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The aim of this assignment is to look at children within reception how different forms of observations and assessment assist practitioners to plan appropriately for the individual child.

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Introduction

The aim of this assignment is to look at children within reception how different forms of observations and assessment assist practitioners to plan appropriately for the individual child. How we as practitioners monitor children's progress and compare their progress with the expected range for the age group. To be able to plan effectively to lead them forward onto the next stage. Also how statutory standardised tests for children of reception age and if there are any advantages and disadvantages of these tests. Furthermore analysing the legislative process leading to the most recent developments, how assessments are linked with the foundation stage and how the curriculum should be adapted to meet the needs of all children. Finally, how the theorists and pioneers have influenced practitioner's observations and what is the importance of assessment within an early years context. Before the introduction of foundation stage profile, the statutory assessment for reception was called baseline assessment. It was carried out in the first half of the school term, designed to show levels of attainment on entry to reception, furthermore there were many different baseline schemes at one stage there were over 90 registered. Due to practitioners assessing at different times the results became very different across the country, also they were not linked into the stepping-stones and the early learning goals. ...read more.

Middle

The emphasis is not so much on when to teach, but rather how and what to teach (Fisher, 2002). Furthermore, if children already know and can do a range of things, it puts the practitioner in the role of learner alongside their class. In addition, the practitioner must find out the extent of children's competences to ensure that the planned curriculum is appropriate to this particular class and its individual members (Fisher, 2002). In support of this, The Children Act 1989 was a major piece of legislation, not only brought together existing pieces of legislation but also formulated them into a cohesive whole. The Act ensured that the welfare of the child was paramount and allowed children's opinions to be taken into account (Curtis, O'Hagan, 2004). However, Piaget (1896-1980) believed that children pass through certain stages of development and could not operate at the later stages before passing, in their own good time, through the earlier ones (in Fisher, 2002) (Appendix 2). Furthermore, children learn only when their curiosity is not fully satisfied. Piaget (1896-1980) also goes on to say that children's curiosity actually drives their learning, parents and practitioners should always remember that individual children have their own rates of development (Mooney, 2000). It is suggested that through careful observations, practitioners can plan the curriculum and decide how best they can extend the children's learning. ...read more.

Conclusion

This could also be recorded as a written observation but normally the results are shown in a diagram. The best time to record the activities of a child in the free play time. Pie and bar charts They are a useful pictorial way of recording the results of an observation of the whole class. These methods have many uses for collecting information about the children also what play equipment they prefer to use. Information obtain from Sharman et el 1998 Appendix 2 * Children's understanding of 'reality' is constructed through interacting with the world around them and learning through discovery * Piaget believed children develop mental structures or schemas. Children assimilate new information, they use their present simple schemas to accommodate or adapt to new experiences by developing more complex schemas and so achieve equilibration * A baby develops a schema that a rattle when shaken makes a noise, the baby has to assimilate new schemas to accommodate that when the rattle is slowly shaken by the baby, much experimenting by the baby enables the new information to be accommodated. This achieves equilibration. This happens throughout the four distinct stages of cognitive development: 1. Sensory-motor 0-2 - a practical period of learning when children are egocentric 2. pre-operational 2-6- thinking is pre-logical and characterised by :symbolisation, 3. Concrete operational 6-11- thinking becomes more rationale Formal operational 11 on -more abstract thinking ?? ?? ?? ?? Debbie Jones Planning Observing and Assessing EY2001 In the Early Years Student No 0372873 - 1 - ...read more.

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