Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.
Find out how observational findings are shared with others in your setting.
Table of Contents
- Tutorial Video
- Reading Materials
- Statutory Framework for the Early Years Foundation Stage
- ‘Starting out in assessment’ from the National Foundation for Educational Research (NFER)
- ‘The Common Assessment Framework for children and young people: A guide for practitioners’ from the Children’s Workforce Development Council.
- ‘Who’s who in SEND?’ from the Kids website
- ‘SEN support: a survey of schools and college: Research paper’ from the Department for Education
- Use the internet to research the relevant assessment framework for those aged between 11 and 19 in your home nation.
- ‘Children and young people with disabilities’ from the Kent Public Health Observatory.
- Presentation
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Click on the icon opposite and use the table provided to help you reflect on your own practice, using the knowledge you have gained in this lesson. For each statement, assess your own practice, and write in the action column any steps you could take to improve your practice in that area.
- Click this icon to visit the website of the Dyslexia Institute.
- Try to obtain and read a copy of ‘How to Observe Children’ by Sheila Riddall-Leech, published by Heinemann.
- Try to obtain and read a copy of ‘Observing, assessing and planning for children in the Early Years’, one of the Nursery World / Routledge Falmer Essential Guides for Early Years Practitioners, by Sandra Smidt.
- Try reading up on some other development books such as Mary Sheridan’s ‘Play in early childhood from birth to six years’, published by Routledge, or ‘Play and learning for the under 3s’ by Jennie Lindon, Kevin Kelman and Alice Sharp, published by Nursery World.
- Find out how observational findings are shared with others in your setting.
- Undertake an observation of a child showing personal independence, for example by putting on outdoor clothes, washing their hands, or pouring out their own drinks. Link the information from this observation to the “stepping stones” (from the early learning goals) and developmental milestones:What do you observe?What will you do as a result of your findings?Who will you share this with?Draw up an action plan with suggested activities for promoting the development of the child you have observed, ensuring that your expectations are realistic but challenging.
- Spend time with an experienced practitioner finding out how they use their observations to inform planning. Watch for ways in which they use their knowledge of their own key children and general child development to extend children’s play.
- Click this icon to visit the website of the KIDS charity which works nationwide with disabled children and their families and carers. It promotes inclusive practice and active participation to enhance the development of children with disabilities.
- Click this icon to visit the website of the Royal Society for Mentally Handicapped Children and Adults (MENCAP).
- Think And Challenge
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