This assignment will be based on observational accounts of 2 children within my setting.[p1] Showing the learning and development of the child and how to progress them further.

University Degree Education and Teaching

Observing and Assessing E1OO-TMA03

Part 1

Introduction

This assignment will be based on observational accounts of 2 children within my setting. Showing the learning and development of the child and how to progress them further. In this TMA all names have been changed to protect identity. The setting, children and parents have given us their consent to activities being used in this assignment and participants were told they could withdraw at any time. I shall use letters to represent the children’s names.

Part 1

Analysis of children’s learning and development

The area in which this observation will be based is;

Play

The child chosen is within my key group. From the evidence, it can be looked at to see how we can develop this play further to benefit this child.

Observation 1, is based in child J’s playroom. It is free play, allowing the children in the room to choose toys for them to play with. Here the child as an individual or a group of children can interact with each other on their own terms and are able to lead their own play without adult input. Here is where the constructive view is used. ‘….we can play a role in encouraging children to find things out for themselves, to provide good opportunities for exploration and to allow plenty of practices to consolidate their learning.’(ST4,P98)

In observation 1, the area has been created to encourage learning opportunities for children. Child J chose this activity to play with at his own level. ‘…. Children should be encouraged to make choices about which space they occupy.’(ST10,P94) The activity can promote his creative play by exploring sound, movement and song. Child J moves his body spontaneously and copies sounds that he has observed.(Appendix 1, Observation 1) This type of play can encourage child J to explore and experiment and develop these creative and physical skills. Child J has taken an interest in this activity initiating his own learning and making choices and decisions and exploring many processes.

The Practice Guidance for the Early Years Foundation Stage states ‘Imitate and create movement in response to music’(DCSF 2008,P112) Child J has incorporated his fine and gross motor skills, using his hands and body to express himself, The following quote supports this idea. “Child J presses the button again and Dora starts to dance and child J joins in the dancing with her.(Appendix 1, Observation 1)

From this observation, child J showing some social development by expressing himself to a practitioner. ‘Child J takes hold of practitioner J’s hand and starts to dance with her’.(Appendix 1.Oservation 1) Child J is able to initiate non verbal communication to express his enjoyment of his play. ‘Child J giggles with joy and jumps up and down to the music making quacking sounds’.

Child J has demonstrated he is between sensorimotor and pre-operational stage. ‘Practitioner J dances the duck on the table and Child J copies this process, Practitioner J places the duck onto her slipper and Child J puts another duck on to the other slipper.’(Appendix 1, Observation 1)Looking at Piaget’s theory, he states that “their behaviour has developed beyond the early simple reflexes into learned patterns or sequences, which Piaget called ‘schemas’ (ST4,P86)

In observation 2 Child E is having one-to-one attention with a Practitioner. ‘Children are ‘meaning-makers’, bringing their own interpretation to a situation.’(ST10,P89) Child E is able to show her interest in toys and media equipment that have buttons, flaps and simple mechanisms. The Practice Guidance for the Early Years Foundation Stage states ‘explores things with interest and sometimes press parts or lifts flaps to achieve effects such as sound, movements or new image.(DCSF 2008,P81)

Child E is interacting with Practitioner T showing she has built a relationship with her; therefore she has developed her social skills. Child E is able ...

This is a preview of the whole essay

Child E is interacting with Practitioner T showing she has built a relationship with her; therefore she has developed her social skills. Child E is able to communicate effectively none verbally with Practitioner T by pointing at objects and making sounds.(Appendix 2, Observation 2)Chlid E has demonstrated her communication with others as a learning disposition. Child E is also developing her gross motor skills by kicking and running after the ball in the hallway.(Appendix 2, Observation 2)

Part 2

It is important to observe and assess the children within our setting in order to see what stage of development they are at. We can also look at their interests, abilities and if they have any needs. From this information, we can then look at the possible lines of development for the individual child. ‘…..offer children support that matches their needs and their stage of development.’(ST11,P117)

Observations should be carried out on child initiated play. However, this could be with a group activity or with an adult. It should be factual information about the child, not opinions. ‘…..important to remember that making judgments about what the children have achieved is not the same as observing what they do’.(ST11,P117) From the notes taken I have done on child J, this information can be passed onto other colleagues, parents/carers and other professionals.

Information gained from the observations can help towards future planning e.g. Child J enjoyed dancing with Dora the dancing doll to a favourite song of his.(Appendix 1, Observation 1) This shows an interest in dancing and equipment that he can operate. Also the child’s observation will support the planning and provision for the week.(Appendix 3)

We can listen to the child’s voice and opinions, by doing this and gathering information on how they make sense of the world around them. How they learn about their environment and what they learn it will also help practitioners understanding of the child. ‘…..children experiences will lead them into play and symbolic behaviour that has significant differences and this will have consequences for the way they interpret the world.’(ST11,P115)

The Early Years Foundation Stage supports good practice by emphasising the need for play and the impact on the child’s learning. To therefore show us how children learn and what they learn. Within the Common Core of Skills and Knowledge for the Children’s Workforce (DfES,2005) It states ‘….. to improve your practice by understanding the importance of your role In supporting the development of young children.’(ST11,P111) By having the key person approach, it will form good practice within the setting. Observations can be taken out on their key child without the child feeling intimidated. The information can be passed onto other practitioners, parents or other professionals as the key person may know specific information about the child. Elfer et at (cited in ST11,P111) states ‘…. aimed at enabling supporting close attachments between individual children and individual staff.’ Having this good relationship with the children in your key group can allow us to see things from a child’s point of view. We can have a bond with the children and help them learn and play in the best possible way.

We can share information with parents, carers and colleagues in a number of ways. Parents are encouraged to share any news or information with us when they drop off in the morning and pick up in the afternoon. Information can be shared at these times or an appointment can be made to discuss any information regarding the child.

We send home learning journeys every 4 months, so parents can see their child’s progress in all areas of their learning and development, these consist of one formal observation, photographs, art work and a backsheet report sheet which has six boxes which represents the six areas of development and a comment box for parents to leave their comments. ‘…..parents have been encouraged to express their views…’(ST9,P62)

We also offer an informal parent’s evening, where all parents are welcome to come for a chat about their child’s progress. All practitioners and manager’s are present so parents can speak to their child’s key person if they would like to. It is important to work in partnership with parents as ‘….neither the practitioner nor the parent is seen as ‘knowing best’-each has a distinctive perspective on the child that complements the other.’(ST9,P61) By working together effectively as a team, it will benefit the child’s learning and development. Parent-Practitioner collaboration can be important to children’s identity, self-esteem and psychological wellbeing’.(ST9,P63)

From looking at the observations I have recorded, play is important because that is how children learn through play. Child J is playing and learning different things by doing this. Children should engage in play as it broadens their experiences and exploration of their environment. By providing child J with the freedom to explore independently in observation 1, child J is demonstrating his play by being ‘the Piagetian child.’ He is playing alone and is happy to explore and experiment with objects before bringing others into to his play. In his play he demonstrates the connection schema, distribute and collect objects to and from a practitioner.(Appendix 1,Observation 1)Child J presses the button on the Dora doll to make it work so he can dance and joins in the adults by passing them ducks.Through child’s J’s play in observation 1 he is able to express what he knows and understands about the environment around him. He is able to challenge any ideas he has.

In observation 2 child E is participating with practitioner T. She will learn more about practitioner T through play as she will begin to put her trust in her and become more confident in her own play through the support of the one-to-one play and attention, through to one-to-one attention child E will find her own identity.

The learning environment within the observations is important for developing play as the EYFS(cited in ST11,P119) states ‘ the environment plays a key role in supporting and extending children’s development and learning. By providing child J with a doll that danced and modern music I was able to extend his learning, we were able to communicate verbally and none verbally using words and actions to promote this activity and he was able to use movement and sensory exploration to link up with his immediate environment setting himself challenges, giving child J the open space of the room and removing other equipment from around the room allowed child J to move freely gradually gaining control of his whole body. Observation 1 interested me so much that I recorded it and made a DVD copy for child’s J parents to see, as I feel you do not really get a true picture of the observation in your own mind, this DVD was seen as good practice and will the parents’ permission it was shown to other practitioners within the setting and out.

Part 3

Within the assignment, I have found looking at the development side in part 1 interesting, I found part 2 difficult, trying to analyse the observations and linking the information. I have learnt how important play is to children and the impact it has on them.

Reference List

Department for Children Schools and Families (DCSF) (2008) “Practice Guidance for Early Years Foundation Stage”. Nottingham, DCSF.

The Open University (2010) E100 Early years practices, Study Topic 4, Milton Keynes, The Open University.

The Open University (2010) E100 Early years practices, Study Topic 9, Milton Keynes, The Open University.

The Open University (2010) E100 Early years practices, Study Topic 10, Milton Keynes, The Open University.

The Open University (2010) E100 Early years practices, Study Topic 11, Milton Keynes, The Open University.

Appendix 1

Long hand notes

Child J is a male aged 17 months

1-Observation account on child J free playing

10 mins

January 2012

Child J is playing with Dora by the terrace door, he press’s the button on her body and Dora starts to dance. Dora rolls into the doorway, so child J reaches out and grabs Dora by the hair and places her back in front of him to dance again. Dora stops dancing so child J leans her back and press’s the button again but Dora does not dance, child J looks up at me and says “urh” and I tell him to press the button again and Dora starts to dance and child J joins in the dancing with her.

Child J hears Lady Gaga playing on the cd player, he starts to dance and move his arms up and down to the music, child J giggle with joy and practitioner J asks child J “do you like this song” child J walks over to practitioner J takes hold of her hand and starts to dance. Child J then walks over to practitioner T still holding onto practitioner J’s hand and we all dance together. Child J walks off and picks up the large Blue duck and brings it to practitioner J, practitioner J dancers the duck on the table and child J picks up a small duck and he walks over to the table and dancers the duck on the table joining in with practitioner J. Child J takes the large duck off practitioner J and gives it to practitioner T, Child J keeps hold of the small duck for himself and gives practitioner J another duck, Practitioner J and child J place the ducks onto the floor and dance them to the music. Child J takes hold of the 2 ducks and dances them together, Child J puts the ducks down again and takes hold of practitioner’s T and J’s hand to start dancing again, child J jumps up and down to the music, as we all dance together practitioner T and practitioner J make quacking sounds and child J repeats these sounds too.

Practitioner J places a small duck on the front of her slipper and moves her foot up and down to the music, child J giggles at this action, child J takes hold of another small duck and then places it onto the other slipper of practitioner J, practitioner J moves both feet to the beat of the music. The music has stop playing and child J runs over to the cd player and says “again, again”.

Appendix 2

2; Observation account of child E; one –to-one

10 mins

December 2011

Child E is lying on her bed; she is the only one awake at sleep time. Practitioner T walks into the room after being on her lunch, child E is very excited to see practitioner T. Practitioner T waves her hand at child E and she quickly sits up and crawls to the end of her bed shouting at practitioner T. Child E puts her arms in the air indicating that she wants to be picked up. Practitioner T picks child E up off her bed and child E giggles and shouts. Practitioner T takes child E to the office to get the laptop. Child E is so excited to be out of the room and is running around the hallway screeching and laughing. Practitioner T opens the office door and child E runs straight in saying “hi” to the managers. Practitioner T brings child E back into the room. Practitioner T sets up the laptop for child E to watch a DVD. Practitioner T gets a selection of DVD’s off the shelf and puts them in front of child E to pick which one she wants child E points to Peppa Pig and makes a snorting sound. Child E sits herself down on the small sofa’s and starts watching the DVD. Every time Peppa Pig makes a snorting sound child E giggles and makes the sound herself. Child E gets up off the sofa and climbs back onto her bed, practitioner T asks child E “are you going back to sleep” child E responds with a smile. Child E points to the laptop practitioner T asks child E if she wants it brought to her bed, child E nods her head. Child E watches the DVD for a little bit longer then child E gets up and starts to move about around the room. Practitioner T rolls a ball to child E and child E starts screeching with excitement. Child E is getting a little bit too loud so practitioner T takes her out into the hallway to continue their game. Child E is kicking the ball around the hall as child E is doing this she is laughing the whole time. Practitioners are coming in and out of their rooms and child E stops what she is doing and says “hi” to them.

Appendix 3 Nursery weekly Planning Meeting

Room: Baby

Week Commencing: January 2012

Staff Present: TR