Observation and assessment eye wk 1 and 2

Observation
and
Assessment
Unit 3.14

Teddy Tots
1. Reflect on your Teddy Tots Session What went well
during the session?
2. What might you need to improve for next session?
3. Evaluate your Activity Plans
4. Plan your activities for your next session.

Learning outcomes
1. To identify what an observation is
2. To describe why observations are
needed
3. To evaluate observation methods in
line with current frameworks
4. To evaluate observation methods

Definition
 Think pair share to define:
What is observation
What is assessment

Why are observations
completed?


to plan for
individual
children’s
needs
for early
intervention
to review the
environment
during
transition
when working
in
partnership.

Statutory framework for the early years
foundation stage
Setting the standards for learning, development
and care for children from birth to five
Published March 2014
Effective September 2014

2.1. Assessment plays an important part in helping
parents, carers and practitioners to recognise children’s
progress, understand their needs, and to plan activities
and support. On going assessment (also known as
formative assessment) is an integral part of the learning
and development process. 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. In their interactions with children,
practitioners should respond to their own day-to-day
observations about children’s progress and observations
that parents and carers share.

2.2. Assessment should not entail prolonged breaks from
interaction with children, nor require excessive paperwork.
Paperwork should be limited to that which is absolutely
necessary to promote children’s successful learning and
development. Parents and/or carers should be kept up-to-
date with their child’s progress and development.
Practitioners should address any learning and
development needs in partnership with parents and/or
carers, and any relevant professionals.

 Have you seen or taken part in the assessment /
observation process in placement one?
 Discuss
 Complete and track placement paperwork from
placement one. Evidence file.
 Please use a pencil.
 I will sign your hours sheets.

Learning outcomes
1. To identify the planning cycle and how this is
used in practise
2. To describe how summative assessments are
made in line with current frameworks
3. To identify the skills needed for observation
4. To explain how to adhere to confidentiality
whilst observing children
5. To define the term objectivity and subjectivity

Discuss in groups
What types of observations and assessments
take place, how often and who is involved and
how are they recorded?
Note on worksheet
provided.

Statutory Summative
Assessments
 Look up and make notes about – use
worksheet provided.
 Two year old progress check
 Early years Foundation stage profile

Skills for observation
What do you think you will need to consider
before and while you are observing?

Perception and Illusion – non
bias

What is happening in this picture?

Be Factual
The facts: The child is standing with her face to
the wall, with her hands over her eyes.
Your opinion: She is crying, hiding, sulking, etc.

Subjectivity V Objectivity
Choose the most objective statement
 Jack is in a temper.
 Jack is thumping his fist on the back of the
chair. He is screwing up his eyes & turning
his back to the teacher.

Subjective Objective
Harry is
angry
She picks
up the
pencil with
her left
hand
Alice is
upset
He puts the spade
in the sandpit
John cries
loudly
Beau is
nervous
May lifts her
spoon to her
mouth
Tim stamps
his feet

Next Week
 You will work with your partner each of you
will complete a 10 minute observation on your
given child please ensure your observations
are objective.

Learning outcomes
1. To evaluate own observation skills
2. To identify the factors that need to be
considered when observing
3. To identify the Hawthorn Effect
4. To observe children in an indoor provision
5. To observe children in an outdoor provision
6. To evaluate reasons for objectivity when
recording observations
7. Evaluate the reasons for confidentiality during
the observation process.

Selective attention test
https://www.youtube.com/watch?v=vJG698U2M
vo
Take notes what have you seen on the clip?
Feedback to the group

http://www.theinvisiblegorilla.com/videos.html
Discuss what you have seen

Peer assess
 Reflect on your partners observations are
theses objective or subjective?
 What can be improved when completing
these observations?

Things to consider when observing
 Some activities may be avoided by girls or boys.
 Some children may be very willing/compliant.
 Some children dislike certain activities.
 There may be expectations by the adult.
 There may be barriers – linguistically, socially and
culturally.
 Boys may respond differently to a woman and girls
differently to a man.
 There could be influences.
Factors may have affected the child (e.g. environment, concentration).

Hawthorne Effect
http://psychology.about.com/od/hindex/
g/def_hawthorn.htm

How to observe
 Decide what you are going to observe.
 Select activities to meet objectives.
 Decide the technique you are going to use.
 Decide your role.
 Decide how you will record information.

Preparation and implementation
Ask permission.
Negotiate with other staff.
Choose an appropriate time.
Collect all the resources you will need.
Choose an appropriate point to observe and record
information.
Avoid eye contact with children or staff involved in the
observation.
Consider the child’s rights (e.g. health and safety,
confidentiality)

How to observe
 Sit quietly so you are close enough to hear
but not interrupt the play.
 Do not make eye contact with the child.
 Do not be distracted.
 Only interrupt for reasons of safety.

For next week during Teddy Tots
 Choose one area within the indoor provision to observe,
such as a literacy area, and consider how the children
use this area so that improvements can be made.
 Choose one area within the outdoor provision to
observe, and consider how the children use this area so
that improvements can be made.

Indoor Provision what would you
observe?

Recap…………
Define the terms – Objectivity and Subjectivity

3.2 Evaluate the reasons for objectivity
when recording observations
Pro’s Con’s Conclusion

3.3 Evaluate the requirement for
confidentiality during the observation
process.
Pro’s Con’s Conclusion

Learning Outcomes
1. To identify different observation methods
2. To prepare to complete a written narrative
3. To reflect on outcomes of own observations
4. To work with other to plan the next steps
5. Work with parents / carers in a way in which
encourages them to take an active role in
their child’s play

Different methods of observation
 There are many different methods of
observation.
 Each type can provide a different range of
information.
 Using different observations ensures that you
build a detailed picture of the child.

Methods of observation
 What methods are you aware?
media/photographic/video/audio recorders
snap shot/post-it
narrative/free description/written record
check list
event sample
time sample
sociogram
target child
child tracker / movement record
use the above methods within Longitudinal Study.

Written Narrative
 This is a descriptive account of what the
child/children is doing.
 It is an actual account, this makes your
observation reliable and valid.
 You have a set format of how this observation
will look. It looks like a story.

Prepare to complete a written
narrative.

Write down what you see…
https://www.youtube.com/watch?v=PFkozKBEU
Rs&list=PLknl7Z_QI4MzaXeOe3CjFqL_CLQa4
4yWO&index=9

Checklist observation
 Simple and quick method to present information
 Can be used for all areas of development
 It can be used by parents and other carers
 This method is used to check development against
specific ‘milestones’
 There is a set format for this observation

Checklist Observation
Task/Milestone Additional Information
Hop on one leg
Jump with feet
together
Pull self up without
support
Use pincer grip to
pick up small item
Use palmar grasp
to pick up large
item
Catch a large ball

Event Sample observation
 This is used for noting specific types of behaviour
or events over a period of time.
 The information is easy to read and is presentable
 Can be used by parents and other carers.
 There is a set format for this type of observation

Date
/time
incident Previous
Happening
Who was there What happened
next
Comment
Ben snatched the rubber
from James & James
snatched it back
Writing a story of
Ben’s choice in
work task
3 other children
were present at
the table & the
teacher was at
her desk
Ben called
James a name &
hit him on the
arm. James
shouted & the
teacher
intervened
Ben needs to
ask politely 1st if
not then include
the teacher Ben
needs to control
his anger
Repeat of previous incident Continuing to
write at the table
James & Ben
were alone at
eth table
Teacher in the
book corner
James called the
teacher to
intervene & Ben
was moved to sit
by himself
Ben reminded
again to ask
before taking
Elliot pushed Ben from
behind & Ben fell over
Children were
changing for a
PE lesson
All the children
were changing
together teacher
was assisting
Ben jumped up
& pulled Elliot’s
jumper. Elliot
shouted &
teacher
intervened
Ben not the
instigator of this
incident
Ben screamed because he
thought someone had taken
his tie
Children were
changing back
after PE
All the children
were together
Several children
backed away
from Ben looking
quite scared .
Teacher
intervened &
found the tie
Ben needs to
find an
acceptable way
to express
himself .
11.20
11..35
13.20
13.50

Time sample observation
 Similar to event sample but you record
information at different times of the day.
 It is easy to collect the information

Activity
Table
Climbing
wall
Bridge
house
boat
slide
patio
Sand pit
KEY
X =girls
+ = boys
A = adult
water
trees
Music box
d
o
o
r
s
Willow tunnel
hill
Blocks
vegetable & flower garden
xx +++
xxx
++++xx
+
+x
++
xxxx
++
+
+
x
x
What’s going on?
A
A
A

The Snapshot/tracking chart
A way of capturing what is happening at a given
moment in time in a specific area
It can be used to
•discover what areas of the setting
are being used
•how resources are being used
•which children are playing together
•assess the learning opportunities
Can be used to observe one child or a whole group

Sociograms
 Can be used to assess social groupings or
interactions
 Can identify how or why children associate
with each other
 Uses pre made chart or can use children’s
drawings
 Children are asked who they most enjoy
being with

Example 1
Child Friend Friend Friend
Annabelle Meesha Boe Bobby
Boe Thai Bobby Annabelle
Meesha Boe Bobby Annabelle
Bobby Annabelle Thai Luke
Thai Meesha Thai Annabelle

Example 2
Bobby
Meesha
Thai
Tom’s favourite friends
Bobby’s favourite
friends
Thai
Tom
Boe

What can be assessed?
 Most popular child
 Least popular child
 Same sex relationships
 Different sex relationships
WARNING
 Some children may not be chosen because
they are not there on that particular day not
because they are unpopular

Target child
A full, detailed written record of a child’s movements
during a predetermined
time can offer practitioners a full account of:
• which specific activities the child has selected
• which area(s) of the learning environment he/she
has been working in
• with whom he/she has interacted
• with whom he/she has spoken
• evidence of expressive language used.

While observing a child in this way it is useful to have a
watch nearby and to note the time at frequent intervals,
clarifying the exact time spent at each activity.
To ease notation, codes can be evolved which should be
written on the record sheet for clarity of understanding by
others.
Possible codes could include:
TC = target child A1, A2, A3 … = adults
B1, B2, B3 … = another boy AC = art corner
G1, G2, G3 … = another girl HC = home corner
ST = sand tray P = cooperative play
BP = brick play SP = solitary play
BC = book corner PP = parallel play
PT = puzzle table

Observation methods
You will choose various methods to observe
children so you are able to collate as much
information as possible.
This would form a longitudinal study over a
period of time.

Evaluate methods of
observations.
• Event Sample
• Time Sample
• Sociogram
• Narrative / Free Description
• Target Child
• Checklist
• Child Tracker / Movement Record.

Reflect on outcomes of
observations
 Share your recent observations of inside and
outside provision with your table
 Inside - consider how the children use this
area so that improvements can be made, note
these on the back of the observation
 Now do the same for the outside provision.

Planning
When you are planning you should know:
 What the child can do
 How they learn
 The child’s interests
 The personality of the child
 Attachments of the child.

5.1
1. Work with parents / carers in a way in
which encourages them to take an
active role in their child’s play
2. Group discussion how can we meet this
“be able to criteria?”

We should never hear…
‘ lets take the children on a bear hunt, we have
not done that before’

Work in
partnership
Additional
needs would
be supported
Child will
progress
and develop
Inclusive
environment
Child will be
engaged

Example of observe, assess and
plan
Thomas, aged 20 months, brought a toy digger to show his key person.
The front of the digger could be raised and lowered with a lever on the
side, and Thomas said ‘Up-and-Down’ as he moved it repeatedly. He
laughed when it banged down, and repeated the action several times.
Other staff in the room, shared observations of Thomas painting on
paper attached to a door, with large up and down movements, and using
the gloop by raising his hands high and watching the mixture fall.
The staff thought that Thomas was showing particular interest in
exploring vertical movements, and decided to plan further opportunities
for him to explore up-and-down movements through building tall towers
of boxes which could be knocked down, and through jumping off soft
play shapes onto a mat.

Tracking progress.
 On your tables discuss how progress of
children is tracked in your setting.
 What did the practitioners do with the
information? How did this support the child?
 How is the progress of the child shared with
parent’s?

Tracking progress
 You will begin to notice that all settings will
complete the tracking of their children’s progress
differently.
 As long as the child’s progress is recorded. This is
paramount. Quality not quantity.
 They are for parents/carers and guardians to see
and be a part of.
 Enhance children’s learning.

Next steps…. (pair share)
 Look at the case studies and decide the
child’s next steps and plan for these using
Development Matters documentation
 Tutor will come round and check on your
knowledge of using the development matters
guidance.

Evaluation of the observation,
assessment cycle

Lets get together
Group discussion -
meeting needs and interests of children.
What is our role?
Add to recent observations

Consolidation
Spend time going over observations completed
in the last 2 weeks, make sure all are reflected
on and then added to your file under the letter G

Starter - Longitudinal Study
 What is it?
 How is it used as an assessment tool?

 Where children are in
their learning and
development
 Their progress in different
areas
 Aspects of health and
well being
 Personality,
temperament, likes and
dislikes
 Response to different
experiences
 Behaviour in a range of
concepts, e.g. different
environments
 Find out more about
different aspects of child
development
 Identify ways in which
children learn
 Reflect on what providers
must do to promote
development and
learning and further
develop own good
practice
 Assess the development
of the child
 Plan for the next stage of
development

Benefits?
How does undertaking a study benefit the -
 Child?
 Parents?
 Early years practitioners?

In your work setting
 You are going to complete a longitudinal study
 You must gain permission before any
observations take place
 Select one (1) age range for each Longitudinal
Study. The age range selected must be different
for each Longitudinal Study:
 • 0 - 1 year 11 months
 • 2 - 2 years 11 months
 • 3 - 5 years.

The observation, assessment
and planning cycle should be
followed when completing
each observation:
The observation, assessment
and planning cycle
• Complete an
observation.
• Undertake a
summative assessment.
• Plan for the child’s
next steps
• Implement the plan
with the child and use this to
inform the next observation.

 Undertake a minimum of four (4) observations, assessment
and planning cycles for each Longitudinal Study over a six
(6) week period.
 Use a minimum of two (2) different observation methods for
each Longitudinal Study, four (4) methods in total, which
have been learned about in Unit 3.14 and include:
• Event Sample
• Time Sample
• Sociogram
• Narrative/Free Description
• Target Child
• Checklist
• Child Tracker/Movement Record.

What needs to be done….
 All observations must be
authentic. A signature from your
assessor/tutor or placement
supervisor must be included on
each observation and planning
sheet to ensure authenticity.
 Maintain signed and dated
records of observation,
assessment and planning for
each Longitudinal Study. You
must use the templates provided
by CACHE, that are stored within
your file.
Name: PIN:
Area of development: Date of observation:
Child identifier (e.g. “Child A”): Child’s age: Method:
Aim
(Provide a clear statement about what you intend to do/what you want to find out about)
Observation
(You may wish to use additional sheet/s)

Before handing in your study
 Complete the critical
evaluation……
 introduce each critical
evaluation with an:
 explanation of how the
longitudinal study has
been used as an
assessment tool
 evaluation of the benefits
of this Longitudinal Study
for the child, early years
practitioner and others.
Critically evaluate the outcomes
of each Longitudinal Study in
relation to:
 child’s development stage,
interest and need
 your own role
 choice of assessment
methods
 current frameworks
 theoretical perspectives
 partnership working
 holistic development
 the environment
 play for learning and
development.

Observation and assessment eye wk 1 and 2

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