CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 11 Use observation, assessment and planning

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

1. Understand the role of observation when working with children (1.1)

How observant are you?

Consider:• Do you notice everything that goes on around you?• Do you walk around with your head down?• Are you looking at your phone at every possible opportunity?• Do you consider yourself to have a good memory?• Can you work out ‘whodunnit’ if you are watching a thriller or mystery

film?

https://www.youtube.com/watch?v=5odWkym0RMw

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO1 Understand the role of observation when working with children.

AC 1.1 Explain how observations are used:• To plan for individual children’s needs• For early intervention• To review the environment• During transition• When working in partnership.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activityObservations

Write down what you see in the image?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Did you record the facts about what you have seen, or did you record your opinion?

The facts: The child is sitting on the floor with her hands over her eyes.

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

What did you see in the image?

Observations

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Observations are very important when planning for children’s individual needs.

• Practitioners will observe a specific child, and the outcome of the observation will enable practitioners to plan for that child.

• For example, a practitioner may observe a 4-year-old child in the mark-making or writing area, and notice that the child struggles to hold a pencil.

• The practitioner would then plan activities that would develop this skill, such as threading or sorting small objects.

1. Understand the role of observation when working with children (1.1)

Planning for individual needs

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Time: 15 minshttps://www.youtube.com/watch?v=7nQxWCn_dBg We will discuss your experiences of observing a child.

Consider:• What was the child doing?• Did you choose a child to observe in particular?• Was a child doing something different or interesting that you observed?• What did you learn while observing the child?• How did you find completing the observation?

1. Understand the role of observation when working with children (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Observations play a crucial role in providing early interventions for young children.

• An intervention will mean that practitioners will get involved with the child and family to deal with any issues that may have been identified during observations.

• In some situations, professionals from outside the setting will also be involved.

1. Understand the role of observation when working with children (1.1)

Early intervention

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A practitioner may have noticed that child does not like being in group situations.

• Observations will identify when and where this happens, and how the child deals with it.

• Their key person will speak regularly to the parent/carer, and together, they can support the child.

• If this was left unobserved and not dealt with, it could impact on the child’s holistic development.

1. Understand the role of observation when working with children (1.1)

Early intervention

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Why do we observe and

assess children?

Observations

Write your answers on your whiteboards

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Why do we observeand assess children?

To observe children in real

situations in order to

understand their development

See if a child is progressing

To help plan for children’s futures and to meet their

individual needs

To evaluate activities,

routines or strategies used with children

To report to other

professionals

To report to parents

To identify changes in

development

To learn aboutindividual needs

Reference: Penny Tassoni

To meet government regulations

To identify changes in behaviour

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Practitioners need to constantly review the environment to see if it is working for the children.

• An observation of a specific area of the setting will give practitioners lots of information. This may include:

• How often it is used• How many children use it at one time• Is there enough space?• Are there enough resources?• Are the children using it as intended?

1. Understand the role of observation when working with children (1.1)

Reviewing the environment

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

When working in a setting, you may see an area or activity that is not working for the children. Discuss specific examples and explain your actions.

Consider:• Was an area of the setting too crowded and therefore dangerous?• Was there an activity that was very popular, but children were getting

frustrated because there weren’t enough resources?• Have you seen an activity that was left untouched for a whole session?• Is there an area of the setting where children always bump into others or

into furniture?• What could you do about these situations?

1. Understand the role of observation when working with children (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• If a child is new to the setting or is going through a change in home circumstances, then practitioners will observe them to make sure they are coping with the transition.

• Observations will need to be carried out over a period of time because the child may be fine one day and then struggle the next day.

• When observing the child, practitioners will be able to identify any specific situations that the child finds difficult, and they can then work on ways to support the child.

1. Understand the role of observation when working with children (1.1)

During transition

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• Working in partnership with others will support the individual needs of the child.

• Practitioners may work with other professionals from outside the setting, and they will also work in partnership with parents/carers.

• Observations will support partnership working.

1. Understand the role of observation when working with children (1.1)

Working in partnership

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Observations will support working in partnership in many ways, including:• Observing a child prior to a meeting – this will provide accurate and up-to-

date information for the team• Observing how others deal with a situation – seeing how another

practitioner deals with behaviour management• Observing to see whether a suggested action plan has had the desired

effect – changing an area of the setting to resolve conflict and then seeing if it works

• Observations from different points of view – different practitioners and professionals will see different things.

1. Understand the role of observation when working with children (1.1)

Working in partnership

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Classroom discussion activity

Discuss the benefits of sharing observations with others.

Consider:• Different views and opinions• Trying new strategies• Early intervention• Teamwork• The holistic needs of the child• Discuss the need for maintaining confidentiality when sharing

observations.

1. Understand the role of observation when working with children (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Reflection activity

Reflect on your own observational skills, this about the observation you completed at the beginning of the session

Consider:• Are you naturally observant?• Are you able to write what you see?• Do you get easily distracted?• Are you able to ask for advice and guidance?• What do you think you might find difficult about carrying out observations?• How can you overcome this?

1. Understand the role of observation when working with children (1.1)

Leaning check

https://www.youtube.com/watch?v=1D07neiB7HI

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Time: 15 minsA parent/carer comes into the setting very angry because they have heard that people have been writing things down about their child. How would you explain the benefits of written observations to this parent/carer?

Consider:• Policies and procedures of the setting• Confidentiality• Sharing observations with parents• Informal and formal observations• Assessment and development.

1. Understand the role of observation when working with children (1.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 11 Use observation, assessment and planning

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Be able to use observation methods (2.1)

Do you like to work from a ‘to do’ list when planning or organising something?Choose one of the following or one of your own and write your own to do list

Consider:• Going on holiday• Handing in coursework• Shopping• Organising resources for an activity• Planning an event

Do you prefer to go without a list as you know you will not leave anything out?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Be able to use observation methods.

AC 2.1 Use observation methods:• Checklist• Free description.

AC 2.2 Observe in line with current frameworks:• An individual child• Indoor provision• Outdoor provision.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• There are a variety of observation methods.

• Some observations are very quick and only require a few words.

• Some observations are longer and require detailed written notes.

• Some observations only require a tick or a yes or no.

• All observations require the date and, where relevant, the duration of the observation.

2. Be able to use observation methods (2.1)

Observation methods

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Methods of observation – List as many you can think of

• Media/photographic/video/audio recorders• Snap shot/post-it• Narrative/written record• Check lists• Event sample• Time sample• Sociogram

Methods

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• All observations must remain confidential.

• When carrying out an observation for your coursework, you should not name the child or setting.

• You should use codes such as ‘Child A’ and ‘Child B’.

• You must get permission from your supervisor and discuss what you need to do.

• You need to gain permission from parents/carers and ask them to sign an consent slip for your records

2. Be able to use observation methods (2.1)

Observation methods

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Parents/carers must be informed about observations being carried out

• Plan a letter asking permission to observe in your placement/Teddy Tots.

• State in the letter who you are, what you are studying, and why you need to observe

• Discuss ethics (the child anonymity)• Add in the Fareham College logo• Your tutors contact details for their reference • Ensure you have a tear off slip for parents/carers to sign.

Individual task – Gaining permission

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• This method of observation requires practitioners to fill in a pre-prepared checklist of skills.

• The child may have been asked to do a specific set of tasks and the observer will fill in a ‘yes’ or ‘no’ box.

• A checklist will often have another column that is headed ‘nearly, sometimes or additional infornation’.

• This method of observation is very quick and can assess several children at the same skill or task.

2. Be able to use observation methods (2.1)

Checklist observationTask/Milestone Achieved Additional

Information

Hop on one leg

Jump with feet togetherPull self up without supportUse pincer grip to pick up small itemUse palmar grasp to pick up large itemCatch a large ball

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Independent research activity

Research and review a variety of checklist examples.

Consider:• The age and stage it would be suitable for• The purpose of the checklist• The column headings• General layout• Space for comments or review.

2. Be able to use observation methods (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Discuss the checklist examples you have reviewed.

Consider:• Which one/s did you prefer?• Why?• Which one did you like the least?• Why?• Why does a checklist need a ‘nearly’ or ‘sometimes’ column?• What are the positives and negatives of a checklist observation?

2. Be able to use observation methods (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• A free-description observation requires the practitioner to write down everything they see and hear when observing.

• Practitioners will develop their own ways of writing down as much as possible.

• They may create a code for certain areas, toys or children.

• They may use initials and symbols.

• This will enable them to get as much information down as possible.

2. Be able to use observation methods (2.1)Free-description observation

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• This type of observation gives practitioners a detailed account of a child and what they were doing while being observed.

• It is very important when carrying out a free-description observation that practitioners only write down what they saw and heard.

• Practitioners must not include their own opinion during the observation.

• This can be included in the reflection, summary or review of the observation.

2. Be able to use observation methods (2.1)

Free-description observation

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Subjectivity and Objectivity

Can you define these terms?

Write them in the front of your folders for reference

• Subjectivity is…..

• Objectivity is….

Individual task

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Practitioners must be objective and not subjective in their writing:

Please put the statement under the correct heading

2. Be able to use observation methods (2.1)

Free-description, written narrative observation

Objective

Subjective

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

You are required to carry out the following observations:

• An individual child – this will require you to have permission from the setting and the parent/carer.

• Indoor provision – you will need to choose one specific area inside the setting and observe how it is used.

• Outdoor provision – you will need to choose one specific area in the outdoor space and observe how it is used.

Look at your placement timeline goals to identify when these need to be complete

2. Be able to use observation methods (2.2)

Carry out observations

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Group activity

Plan what you might observe in the outdoor space, use your activity plans to support you

Consider:• The layout of the area• Equipment that is permanently fixed, such as a climbing frame• Equipment that is put out daily, such as balls or bikes• Indoor activities that are available outdoors, such as a creative area• What would you want to find out from carrying out this

observation?

2. Be able to use observation methods (2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

Discuss what you need to do in preparation for the observations, create a to do list.

Consider:• Permission• Choosing the method• Identifying the individual child• Resources needed to carry out the observation• When you are going to plan to do the observations• Are there any areas of this task that you are concerned about?

2. Be able to use observation methods (2.1, 2.2)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Research one other method of observation and briefly identify why and when it may be used.

Consider:• Event sample• Time sample• Diary• Longitudinal study• Diagrams and charts.

2. Be able to use observation methods (2.1)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 11 Use observation, assessment and planning

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. Be able to use observation methods (2.3)

Do you look back on something you have done and decide whether it could be done better next time?

Consider:• A holiday with a group of friends• Handing in coursework• Shopping when you do not know what you are looking for• Organising resources for an activity you have never done before• Planning an event• Do you live for the moment and never look back?

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Be able to use observation methods.

AC 2.3 Reflect on outcomes of observations carried out in own setting in relation to:

• An individual child• Indoor provision• Outdoor provision.

AC 2.4 Work with others to plan next steps in relation to the needs and interests of an individual child.

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

What makes a good observer?

Working in pairs please create a tick sheet/ booklet / flip card that you can take into placement with you to help become a great observer.Think about the areas bulleted on the left and research some of your own.

• Listening skills• Being non judgemental• A holistic approach• Covering areas of SPICE• Equal opportunities • Confidentiality • Parental involvement• Areas for development • Being positive focusing on

achievements• Relating to EYFS• Factors that could effect the child

Individual task

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• Once you have carried out an observation, you need to reflect on the outcomes and decide what to do with this information.

• Your observation of an individual child may have identified:• The child’s strengths• Areas for development• An activity the child particularly enjoys and excels at• Friends• Any areas of concern.

2. Be able to use observation methods (2.3)

Reflect on outcomes of observations

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Your indoor and outdoor provision observations may have identified:• Favourite areas• Under-used areas• Areas that are not used as intended• Any issues with space and layout• Availability of resources• Children’s views and opinions• The interests of the children.

2. Be able to use observation methods (2.3)

Reflect on outcomes of observations

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Planning cycle

Observe

Identify child’s needs

Plan activities, routines,

experiences

Implement activities, routines,

experiences

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Pairs activity

Describe how you carried out one of your observations, put together all of your to use towards your assignment.

Consider:• Which observation method you used• Your consent letter signed by parents/carers• Your discussions with your supervisor prior to the observation• Any issues you had while carrying out the observation• How you wrote your observation down• What you did with your observation once completed• Describe one thing that stands out for you after doing this observation.Make you have considered all this information when completing your refection

2. Be able to use observation methods (2.3, 2.4)

Paired an individual reflection task

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• After carrying out your observation and reflecting on the outcomes, you will need to decide what to do next.

• You should discuss your observation with others. This could include the child’s key person and your supervisor.

• When working as a practitioner you may involve others from outside the setting when planning next steps.

Remember to add the needed information to both the front and back of your completed activity plans

2. Be able to use observation methods (2.3, 2.4)

Work with others to plan next steps

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Example of observe, assess and plan

Thomas, 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.

Group disucssion

Observe

Identify child’s needs

Plan activities, routines, experiences

Implement activities, routines, experiences

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Your observation of the indoor provision may have identified that the book area is too cramped, as only one or two children can comfortably use it at any one time, which causes arguments and frustration between the children.

• You could discuss this with your supervisor and decide what to do next.

• It could be something as simple as moving a book box over a little to give more space.

2. Be able to use observation methods (2.3, 2.4)

Work with others to plan next steps

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• Your observation of an individual child may have identified their social and emotional skills when playing with others.

• It may be that they struggled to share during role play in the home corner and always cried when they did not get their way.

• You would discuss this with their key person and your supervisor, and together, you can plan for the child.

2. Be able to use observation methods (2.3, 2.4)

Work with others to plan next steps

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Group activity

Each person in the group will choose one of their observations and discuss the outcomes.

Consider:• The method used• The focus of the observation• The actual observation• The outcome of the observation.

As a group, discuss what the next steps could be for each observation.

2. Be able to use observation methods (2.3, 2.4)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

• It is important to discuss your observations with your supervisor as together you can identify and, where appropriate, plan next steps.

• Your supervisor may give you permission to make a minor change to the layout of the setting.

• They may suggest an activity you can carry out to support the development of the child you observed.

• This is all part of the observation cycle which includes: plan, do, review.

2. Be able to use observation methods (2.3, 2.4)

Work with others to plan next steps

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Classroom discussion activity

Time: 20 minsDiscuss the benefits of the observation process.

Consider:• The age and stage of the children• The range of methods available• Possible outcomes• The observation cycle• Do you feel there are any negatives to the observation process?

2. Be able to use observation methods (2.3, 2.4)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

2. Be able to use observation methods (2.3, 2.4)

Lets get up a display to support your assignments

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Extension activity

Time: 15 minsYou have observed one element of your outdoor provision. Create a document to show how and why the other areas of the outdoor space can be observed.

Consider:• Reason for observing each area• Suggested methods• Possible outcomes • Next steps.

2. Be able to use observation methods (2.4)

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 11 Use observation, assessment and planning

Session 4

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

2. How observations are used (1.1)

Time: 15 minsShare your findings with the group

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Be able to use observation methods.

1. Outline benefits for observation2. Identify barriers to the method of observation 3. Justify the negative and positives for the method of observation

Learning Outcomes

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

For or against argument

Methods of observation

Narrative descriptionChecklist

Time samplingEvent planning

Target childStandardised test

Filming and photographsSound recordings

Information from parents or carersQuestionnaires

SociagramEvent/frequency sampling

You are going to be given one of the flowing in your pair, you will need to research the basic methods and then the for and against.

We will then complete a live debate

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

Starter activity

Create a method of observation display

Lets continue with our display to support your assignments

Team challenge

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

LO2 Be able to use observation methods.

1. Outline benefits for observation2. Identify barriers to the method of observation 3. Justify the negative and positives for the method of observation

Learning Outcomes