This is where a lot of people use initials, dots, colours, symbols etc as well. I then come back to my forward planning form when the activity is completed and write a brief summary of how the experience went and date when it occurred.
But I developed this system because it suits my style and works efficiently as a system for me…it might not for you but you might be able to take something away from seeing it in action.
If symbols etc work best for you then stick with it. I now use my individual analysis and forward planning record form to begin the process of interpretation, forward planning and evaluation.
I then add my interpretation or analysis of learning, jot down some future planning ideas and activities and then add a date corresponding to the program I will be adding them to in the focus children activities box on the fortnightly plan.
When the activities are completed I come back to this form and write the date activity was observed and a brief evaluation of how the activity proceeded…not a story just a few notes, no need to go overboard, it's really just logging another stepping stone in the child's ongoing journey.
I am always updating and tweaking my weekly programming to suit my needs and the children currently in care There is no rule that says you have to stick with the one style or template! Please keep in mind I am sharing the system that works for me, it might not for you but I do hope there is something here that you might be able to take away that makes your life a little easier when it comes to working out your own planning cycle.
There are many more ways that I haven't covered but there is only so much writing a gal can do on her weekend! Jodie Clarke is an early childhood professional supporting educators who want and need to stay passionate about the work they do! She has 30 years hands-on experience in the early childhood and human services sectors across many different roles.
Jodie is mum to 3 in Australia and has already helped thousands of educators with their work through her popular blog posts, activity ideas, online training and e-books.
Thanks, that was really good. As I commented after another post however it still seems like a lot of work — do you get some time during the day for paperwork or do you basically have to do it after hours, like me what little I do!
Just looking for activities to plan that I can relate to some of my obs takes a lot of time. I enjoyed reading this! But, organization is what I am needing! HOW do arrange it for each child so it does not get lost, forgotten, or unused?
Do you have a file system for each child? Or, portfolio? Help with organizing for 10 plus children so that no gaps or holes can form. Although, I am wondering if I could create something on my computer. Fantastic thank you! I love photos — just discovered Pic Monkey. At last, someone not pushing Learning Stories!! Thank you.. I did jotting but i still hard to complete my experience plan to my teacher. I really sad about that. Hi Jody, an interesting and informative read.
I have been an educator, centre owner, teacher at Tas Tafe currently in my 15th year and agree with your post. Each person needs to find what method suits them and their service and be reflecting on the EYLF by capturing each childs learning journey over time.
Keeping in mind the purpose and intent to observe. I always enjoy reading your posts and looking at your learning environments. I was hoping you could help me clarify a question in my child care studies please, Explain how you might interpret information and observations to identify: a Individual emerging skills b Capabilities c Potential d Interests and preferences of children What information are they asking for, what type of methods can be used ie diary writing, photographs, checklists to find out if they have aquired a skills, have specific interests etc, im so confused.
Thank you. Thank u so much. I read all of the article. You have clearly and simply explain every single thing which are very important as an educator. Specially for the beginners.! Kind Regards, Gina. Thank you jode this was truly helpful usually I wud just skip but today when I read your methods on the observation task i continued reading cos u find it helpful as a new student things look hectic …keep it up. I thoroughly enjoy the read.
It was informative and well put together for people like me to understand thank you. Jodie, I really enjoyed reading this information on how to observe a child. Continue to share great information like this.
May God Bless You! Leave a Reply Cancel reply. Your email address will not be published. Evaluate your observation It is important that you do not simply file and forget your observations. You need to evaluate what you saw and decide what this is telling you about the child, then use this information to inform your planning: What you think the child is learning and understanding Are they developing typically and are there any concerns?
Are there any areas where the child needs support or greater challenge? What particular interests or fascinations were seen 7. Identify what they are ready to learn next, and where they need help or be challenged. Identify how they access and engage with the environment and resources so you can adapt these accordingly.
Assess wellbeing and health concerns to keep children happy and safe. Keep flexible Planning must start with your observations of the child and your assessment of their needs, interests and abilities.
Planning should involve: Preparing the environment and providing resources in response to observations and assessment. Providing time and opportunity for children to develop their own ideas and explorations. Enabling children to consolidate existing learning: gain depth and breadth, before moving on.
Introducing new vocabulary — which is a high priority in the revised EYFS Providing additional support or strategies where children need more help.
Kevin Harcombe considers how to balance between getting to know your children and stalking them with a clipboard…. Observation and assessment is not just required practice but good practice if children are to be guided in the all-important first years of formal education. The late, great Professor Ted Wragg was never a fan of the box-ticking profiling of three- and four-year-olds.
This is witty journalism, but it misses the point that observations, done well, should be about getting to know children and that the box-ticking bit is a cumbersome by-product of the important work of observing and assessing. So, how do you strike a balance between getting to know your children and stalking them with a clipboard, stopwatch and camcorder? People who work with children make hundreds of observations every day. What they say, how they move, what they do, how they relate to their peers and adults.
These mental records help shape how they plan for them, and how they adapt their planning. This is what good assessment is. Written assessments provide the evidence base for moderation and planning. Observations should be both planned and spontaneous, brief and extended. They need to cover all children over a period of time, and a majority of observations need to come from child-initiated learning, which in practice means most observations will be made during continuous provision.
You need to ensure children do most of the work, freeing the adult to observe and assess. Keeping them low-profile is advantageous in that the child is less self-conscious. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations DfE, ibid. Not only do observations tell practitioners about a child, but they can also indicate the positive or less favourable things about the environment in which each child's learning takes place.
This statement indicates that assessment and observation are closely linked, with ongoing formative assessment impacting on practitioners' planning, in order to promote learning, progress and development.
By understanding an individual child's interests and learning style, a greater insight is gained in how best to promote activities to engage the child and stimulate learning. A comprehensive article by Drake on observing children was published in Nursery World It is an integral part of the assessment and planning cycle and a firm basis for reflection.
Drake provides a list of questions to guide the practitioner during observations, including noting friendships and dynamics within groups and children's patterns of behaviour. Observations can occur at any time and may be planned or happen incidentally, and can be written or fed back verbally.
The important thing is that observations involving both the indoor and outdoor provision take place, and are used effectively to chart the progress of children and to inform future planning. Rook , in writing about the provision for creativity, refers to Tough as considering practitioners need to be aware of language development in a child and thereby promote experiences, which capture a child's interests. Tough maintains that this interest will enable the child to use language to generate ideas and then express them.
As a result, the child's own skill of thinking will be promoted. This connects to one of the characteristics of effective teaching and learning referred to above, concerning the development of thinking critically DfE, The author considers that it is by developing communication skills, expression and vocabulary that a child's confidence is enhanced, which in turn leads to developing a more critical awareness. There is a clear indication in this statement that observations are a valid means of collecting information about children.
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