Observations and learning presentation class version
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Transcript of Observations and learning presentation class version
Definition for Observation
The ‘why’ of observations
The ‘who’ of observations
The ‘where’ of observations
The ‘what’ of observations
The ‘how’ of observations
The ‘when’ of observations
Ethical Considerations
The Next Step
What does it mean?
On a piece of paper write your own definition for ‘observation’.
Keep it next to you until the end of this session.
Scripted and Unscripted
Individual needs to provide support
Assessing children’s capabilities
Checking children’s development
Measuring attainment
Learn more about:
How children learn and develop
The individual child
Children’s behaviour and ways to manage
Identifying difficulties
Developing and maintaining a safe and stimulating environment
Provide Information
Written documentation for an individual child
Formal assessment of a child’s learning
Planning curriculum
Provide information about children
Optimum support for children
Method of measuring classroom behaviours
Identify problems
Impact of routines, staff organisation, physical environment, pedagogical approaches
Purposeful planning
Celebrate achievement
Most rapid phase of a child’s development
85% of children’s core brain structure is developed by the age of four.
Foundation for children’s future health, academic success, and social and emotional well being.
www.childrennow.org
A child or a group of children
A setting and how it affects children’s learning
Child to Child Interaction or Child to Adult Interaction
Environment – Think Critically
Where to observe?
Does your environment always provide you with what you need to see?
Any changes at environment to foster observation?
Observe to assess:
Interactions and interplay
Impact of routines, staff organisation, physical environment, pedagogical approaches
Specific questions
** Choose Carefully
Unstructured
Semi structured
Structured
Narrative
Sampling: event or time
Rating scales
Checklists
http://www.irenelaw.net/category/observation-assessment-of-young-children/
http://www.newchildcare.co.uk/time.html
Which methods would you use in your setting and why?
Share your opinion your group.
Discuss advantages and disadvantages.
Observe from a distance
Think about time, space and possible distractions
Find your motivation
Remember your aim and focus on that
Avoid conclusions you are not qualified to make
Be objective and state the facts
Identify diversity
Do not compare children
Avoid making assumptions
Avoid labels
Which statement is correct?◦ “Annie never shares” OR “Annie has difficulty sharing”
Step 1: Write down an assumption statement
Step 2: Pass it to your left
Step 3: Rewrite the sentence to remove the assumption
Step 4: Share with group
Step 5: Reflect
Planned Observation:
◦ Schedule ahead of time
◦ Addresses: who, what, why, where, and when
◦ Develop a routine and system
◦ Choose method
Spontaneous Observation
◦ Intuitive
◦ Not Scheduled ahead of time
◦ Addresses: who, what, why, where, and when
When does spontaneous observation occur?
How does spontaneous observation influence planned observation?
What is the end result of these four concepts?
1) Scripted (required) 2) Unscripted (intuitive)
3) Planned Observation 4) Spontaneous observation
Understanding of the whole childAssessment
Communication
Informed consent from participants
Anonymous
No photos
Ensure the health, safety and welfare
Be respectful
Explain purpose of observation
Permission to withdraw
Communicate learning and growth of child
Enable optimum support
Purposeful planning
Identify hiccups and problems
Identify impact of organisation, environment and pedagogies
Celebrate achievement
Reflection
Available for children
Go back to your definition from the beginning of this session.
Anything you would like to add or change?
“As we understand it, the purpose of ‘child observation’ is to assess children’s psychological development in relation to already predetermined categories produced from developmental psychology and which define what the normal child should be doing at a particular age.”
Dahlberg, Moss & Pence (2013) page 154
Broadhead, P. (2009): Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings, Early Years: An International Research Journal, 29:2, 105-118
Carr, M. (2002) Assessment in Early Childhood Setting. Learning Stories. London: Paul Chapman Publishing
Dahlberg, G., Moss, P., & Pence, a. (2013) Beyond Quality in Early Childhood Education and Care. Oxon: Routledge
Laevers, F. (2000) Forward to Basics! Deep-Level-Learning and the Experiential Approach, Early Years: An International Research Journal, 20:2, 20-29
Palaiologou, I. (2012). Child Observation for the early years. 2nd ed. Sage: London