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.
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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
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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
C2
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.
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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
out.
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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.
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• 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
Observation, Assessment and planning
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.
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• 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
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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
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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?
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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
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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
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LO2 Understand professional practice in relation to the observation of children D2
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?
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LO2 Understand professional practice in relation to the observation of children D2
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
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LO2 Understand professional practice in relation to the observation of children D3
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.
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LO2 Understand professional practice in relation to the observation of children D3
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.
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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?
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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
Observation, Assessment and planning
Unit 7
Starter Activity
• Time: 10 mins• How many different observation techniques can you think
of?• Board blast
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• 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.
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• 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
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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.
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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
EYFS
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.
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.
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 .
11.20
11..35
13.20
13.50
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
house
boat
slide patio
Sand pit
KEYX =girls+ = boysA = adult
water
trees
Music box
doors
Willow tunnel
hill
Blocks
vegetable & flower garden
xx +++
xxx
++++xx
+
+x
++
xxxx
++
+
+
x
x
What’s going on?
A
A
A
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
Thai
Tom’s favourite friends
Bobby’s favourite friends
ThaiTom
Boe
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.
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• 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
Observation, Assessment and planning
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.
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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.
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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?
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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
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LO4 Understand child-centred planning C3
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?
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LO4 Understand child-centred planning C3
• 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
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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.
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LO4 Understand child-centred planning A1
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.
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LO4 Understand child-centred planning A1
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?
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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?
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• 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
Observation, Assessment and planning
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.
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• 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.
• AC 5.• B1 Discuss how tracking children's progress can enhance learning. © Hodder & Stoughton Limited
• 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
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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.
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LO5 Understand the role of assessment in the observation assessment cycle A1*
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?
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LO5 Understand the role of assessment in the observation assessment cycle A1*
• 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
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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
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LO5 Understand the role of assessment in the observation assessment cycle A2
• 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
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LO5 Understand the role of assessment in the observation assessment cycle B3
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.
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LO5 Understand the role of assessment in the observation assessment cycle A2
• 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
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LO5 Understand the role of assessment in the observation assessment cycle B1
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?
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LO5 Understand the role of assessment in the observation assessment cycle B1
Extension activity
• Time: 15 mins• Design and produce a leaflet to show new practitioners why
practitioners should track children’s development.
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LO5 Understand the role of assessment in the observation assessment cycle B1
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.
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• 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
Observation, Assessment and planning
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.
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• LO 6 Understand the skills required by the early years practitioner when observing children.
• D5 Describe the professional skills required when observing children.
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• 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
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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
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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
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• 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
hear.
• Professional skills when observing
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
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.
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• 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.
• Professional skills when observing
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
• 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
• Professional skills when observing
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
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?
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
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.
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
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?
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LO6 Understand the skills required by the early years practitioner when observing children [AC 6.1]
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.
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