect on your Teddy Tots Session What went well during the session?What might you need to improve for next session?Evaluate your Activity PlansPlan your activities for your next session.

Learning outcomes To identify what an observation isTo describe why observations are neededTo evaluate observation methods in line with current frameworksTo evaluate observation methods

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Definition

Think pair share to define:

What is observation

What is assessment

Why are observations completed?

to plan for individual childrens needsfor early interventionto review the environmentduring transitionwhen working in partnership.

Statutory framework for the early years foundation stage Setting the standards for learning, development and care for children from birth to five

Published March 2014Effective September 2014

2.1. Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents and carers share.

2.2. Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote childrens successful learning and development. Parents and/or carers should be kept up-to-date with their childs progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.

Have you seen or taken part in the assessment / observation process in placement one?

Discuss

Complete and track placement paperwork from placement one. Evidence file.Please use a pencil.

I will sign your hours sheets.

Teddy Tots Reflect on your Teddy Tots Session What went well during the session?What might you need to improve for next session?Evaluate your Activity PlansPlan your activities for your next session.

Learning outcomes To identify the planning cycle and how this is used in practise To describe how summative assessments are made in line with current frameworks To identify the skills needed for observation To explain how to adhere to confidentiality whilst observing childrenTo define the term objectivity and subjectivity

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Discuss in groupsWhat types of observations and assessments take place, how often and who is involved and how are they recorded?

Note on worksheet provided.

Statutory Summative AssessmentsLook up and make notes about use worksheet provided.

Two year old progress checkEarly years Foundation stage profile

Skills for observation

What do you think you will need to consider before and while you are observing?

Gaining Permission

Confidentiality

Perception and Illusion non bias

What is happening in this picture?

Be Factual The facts: The child is standing with her face to the wall, with her hands over her eyes.

Your opinion: She is crying, hiding, sulking, etc.

Subjectivity V Objectivity Choose the most objective statement

Jack is in a temper.

Jack is thumping his fist on the back of the chair. He is screwing up his eyes & turning his back to the teacher.

SubjectiveObjectiveHarry is angryShe picks up the pencil with her left handAlice is upsetHe puts the spade in the sandpitJohn cries loudlyBeau is nervousMay lifts her spoon to her mouthTim stamps his feet

Next Week You will work with your partner each of you will complete a 10 minute observation on your given child please ensure your observations are objective.

Teddy Tots Reflect on your Teddy Tots Session What went well during the session?What might you need to improve for next session?Evaluate your Activity PlansPlan your activities for your next session.

Learning outcomes To evaluate own observation skillsTo identify the factors that need to be considered when observing To identify the Hawthorn Effect To observe children in an indoor provision To observe children in an outdoor provision To evaluate reasons for objectivity when recording observations Evaluate the reasons for confidentiality during the observation process.

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Selective attention test

https://www.youtube.com/watch?v=vJG698U2Mvo

Take notes what have you seen on the clip?

Feedback to the group

http://www.theinvisiblegorilla.com/videos.html

Discuss what you have seen

Peer assess Reflect on your partners observations are theses objective or subjective?What can be improved when completing these observations?

Things to consider when observing

Some activities may be avoided by girls or boys.Some children may be very willing/compliant.Some children dislike certain activities.There may be expectations by the adult.There may be barriers linguistically, socially and culturally.Boys may respond differently to a woman and girls differently to a man.There could be influences.

Factors may have affected the child (e.g. environment, concentration).

Hawthorne Effect http://psychology.about.com/od/hindex/g/def_hawthorn.htm

How to observeDecide what you are going to observe.Select activities to meet objectives.Decide the technique you are going to use.Decide your role.Decide how you will record information.

Preparation and implementation

Ask permission.Negotiate with other staff.Choose an appropriate time.Collect all the resources you will need.Choose an appropriate point to observe and record information.Avoid eye contact with children or staff involved in the observation.Consider the childs rights (e.g. health and safety, confidentiality)

How to observe

Sit quietly so you are close enough to hear but not interrupt the play.Do not make eye contact with the child.Do not be distracted.Only interrupt for reasons of safety.

For next week during Teddy Tots

Choose one area within the indoor provision to observe, such as a literacy area, and consider how the children use this area so that improvements can be made.

Choose one area within the outdoor provision to observe, and consider how the children use this area so that improvements can be made.

Indoor Provision what would you observe?

Outdoor Provision

Recap

Define the terms Objectivity and Subjectivity

3.2 Evaluate the reasons for objectivity when recording observationsPros Cons Conclusion

3.3 Evaluate the requirement for confidentiality during the observation process.Pros Cons Conclusion

Teddy Tots Reflect on your Teddy Tots Session What went well during the session?What might you need to improve for next session?Evaluate your Activity PlansPlan your activities for your next session.

Learning Outcomes To identify different observation methods To prepare to complete a written narrative To reflect on outcomes of own observations To work with other to plan the next steps Work with parents / carers in a way in which encourages them to take an active role in their childs play

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Different methods of observationThere are many different methods of observation.Each type can provide a different range of information. Using different observations ensures that you build a detailed picture of the child.

Methods of observation What methods are you aware? media/photographic/video/audio recorders snap shot/post-itnarrative/free description/written recordcheck listevent sampletime samplesociogramtarget childchild tracker / movement record use the above methods within Longitudinal Study.

Media

Snap shots

Written Narrative

This is a descriptive account of what the child/children is doing.

It is an actual account, this makes your observation reliable and valid.

You have a set format of how this observation will look. It looks like a story.

Prepare to complete a written narrative.

Write down what you seehttps://www.youtube.com/watch?v=PFkozKBEURs&list=PLknl7Z_QI4MzaXeOe3CjFqL_CLQa44yWO&index=9

Checklist observation Simple and quick method to present information

Can be used for all areas of development

It can be used by parents and other carers

This method is used to check development against specific milestones

There is a set format for this observation

Checklist Observation Task/MilestoneAdditional Information Hop on one legJump with feet togetherPull self up without supportUse pincer grip to pick up small itemUse palmar grasp to pick up large itemCatch a large ball

Event Sample observation This is used for noting specific types of behaviour or events over a period of time.

The information is easy to read and is presentable

Can be used by parents and other carers.

There is a set format for this type of observation

Date /timeincidentPrevious Happening Who was thereWhat happened nextComment Ben snatched the rubber from James & James snatched it back Writing a story of Bens choice in work task 3 other children were present at the table & the teacher was at her desk Ben called James a name & hit him on the arm. James shouted & the teacher intervened Ben needs to ask politely 1st if not then include the teacher Ben needs to control his anger Repeat of previous incident Continuing to write at the table James & Ben were alone at eth table Teacher in the book corner James called the teacher to intervene & Ben was moved to sit by himself Ben reminded again to ask before taking Elliot pushed Ben from behind & Ben fell over Children were changing for a PE lesson All the children were changing together teacher was assisting Ben jumped up & pulled Elliots jumper. Elliot shouted & teacher intervened Ben not the instigator of this incident Ben screamed because he thought someone had taken his tieChildren were changing back after PE All the children were together Several children backed away from Ben looking quite scared . Teacher intervened & found the tie Ben needs to find an acceptable way to express himself .

11.2011..3513.2013.50

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Time sample observation Similar to event sample but you record information at different times of the day.

It is easy to collect the information

ActivityTable Climbingwall

Bridgehouse

boat

slide patioSand pit

KEYX =girls+ = boysA = adult

water

treesMusic box

doorsWillow tunnelhillBlocks vegetable & flower gardenxx +++xxx++++xx++x++xxxx++++xxWhats going on?AAA

The Snapshot/tracking chartA way of capturing what is happening at a given moment in time in a specific areaIt can be used to discover what areas of the setting are being usedhow resources are being usedwhich children are playing togetherassess the learning opportunities

Can be used to observe one child or a whole group

SociogramsCan be used to assess social groupings or interactionsCan identify how or why children associate with each otherUses pre made chart or can use childrens drawingsChildren are asked who they most enjoy being with

Example 1ChildFriendFriendFriendAnnabelleMeeshaBoeBobbyBoeThaiBobbyAnnabelleMeeshaBoeBobbyAnnabelleBobbyAnnabelleThaiLukeThaiMeeshaThaiAnnabelle

Example 2

BobbyMeeshaThai

Toms favourite friends

Bobbys favourite friendsThaiTomBoe

What can be assessed?Most popular childLeast popular childSame sex relationshipsDifferent sex relationshipsWARNINGSome children may not be chosen because they are not there on that particular day not because they are unpopular

Target childA full, detailed written record of a childs movements during a predeterminedtime can offer practitioners a full account of: which specific activities the child has selected which area(s) of the learning environment he/she has been working in with whom he/she has interacted with whom he/she has spoken evidence of expressive language used.

While observing a child in this way it is useful to have a watch nearby and to note the time at frequent intervals, clarifying the exact time spent at each activity.

To ease notation, codes can be evolved which should be written on the record sheet for clarity of understanding by others. Possible codes could include:TC = target child A1, A2, A3 = adultsB1, B2, B3 = another boy AC = art cornerG1, G2, G3 = another girl HC = home cornerST = sand tray P = cooperative playBP = brick play SP = solitary playBC = book corner PP = parallel playPT = puzzle table

Observation methodsYou will choose various methods to observe children so you are able to collate as much information as possible.

This would form a longitudinal study over a period of time.

Evaluate methods of observations.Event SampleTime SampleSociogramNarrative / Free DescriptionTarget ChildChecklistChild Tracker / Movement Record.

Reflect on outcomes of observationsShare your recent observations of inside and outside provision with your table

Inside - consider how the children use this area so that improvements can be made, note these on the back of the observation

Now do the same for the outside provision.

Planning When you are planning you should know:What the child can doHow they learnThe childs interestsThe personality of the child Attachments of the child.

5.1 Work with parents / carers in a way in which encourages them to take an active role in their childs play

Group discussion how can we meet this be able to criteria?

We should never hear

lets take the children on a bear hunt, we have not done that before

Child centred planning

Work in partnership Additional needs would be supported Child will progress and developInclusive environment Child will be engaged

Example of observe, assess and planThomas, aged 20 months, brought a toy digger to show his key person. The front of the digger could be raised and lowered with a lever on the side, and Thomas said Up-and-Down as he moved it repeatedly. He laughed when it banged down, and repeated the action several times.

Other staff in the room, shared observations of Thomas painting on paper attached to a door, with large up and down movements, and using the gloop by raising his hands high and watching the mixture fall.

The staff thought that Thomas was showing particular interest in exploring vertical movements, and decided to plan further opportunities for him to explore up-and-down movements through building tall towers of boxes which could be knocked down, and through jumping off soft play shapes onto a mat.

Tracking progress. On your tables discuss how progress of children is tracked in your setting.

What did the practitioners do with the information? How did this support the child?

How is the progress of the child shared with parents?

Tracking progress You will begin to notice that all settings will complete the tracking of their childrens progress differently.

As long as the childs progress is recorded. This is paramount. Quality not quantity.

They are for parents/carers and guardians to see and be a part of.

Enhance childrens learning.

Next steps. (pair share)

Look at the case studies and decide the childs next steps and plan for these using Development Matters documentation

Tutor will come round and check on your knowledge of using the development matters guidance.

Evaluation of the observation, assessment cycle

Lets get togetherGroup discussion -

meeting needs and interests of children.

What is our role?

Add to recent observations

Consolidation

Spend time going over observations completed in the last 2 weeks, make sure all are reflected on and then added to your file under the letter G

Starter - Longitudinal Study What is it?

How is it used as an assessment tool?

Where children are in their learning and developmentTheir progress in different areasAspects of health and well beingPersonality, temperament, likes and dislikesResponse to different experiencesBehaviour in a range of concepts, e.g. different environments

Find out more about different aspects of child developmentIdentify ways in which children learnReflect on what providers must do to promote development and learning and further develop own good practiceAssess the development of the childPlan for the next stage of development

Benefits?How does undertaking a study benefit the -

Child?Parents?Early years practitioners?

In your work setting You are going to complete a longitudinal studyYou must gain permission before any observations take placeSelect one (1) age range for each Longitudinal Study. The age range selected must be different for each Longitudinal Study:

0 - 1 year 11 months2 - 2 years 11 months3 - 5 years.

The observation, assessment and planning cycle should be followed when completing each observation:

The observation, assessment and planning cycle

Complete an observation.Undertake a summative assessment.Plan for the childs next stepsImplement the plan with the child and use this to inform the next observation.

Undertake a minimum of four (4) observations, assessment and planning cycles for each Longitudinal Study over a six (6) week period.

Use a minimum of two (2) different observation methods for each Longitudinal Study, four (4) methods in total, which have been learned about in Unit 3.14 and include:

Event SampleTime SampleSociogramNarrative/Free DescriptionTarget ChildChecklistChild Tracker/Movement Record.

What needs to be done.All observations must be authentic. A signature from your assessor/tutor or placement supervisor must be included on each observation and planning sheet to ensure authenticity.

Maintain signed and dated records of observation, assessment and planning for each Longitudinal Study. You must use the templates provided by CACHE, that are stored within your file.

Name:PIN:Area of development:Date of observation:Child identifier (e.g. Child A):Childs age:Method:Aim(Provide a clear statement about what you intend to do/what you want to find out about)Observation(You may wish to use additional sheet/s)

Before handing in your studyComplete the critical evaluation

introduce each critical evaluation with an:explanation of how the longitudinal study has been used as an assessment toolevaluation of the benefits of this Longitudinal Study for the child, early years practitioner and others.

Critically evaluate the outcomes of each Longitudinal Study in relation to:childs development stage, interest and needyour own rolechoice of assessment methodscurrent frameworkstheoretical perspectivespartnership workingholistic developmentthe environmentplay for learning and development.