By Sally Featherstone
Practitioners operating in the EYFS are nonetheless doubtful of precisely the best way to deal with evaluation. This publication will take them in the course of the technique step-by-step. It explains the terminology concerned, exhibits practitioners the way to flip 'observation' into 'assessment' and within the ultimate bankruptcy units out how one can deal with and interpret all of the details they've got accumulated. This publication is an important a part of all early years bookshelves because the govt expects eighty% of the decisions on growth in the direction of the Early studying pursuits to be according to observations of youngsters in 'child-initiated' play environments.
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Additional resources for Catching Them at it: Assessment in the Early Years
Assessment should give you information about children with additional needs, and how you are meeting them. O Enhancing opportunities for learning An example: Caran and her colleagues spent a day looking at whether the resources for play in their setting gave children opportunities to find out more about pirates (their current centre of interest) during child-initiated time. They watched role-play, games outside, the book corner, the workshop and markmaking areas to check. They found that children were using the role-play resources and the pirate books to extend their ideas about pirates, but there was no use of the workshop and mark-making areas.
Tip 9: Know and note what’s signiﬁcant It is easy to spend a lot of time writing down everything you see, or what a child is doing for every minute. Looking carefully for what is important (significant) in what you see is an art, and takes time to learn. One practitioner described this as ‘instant editing’. She follows the advice ‘watch for five minutes, then write what is significant about what you have just seen’. This helps her to focus and distill what she is seeing. ‘It is obviously not possible to record everything a child says or does, even in a very short period, however it is desirable to record the important aspects of the situation observed.
And of course, the children themselves can open our eyes to what is important to them. Tip 8: Be out of doors as well as inside Observations of children in the outside area, and on walks, trips and visits will give you a new view of what interests them, what they can do and who they like to play with. These observations will enable you to value the whole child; and for some children, the outdoors is the only place where they can really be themselves. Tip 9: Know and note what’s signiﬁcant It is easy to spend a lot of time writing down everything you see, or what a child is doing for every minute.
Catching Them at it: Assessment in the Early Years by Sally Featherstone
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