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Introduction

The children I support: observing and assessing Part 1 I have followed the ethical guideline and have obtained written permission from the child s, parents and practitioners to carry out observation during focused activities on the child concerned. The ethical guideline detailed the reasons why observation was being carried out and what will be involved. And the child or the parents involved will be able to withdraw from the activities and observation at any time. I will change the name of the learner to maintain confidentiality, protect identity and anonymity. I have chosen play for the focused of my observation and I will do 'Non-participatory observation' reader 2 (pg. 77). The child I have chosen to observe is Sara who is 5 years old who has been attending at my placement for the past 5 month. I will carry out the observation during different focussed activities for up to 5 minute and observe from the distance so as not to influence on her choice of play. reader 2 chapter 8 (pg. 77) states 'if a single child is the focus it allows the observer to watch that child both as an individual and In the setting of an activity' Observation 1 (see appendix 1) Sara is at the play dough table with 2 other children, She picks up a play dough starts moulding it with both hands for about 5 seconds. This shows that Sara was learning through exploration play. Children?s social skills were being enhanced as they were talking to each other learning to share with each other. They were actively involved with their play trying to make a cake and a snail. I think providing more opportunities like, role play of daily situations like detailed in reader 2 (pg. 113) 'vet's surgery, a post office or a supermarket', would be a good idea as this would further develop the skills Sara is demonstrating such as communication and language skills. ...read more.

Middle

Observations and planning, in my setting, are based around the (EYFS, 2008) framework which aims to achieve six areas of the Foundation Stage Curriculum. The observation showed me that Sara is continuing to develop in all six areas of the Foundation Stage Curriculum. She was investigated the objects and materials in the sand tray using his senses and she investigate science concepts such as transport, half full, making mountains and rain (Knowledge and understanding of the world). She also used her imagination during the sand tray play by pretending the sand dripping from the tray was rain (Creative development) and extended her vocabulary through asking of the meanings new words such as 'transport' and 'half full' (Communication, language and literacy). She tried new activities and spoke with another child about Her ideas (Personal, social and emotional development). She continued to develop his understanding of volume by filling and emptying the bucket (Mathematical development) and continued to develop her fine motor skills by squeezing the cubes with a tong and transporting it to the basket (Physical development). To conclude, I believe providing the right kind of fun pleasurable activities for children is vital for children?s learning and development because as they play, they are learning and developing as individuals and they can 'experience and explore the fullest range of feelings because they are just playing.' E100 Study topic 12 (pg.133) (CS3). It is also stated in E100 study topic 3 states 'play is a valuable activity in children, whatever the setting you work in and whatever the age of the children' (pg. 68) So, by giving children the right praise and support throughout their learning,I believe this will make them motivated, confidant and more inclined to tackle challenges. (KU2) Words count 1299 Part 3 learning about the different types of observation and researching about how children learn and develop very interesting. I have found the amount of information available overwhelming, and found which part to include difficult. ...read more.

Conclusion

The practitioner comes to Sara with the boy and says 'Sara, can you let Yahya have a go please?' Sara 'I had it first' Practitioner 'that may be so but, it would be nice to share, wouldn?t it? Remember what we said about sharing? if Yahya had it first I'm sure he would share it with you' Sara looks up to the practitioner and said nothing. The practitioner said 'so are you going to be a good girl and share with Yahya' Sara shook her head while looking at Yahya. The practitioner said 'good girl! Well done.' 'Yahya, Sara is going to let you have a turn ok?' maybe you can help her count the cubs while she's putting it in the basket. Ok? The boy looks at the practitioner and shakes his head then looks at Iman. The practitioner walks away leaving the children behind. Sara said to Yahya 'I do this first OK? Then we share. Look!' Sara transported the cubes to the basket using the tongs while Yahya watched with interest and excitement and they count together as Sara is placing the cubes in the basket.. She dropped the cubes few times while transporting it to the basket but she showed real determination and managed to finish transporting all the cubs in to the basket. This brought a smile to her face and a sense of relief. Area of play- Problem solving corner. Baskets, tongs, various colours cubes, 2 wooden puzzle Links to EYFS -Physical Development for 40-60 months- move with control and coordination. -problem solving, Reasoning and Numeracy for 40-60 months - Match then compare the number of objects in two sets. Next step Provide more stimulating and challenging problem solving activities. And provide inserting counting activities such as nursery rhymes. My thoughts I think Sara found this activity a bit challenging and interesting interesting. It made her pay attention and concentrate. I think it something that she and other children as a group would enjoy doing from time to time. Sara seems to be well in line with the EYFS guidance in development ...read more.

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