Observation and assessment lo

Observation, Assessment and planning

Unit 7

Time: 10 mins• Look at the perception activity images provided by your

teacher. Can you say the names of the colours written in the Stroop test? What can you see in the other pictures?

• Discuss your results with the rest of the group.

Starter Activity

• LO1 Understand the observation, assessment and planning cycle.

• Define the terms observation and assessment • Identify what is meant by the Hawthorne effect • Explain how observations are used for children

aged 0-5 years D1 • Discuss the observation, assessment and

planning cycle C2

Definition

Think pair share to define:

What is observation?

What is assessment?

Skills for observation

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

Silent Debate https://www.youtube.com/watch?v=vJG698U2Mvohttp://www.theinvisiblegorilla.com/videos.html

Hawthorne Effect

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

Why are observations completed? D1

to plan for individual children’s

needsfor early

intervention

to review the environment

during transition

when working in partnership.

Complete your Hand-out to support D1

EYFS (2014) states C2

You are required to read through page 3 of the EYFS to state what is shows about:

• The importance of observation• How observation will inform your planning• Methods to record observation

Record on the Padlet.

• Time: 15 mins• Create your own observation, assessment and planning cycle

diagram.

• Include:• An image to show the cycle process• A clear description of each element of the cycle.

LO1 Understand the observation, assessment and planning cycle C2

• Time: 15 mins• Discuss how the observation, assessment and planning cycle will help

practitioners to plan for a child who is about to move up to a reception class.

• Consider:• The age and stage of the child• The individual needs of the child• Child cantered planning • How you will use your findings from observations that you have carried

LO1 Understand the observation, assessment and planning cycle D1, C2

Extension Activity

1. Describe three reasons for carrying out an observation.2. Explain why is observation, assessment and planning are

described as a cycle.3. Give a detailed description of each element of the cycle:

– Observation– Assessment– Planning.

• Complete your grid to: • D1 Provide an Explanation of the use of observations of

children must include a range of relevant reasons to show understanding of how and why observations are used.

• C2 Add a detailed Discussion to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning.

Assignment Task

Unit 7

LO2 Understand professional practice in relation to the observation of children

• Time: 10 mins• Have you ever misunderstood or misread a message?• Consider:• Text messages• Text speak• Emoticons• Emails• Written messages• Illegible handwriting.

• LO2 Understand professional practice in relation to the observation of children.

• Discuss the need for confidentiality and objectivity during the observation process. C1

• Explain reasons for maintaining accurate and coherent records and reports. D2

• Identify factors to consider when observing children. D3 • Evaluate the need for objectivity when observing children. B3

Gaining Permission

Confidentiality C1

• When working in partnership, records must be kept in accordance with policies and procedures and all records must be kept in line with the Data Protection Act 1998.

• Confidentiality when maintaining records is essential and all records must be securely stored and only shared with those who need to know.

• If records were not kept confidential then policies, procedures and legislation could be breached.

• Confidentiality

LO2 Understand professional practice in relation to the observation of children C1

Group activity• Time: 15 mins• Describe the confidentiality policies and procedures within your setting.• Consider:• Written information• Emails• Phone calls• Storing information• Access to information.• What may happen if a child’s details were not securely stored?• What may happen if the minutes of a team meeting about a specific child

were left lying around?

LO2 Understand professional practice in relation to the observation of children C1

Subjectivity V Objectivity B3

Choose the most objectivity 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.

Subjective Objective

Harry is angry

She picks up the pencil with her left hand

Alice is upset

He puts the spade in the sandpit

John cries loudly

Beau is nervous

May lifts her spoon to her mouth

Tim stamps his feet • Should observations be

subjective or objective?

Why do we need to be objective when observing children?

Complete your grid

• When working in partnership there will be records of all meetings and these will be completed in accordance to the policies and procedures of the setting.

• Minutes should be kept of all meetings and these will identify any action points and who is to complete these.

• Meetings may raise the need for referral and this will need to be accurately documented.

• All of these documents will show what has been said and done and by whom.

• Keeping records

LO2 Understand professional practice in relation to the observation of children D2

• Records must be accurate and coherent.• Written records will document exactly what has been said and

done and therefore need to be completely accurate.• If records are hand written then the writing must be legible

and contain accurate spellings and information.• If possible, it is always good practice to type up hand written

notes after the event. The hand written and typed notes can then be kept together if necessary but the typed version will be easier to share.

• Keeping records

Pairs activity• Time: 15 mins• Discuss situations where you have had to write up notes.

• Consider:• Observations• Meetings• Instructions• In class.

• Can you read and understand your own notes?• What impact may this have when working in partnership?

Factors D3

• hunger/tiredness• changes to the settings usual routine• distractions within the environment, e.g. noise or

temperature• well-being of the child(ren) or observer.

Move around the room and write your thoughts as to what would need to be considered under each heading and why.

• There are many factors to consider before, during and after observing children, these include:

• Gaining the appropriate permission• The health and well-being of the child• What the child is doing• The individual needs of the child• The purpose of the observation.

• Some of these factors may affect the outcome of the observation.

• Factors to consider when observing

Group activity

• Time: 15 mins• Discuss each of the factors shown below and explain why they

may impact on the observation of a child:• Gaining the appropriate permission• The health and well-being of the child• What the child is doing• The individual needs of the child• The purpose of the observation.

Extension activity

• Time: 15 mins• Imagine a child who is playing in the sand pit with diggers and

trucks. Write up 2 observations of the same child and situation, and use no more than 100 words in each.

• Observation 1 should be objective and only include facts.

• Observation 2 should be subjective and include opinion and personal views.

LO2 Understand professional practice in relation to the observation of children C1, D2, B3

1. List three reasons for accurate record keeping.2. Describe two examples of when it may be difficult to read

records.3. What is the importance of being objective when observing

children?4. What ways can we be confidential when observing and why

is this important?

Produce a power point presentation to:C1 Discuss the need for confidentiality and objectivity during the observation process you must include:valid reasons for maintaining confidentiality appropriate sharing of information gained from observationsSafe storage of observations/information. D2 Explain reasons for maintaining accurate and coherent records must include an explanation of :clarity of information to inform otherslegal requirementsSupport for informed decisions/future planning. D3 Identify Factors identified for consideration when undertaking observation of children should include:hunger/tirednesschanges to usual routineunfamiliar adults within the environmentdistractions within the environmenthealth of child/observer. B3 Evaluate the need for objectivity when observing children should include:avoiding bias/objective observationaccuracy of assessment and recording.

Assignment Task

Unit 7

Starter Activity

• Time: 10 mins• How many different observation techniques can you think

of?• Board blast

• LO3 Understand observation methods in relation to current frameworks.

• D4 Explain observation and planning requirements in relation to current frameworks. • C4 Evaluate observation methods:

• media/photographic/video/audio recorders • snap shot/post-it • narrative/written record • check lists • event sample • time sample • sociogram • target child • child tracker/movement record • use of the above methods within Longitudinal Study.

• It is acknowledged as good practice that children are observed in a familiar environment.

• This is promoted by the EYFS which encourages observation based assessments (Section 2) and that observations are assessed using the ‘Development Matters’ scales or the EYFS profile.

• Current frameworks

LO3 Understand observation methods in relation to current frameworks D4

Group activity

• Time: 15 mins• In small groups:• Research other scales that may support the observation of

children in particular areas of development• Summarise section 2 (2.1) of the EYFS to show what it

recommends with regard to observations• Share the information with the rest of the class.

LO3 Understand observation methods in relation to current frameworks D4

Group activity What methods of observation may

you use to record child’s progress? How do these observations support the assessment of children’s progress?

Conclusion

National Curriculum

Two year old progress check

Early years Foundation stage profile

My setting uses

Methods of observation C4• What methods are you aware? media/photographic/video/audio recorders snap shot/post-itnarrative/written recordcheck listsevent sampletime samplesociogramtarget childchild tracker / movement recorduse of the above methods within Longitudinal Study.

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.

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/Milestone 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

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 /time

incident Previous Happening

Who was there What happened next

Comment

Ben snatched the rubber from James & James snatched it back

Writing a story of Ben’s 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 Elliot’s jumper. Elliot shouted & teacher intervened

Ben not the instigator of this incident

Ben screamed because he thought someone had taken his tie

Children 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..35

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

Bridge

slide patio

Sand pit

KEYX =girls+ = boysA = adult

Music box

Willow tunnel

Blocks

vegetable & flower garden

xx +++

++++xx

What’s going on?

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 used•how resources are being used•which children are playing together•assess the learning opportunities

Can be used to observe one child or a whole group

Sociograms

• Can be used to assess social groupings or interactions

• Can identify how or why children associate with each other

• Uses pre made chart or can use children’s drawings

• Children are asked who they most enjoy being with

Example 1

Child Friend Friend Friend

Annabelle Meesha Boe Bobby

Boe Thai Bobby Annabelle

Meesha Boe Bobby Annabelle

Bobby Annabelle Thai Luke

Thai Meesha Thai Annabelle

Example 2

BobbyMeesha

Tom’s favourite friends

Bobby’s favourite friends

ThaiTom

What can be assessed?

• Most popular child• Least popular child• Same sex relationships• Different sex relationshipsWARNING• Some children may not be chosen because

they are not there on that particular day not because they are unpopular

Observation methods

You 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.

Planning

When you are planning you should know:• What the child can do• How they learn• The child’s interests• The personality of the child • Attachments of the child.

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

develop

Inclusive environment

Child will be engaged

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.

Evaluation of the observation, assessment cycle

Longitudinal Study

• What is it?

Evaluate the benefits of a longitudinal study.

Positives Negatives

The Child

The Parents/Carers

Early Years Practitioners Other Professionals

Tracking progress.

• On your tables discuss how progress of the child was tracked in your placement.

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

• How is the progress of the child shared with parent’s?

Tracking progress

• You will begin to notice that all settings will complete the tracking of their children’s progress differently.

• As long as the child’s progress is recorded. This is paramount. Quality not quantity.

• They are for parents/carers and guardians to see and be apart of.

• Enhance children’s learning.

In placement

• In placement you are going to complete an Observation using one of the above methods on the • Indoor • Outdoor environment

Be prepared for your observation

Create an environment to promote physical developmentPlan a physical development activity for children aged 0-1 year 11 months2-2 years 11 months3-5 years Carry out a risk assessment Plan and lead an activity to promote emotional well-being

1. Name five different methods of observation.2. For each of the methods identified, can you give an example

of when it may be used?3. Names scales that you can assess an observation against.

• C4 Use your grid to produce an Evaluation you must include relevant and current observation methods and reference to their use within longitudinal study.

Assignment Task

Unit 7

• Time: 10 mins

• Consider at least four points that you would need to know about a child to enable you to plan effectively.

• Discuss with a partner why you think these are important.

LO4 Understand child-centred planning [AC 4.1]

• LO4 Understand child-centred planning.

• C2 Analyse how child-centred planning meets individual needs of children.

• C3 Discuss ways of identifying children’s individual needs and interests to support effective planning.

• A1 Explain how working with other professionals, parents and carers supports child-centred planning.

Pairs activity

• Time: 15 mins• Discuss with a partner how you could involve children in

planning.

• Consider:• How would this support child-centred planning?• How does this ensure individual needs are met?

LO4 Understand child-centred planning C2

• By identifying children’s needs, interests and stage of development prior to planning, practitioners can:

• Build on children’s existing skills, knowledge and interests.• Provide support for children’s areas of development that

require improvement.

• Identifying children’s individual needs and interests

Group activity

• Time: 15 mins• Discuss how practitioners can monitor children’s individual needs

and interests within the setting.

• Consider:• Observations• Circle time• Talking to children.

• How will this information inform planning?

• As practitioners working in early years you will be required to share information with others. This could be other professionals or the child’s parents/carers.

• The information you share from observations carried out on the children will form the children’s next steps and influence planning.

• Working with others

LO4 Understand child-centred planning A1

Group activity• Time: 15 mins• You have been asked to plan a social event for parents/carers at the

setting to explain the importance of child-centred planning. Create a poster to advertise the event, making it inviting and appealing to parents/carers.

• Consider:• A brief explanation of the event• Some examples of child-centred planning• Popular interests of children that parents/carers could use to extend

learning and development.

Independent research activity

• Time: 15 mins• Research two other professionals who could support child-

centred planning in the setting.

• Consider:• The age and stage of the children• Meeting individual needs• Children with additional needs.

Extension activity• Time: 15 mins• A group of children have come in from the garden and are very excited

to show a practitioner a caterpillar on a leaf. The practitioner dismisses the children and sends them back out to the garden.

• Consider:• What should the practitioner have done?• How could this situation have informed planning?• How could the planning from this situation support children’s learning

and development?• How could parents/carers be involved in this situation?

LO4 Understand child-centred planning [AC C2, C3, A1

1. Explain what is meant by child-centred planning.2. Describe two different activities to support a child’s interest

in all things red.3. Name one other professional who may support practitioners

in child-centred planning.4. How can a parent/carer support their child’s learning and

development through their current interest in stacking objects?

• A1 provide an Analysis of how child-centred planning meets individual needs of children must show:

• understanding of child-centred planning• planning as a tool to support children's progression• the necessity of using information relating children’s individual needs, interests and stage of

learning and development to inform child-centred planning.• • C3 Discussion must include ways to gather information about children’s individual needs, interests,

and stage of learning and development to support planning including:• through observation• discussion with other professionals, parents/carers.• • B2 Provide a detailed explanation of how working with other professionals, parents and carers

supports child-centred planning which may include:• sharing knowledge• discussing progression• identifying skills/interests• identifying needs.

Assignment Task

Unit 7

LO5 Understand the role of assessment in the observation assessment cycle B2

• Time: 10 mins• Consider a recent activity where you have seen a child either

excel or struggle at the task.

• Consider:• The type of activity• The reaction of the child• Your reaction and interactions with the child• How this situation could inform future planning.

• LO5 Understand the role of assessment in the observation assessment cycle.

• A1* Evaluate the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting.

• A2 Evaluate benefits of undertaking a Longitudinal Study for: • the child • early years practitioners • other professionals.

• Practitioners will plan activities and experiences to meet the relevant curriculum requirements.

• Practitioners will plan to meet children’s individual needs based on the information they gather from observations and assessments.

• The observations and assessments will enable practitioners to identify a child’s strengths, areas for development, likes and dislikes.

• The role of the observation, assessment and planning cycle

LO5 Understand the role of assessment in the observation assessment cycle A1*

Pairs activity• Time: 15 mins• Child A is 4 ½ years old and has been observed struggling to cut around a

square drawn on a piece of card. Plan a series of activities and experiences that will enable you to assess and support this child to develop this skill.

• Consider:• The age and stage of the child• Building on the child’s strengths• A variety of activities and experiences• Supporting the child’s self-esteem.

Group activity

• Time: 15 mins• Share your ideas from the Pairs activity and consider:• What part did observation play in planning to meet Child A’s

individual needs?• Why was it important for the practitioner to act on this

observation?• How does it benefit the child, the practitioner and the

setting?• What might happen if observations were not carried out?

• Longitudinal studies will consist of a number of observations on a child using different techniques: for example, narrative, checklists, target child.

• By carrying out a longitudinal study on a child, a practitioner will be able to thoroughly record developmental changes in the child over a period of time. This will benefit the child as it will enable them to get support in areas of development that need improvement.

• Longitudinal studies will not only be beneficial to the child, but also the early years practitioner and parents/carers.

• Longitudinal studies are beneficial for planning long-term strategies for children, particularly those with special needs.

• Evaluate benefits of undertaking a longitudinal study

LO5 Understand the role of assessment in the observation assessment cycle A2

• Parents and other professionals will also benefit. • As you are focusing on one child you will have the time to

recognise ways of advancing the child’s development. • This information may need to be shared with other

professionals. • Parents can support at home with any development areas

their child may need support with.

• Evaluate benefits of undertaking a longitudinal study

• Tracking a child’s progress is vital. Without this, practitioners will not know what next steps to set for the child, or what targets the child has met.

• There are many different reasons for tracking these, including individual development needs, early intervention, transition, partnerships, purposeful planning, interests through play and learning opportunities.

• Tracking children’s progress

Classroom discussion activity

• Time: 15 mins• Discuss the reasons for tracking identified below, and explain

why each one is important in supporting learning and development:• Individual development

needs• Early intervention• Transition• Partnerships

• Purposeful planning• Interests through

play and learning opportunities.

• Tracking of a child is often carried out by the practitioner (key person) and recorded in a learning story or learning journey of the child.

• This can then be seen by the parents and other professionals who may have contact with the child. It can also be taken by the child on any transitions they make.

• Tracking children’s progress

Independent research activity

• Time: 15 mins• Research learning stories/journeys.

• Find two examples and consider:• Similarities• Differences• Which one you prefer and why.

• Have you seen this type of tracking used in your setting?

Extension activity

• Time: 15 mins• Design and produce a leaflet to show new practitioners why

practitioners should track children’s development.

1. Describe one situation where you have used the observation of a child to plan a future activity.

2. Give three benefits of carrying out a Longitudinal Study.3. Describe, to a partner, how children’s progress is tracked in

your setting. 4. Explain two reasons for tracking progress.

• A1* Evaluate the role of observation you must consider a range of perspectives on the role of the observation, assessment and planning cycle to shape activities, opportunities and experiences in an early years setting.

• • A2 Provide a detailed evaluation to show different perspectives on the

benefits of undertaking a Longitudinal Study for:• the child• early years practitioners• other professionals.• • B1 The discussion of how tracking children's progress can enhance learning

may include:• valid reasons for tracking• identifying areas for potential learning and development.

Assignment Task

Unit 7

LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]

• Time: 10 mins• Identify your own personal skills and qualities.

• For example:

• Skill Quality• I can cook I am patient• I can swim I am a good listener

• These lists will be used in the Pairs activity.

• LO 6 Understand the skills required by the early years practitioner when observing children.

• D5 Describe the professional skills required when observing children.

• There are a variety of professional skills needed when observing children.

• If practitioners did not use these professional skills then their observations might be affected.

• Lack of professionalism when observing could have an impact on the child and the setting.

• Professional skills when observing

LO6 Understand the skills required by the early years practitioner when observing children D5

Pairs activity

• Time: 15 mins• Compare your lists from the Starter activity and discuss

similarities and differences. • Choose three of your skills or qualities and further explain

them to your partner.• Can you add another skill or quality to your partner's list that

you think they have missed out?• Complete your skills map

LO6 Understand the skills required by the early years practitioner when observing children D5

• All practitioners will have a range of skills and qualities that will support their work with children.

• Observations will require practitioners to use their professional skills so that every observation is factual, accurate and effective in recording what the child is saying and doing.

• Professional skills when observing will include:• Objectivity – only writing what you see and hear not what

you think is happening.• Confidentiality – following policies and procedures of the

setting to ensure the confidentiality of the child and setting.• Accuracy – being able to accurately write what you see and

Group activity

• Time: 15 mins• Using your notes from the previous activities, explain how

your own skills and qualities support you in the professional skills identified below:

• Objectivity• Confidentiality• Accuracy.

• There are many other skills a practitioner will need when observing and these will include:

• Being able to focus on the child or children who are being observed.

• Being able to maintain the health and safety of the other children around them.

• Speed writing or code making to enable accurate note taking.

• What does this say?

• 2 chd r at spit• A wnts spd B grbs it• B shts• A crs• B loks shkd & gvs it bk• Bth chd cont plag 4 anth 5 mins

Classroom discussion activity

• Time: 15 mins• Discuss the range of professional skills identified during this

session and explain how they will support practitioners when observing children.

• Can you think of any additional professional skills that will support a practitioner to observe children?

Reflection activity• Time: 15 mins• Reflect on your own observational skills and consider your strengths, as

well as areas for development.

• For example:• Strengths• Objectivity – I can write just what I see and hear.

• Areas for development• Speed – I worry too much about neat handwriting and need to speed up.

Extension activity

• Time: 15 mins• Watch a short observation video clip and use shorthand or

code to write what you see and hear.• Write the observation up in full sentences and see how much

you can interpret.• Why is it important to write up observations, in full, as soon

as possible?

1. What is the difference between a skill and a quality?2. Name three professional skills required to carry out

observations.3. Give two reasons for writing up an observation as soon as

possible after carrying it out.

Observation and assessment lo

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