Observation & Assessment in the Early Years Assessment
| PLANNED OBSERVATION No. | ||||||
| Child’s name: | Age (in months): | Observer: | ||||
| SEND? | EAL? | Date: | Time: | |||
| Context (where, how) | Adult involvement: | yes | no | |||
| OBSERVATION: What did you find out about the child’s learning across any of the 3 prime areas and 4 specific
areas of learning? What was significant for the child? |
||||||
| GENERAL | Prime Areas | |||||
| PSED (MR; SC&SA; MF&B) | ||||||
| PD (M&H; H&SC) | ||||||
| CL(L&A; U; S) | ||||||
| Specific Areas | ||||||
| L (R; W) | ||||||
| M (N; SSM) | ||||||
| UW (P&C; TW; T) | ||||||
| EAD (E&UM&M; BI) | |
| General (continued) | Characteristics of Effective Learning |
| Playing and Exploring (Engagement) | |
| Active Learning (Motivation) | |
| Creating and Thinking Critically (Thinking) | |
| Child’s Response (verbal and / or non-verbal) | |
| Significant moments and achievements identified during the observation. | Learning priorities identified – What next? |
O
Overview
Complete an observation of a child at play and complete a written progress report. In this report you will be required to;
- Document your observation using Look, Listen & Note Strategy referenced in Development Matters (DfE, 2012)
- Describe the child’s Characteristics of Effective Learning (CoETL)
- Link your observation to the Early Years Foundation Stage Development Matters (DfE, 2021)
- Consider the role of the adult in extending learning
- Plan next steps
This assessment will assess the following learning outcomes;
- Identify the significance of relevant components of the Early Years Foundation Stage Profile to develop skills in child observation.
- Acquire a working knowledge of the EYFS
You will use the attached proforma to develop skills of observation, but your final written assignment will consist of a progress report.
You will choose between three children and select around 2-4 minutes of play to observe;
- Khloe (…making Choices)
- Harry (…and the water tray)
- Esme (…plays outside)
The observation videos can be found here: www.sirenfilms.co.uk or in week 2 of your Blackboard Module under “Detailed Assessment Brief”.
| Requirement |
| You will provide a one-page draft of your progress report. |
Your final submission (100 words +/- 10%)
You must support a word document progress report. Please ensure that your word document adheres to the following;
- Contains student number Please do not include your full name (anonymous marking)
- Includes module code and assessment number.
- Had the main heading “Assessment One”
- Includes the sub-headings;
- Context (50 words)
(Details about the child and setting. Consider this as setting the scene)
- Observation Narrative (250 words)
(2-4 minutes should be covered here)
- Link to the Characteristics of Effective Learning (200 words)
(Please do not simply list characteristics. You must provide details of how the child is demonstrating the characteristic)
- Link to the EYFS & Pedagogy (250 words)
(please do not simply list areas of development. Provide detailed knowledge and understanding of the milestone or statement and consider broader pedagogical context, for example, schema play).
- Role of the Adult (100 words)
(Consider here how the adult could support learning. This is where you would envisage yourself as being involved in assessing and planning for the child).
- Next steps to add to or extend child’s learning or interests (150 words)
(What would you do next to support this child’s learning? Would it be through a planned activity? A change to the environment? An action for the adult?). Please make sure your next step is connected to the observation.
- References
(This will include the relevant EYFS links).
Alternative links:
https://birthto5matters.org.uk/
https://www.sirenfilms.co.uk/library/khloe-making-choices/
Harry and the water tray – Siren Films
https://www.sirenfilms.co.uk/library/esme-plays-outside/
https://www.youtube.com/watch?v=tkZqPMzgvzg
Top Tips
Observational techniques take skill and it is important that you develop your ability to “tune-in” to children’s development. Educators often capture observations in a range of ways, and I would encourage students to do the same. Follow the below guidance to develop your confidence;
- As soon as you have made a decision about which child to observe, begin to watch and re- watch the observation. As the module and your knowledge progresses, you will begin to see with new
- Start using the EYFS documentation (can be accessed under the EYFS file in Learning Materials).
- Watch alongside a student peer and compare notes (this is a process known as moderation which you may be required to do as a teacher although this is no longer a statutory requirement – it can be a daunting process so start practicing now so you don’t feel so worried once you are in the workplace).
- Make notes of verbal and non-verbal communication and
- When writing up your progress report, use the free version of Grammarly to support with written (www.grammarly.com)
- Use a Dictaphone Some of the best observations happen when we “think aloud”.
- Try not to view the observation as trivial or insignificant. One of the big issues we have in early years is that traces of learning are overlooked because children are just playing or exploring. There is a LOT more than meets the eye as you will see across the module.
- Try not to view any developmental differences as deficits. Children with SEND are learning (and making progress) as much as “typically developing” children just in different
My student Queries & Clarifications (remember to add to the discussion forum)
