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HNC EARLY EDUCATION AND CHILD CARE PRACTICAL
PLACEMENT MANUAL
THIS MANUAL WILL COMPRISE EVIDENCE BUILT UP FROM THE
PRACTICAL ELEMENTS FROM EACH UNIT, AS WELL AS EVIDENCE FROM
SPECIFIC TASKS REQUIRED FOR THE WORKPLACE UNIT.
Integration of other units is evident in
Task 3
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Curriculum and Assessment in an Early Education & Childcare
Setting
Task 5
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Working with Children 0-3 Years
and
Working with Children 3 - 5 Years
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WORKING IN AN EARLY EDUCATION AND CHILDCARE SETTING
INTRODUCTION FOR STUDENTS
Welcome to your Practical placement manual.
This is a progressive unit in which you will build up skills and competences as you
have additional placement practice. During this time you will compile a folio of
evidence to support this, helping you to identify the holistic nature, both of the setting
and of the ways in which children learn.
The evidence you generate will be based on the experience you gain in a practical
setting and will show clearly your progress from analytical observer of good practice
to the role of competent practitioner.
All items in your Folio must give evidence on 2 of the following age ranges:
Birth
-
18 months
18 months
-
24 months
2
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3 years
3
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5 years
5
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7 years
7
10
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10 years
12 years
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INFORMATION ABOUT STUDENT
Name: __________________________________________________
Address: _________________________________________________
PHOTO
Postcode: ______________________Telephone No: _____________
PLACEMENT INFORMATION
Establishment: ___________________________________________________________
Address: ________________________________________________________________
Postcode: ____________________________ Telephone No: ______________________
Mentor’s Name: _________________________________________________________
Supervisor’s Name: _______________________________________________________
Date of Placement:- From: ______________________________To: _______________
INFORMATION ABOUT COLLEGE
College: _______________________________________________________________
Address: ________________________________________________________________
Postcode:______________________________Telephone No: ____________________
Tutor’s Name: ___________________________________________________________
Telephone No: _________________________ E-mail: __________________________
Days of Placement: _______________________________________________________
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STUDENT’S MEDICAL FORM
Name: _________________________________________________________________
Term Address: __________________________________________________________
_______________________________________________________________________
Postcode:______________________________Telephone No: ____________________
Emergency Contact: ______________________________________________________
Address: ________________________________________________________________
_______________________________________________Postcode: ________________
Relationship: ___________________________________Telephone No: ____________
Own Doctor: ____________________________________________________________
Address: ________________________________________________________________
_______________________________________________________________________
Postcode: ______________________________Telephone No: ____________________
Any relevant information which could affect your work in placement:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Signature of Student: _____________________________Date: ___________________
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GUIDELINES FOR SUPERVISORS/MENTORS
Thank you for agreeing to support our students throughout their placement experience.
Our students will benefit greatly from your expertise and experience.
This manual will assist you in your role as supervisor/mentor. However please do not
hesitate to contact the College if you have any concerns or questions.
GENERAL NOTES:
1.
The terms ‘supervisor’ and ‘mentor’ are used throughout this manual and refer to
qualified members of staff. (A qualified member of staff is a member of staff who
is experienced and holds a qualification which is recognised by SSSC at
practitioner or lead practitioner level).
2.
It would be helpful if the students could be given a tour of the placement setting
and introduced to the staff at the start of their placement experience.
3.
Students should be informed about:
a)
start/finish/break times;
b)
daily routines;
c)
personal presentation eg: dress;
d)
health and safety procedures;
e)
confidentiality
A placement handbook would be extremely useful for students to make sure that the
relevant points are covered.
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GUIDELINES FOR SUPERVISORS/MENTORS (CONT’D)
4.
It would be helpful if each student could be assigned to a designated member of
staff, who will then be known as their mentor. The supervisor will normally be a
senior member of staff.
5.
Regular meetings between student and placement staff are necessary, as
assessment is carried out continuously. Recording of the student’s progress
should also be done continuously.
6.
This manual constitutes a record of achievement and the student should ensure
that:
a)
it is made available at the request of the supervisor/mentor and college tutor;
b)
it is taken care of as loss may seriously affect accreditation of the award.
7.
Students should at all times be under the supervision of qualified staff.
8.
We would appreciate it if Supervisors/Mentors could ensure that students
experience the following:
a) observation of demonstration by qualified staff;
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b)
supervised practice under the guidance of qualified staff;
c)
independent practice under supervision of trained staff;
d)
assessment of competence by qualified staff.
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GUIDELINES FOR SUPERVISORS/MENTORS (CONT’D)
9.
Heads of Centre will be asked to complete student progress reports throughout the
duration of the course.
These will be retained by the College for progress and reference purposes.
Students MUST be shown reports for discussion and countersigning before they
are returned to the College.
e. The placement will be visited by tutors to discuss student progress. All visits
will be pre-arranged by telephone.
The HNC Course Team Leader in Finnart Street Campus is:
Aileen Jones available on 01475 724433 (Ext. 2448) e-mail: ajones@jameswatt.ac.uk
The HNC Course Team Leader in Kilwinning Campus is:
Margaret Macdonald available on 01294 559000 (Ext. 3113) e-mail: mamacdonald@jameswatt.ac.uk
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HNC EARLY EDUCATION AND CHILDCARE
EVIDENCE
OUTCOME 1
TASKS 1, 2, 3 & 4
OUTCOME 2
TASKS 5 & 6
OUTCOME 3
TASK 6
OUTCOME 4
TASK 7
TASK
DATE COMPLETED
SIGNATURE OF TUTOR
1
2
3
4
5
6
7
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HNC STUDENT CONTRACT
•
The student will phone prior to starting the placement
•
The student will phone the Nursery every day of absence at placement.
•
The student will liaise with the Mentor prior to departure every week to enable
the student to plan for the following week.
•
The student will make her folio available for her Mentor at all times.
•
At all times the student must liaise with the Mentor regarding experiences and
workplace tasks.
•
The student will present his/her Progress Indicators, Interim Report and End of
Placement Report in a timely fashion for completion by the Mentor/Supervisor.
•
•
The student will dress in a manner appropriate to the placement.
The student will at all times observe confidentiality.
SCHEDULE OF COMPLETION FOR TASKS
TASK
PLANNED START DATE
EXPECTED COMPLETION DATE
1
August
End September
2
August
End September
4
October
November
5
November
February
3
January
March
6
February
May
7
April
May
SIGNATURE OF STUDENT: ____________________________________
SIGNATURE OF TUTOR: ____________________________________
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UNIT NO: DF4Y 34
OUTCOMES:
1.
Analyse how learning, or in the case of playwork - play, takes place in an early
education and/or childcare setting (select a minimum of two
developmental/childhood stages).
2.
Demonstrate knowledge of how to plan, organise and implement development
and learning opportunities in an early education and/or childcare setting (use the
same developmental/childhood stages selected for Outcome 1).
3.
Identify and demonstrate how appropriate skills are used to create a nurturing and
stimulating learning and/or playwork environment.
4.
Evaluate your own contribution in creating a nurturing and professional service
for children.
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UNIT NO: DF4Y 34
SUMMARY OF TASKS
TASK 1
Suggest whole task would be approximately 4/5 pages.
Much information can be gathered from Placement Handbook.
Students should describe the type of placement they are in, staff weekly routines and
facilities available, remembering to include information on two age groups.
Drawn plan of establishment or base room.
Outline of provision for each area of curriculum - this is where ore information can be
given on two age groups.
Description of other uses of the facilities by professionals.
TASK 2
Students should choose 4 principles and write approximately one paragraph on each,
describing the principle and stating how the principle applies to two age ranges.
Giving an example of how the early years worker would put it into practice over two
age ranges would be a useful way of explaining the principle.
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TASK 3
Students should carry out and record a minimum of 6 observations using the pro
forma. They must use at least 3 techniques and cover two age ranges. In their
evaluation, they must evaluate the learning style the child employed, compared to their
development stage, eg is this a learning style you would expect of this age/stage?
Also, relate the learning style to the opportunities provided and to a relevant
curriculum, demonstrating how the actions of the child show evidence of aspects of the
curriculum. Evaluate their role in the activity saying how they assisted, expanded the
experience or observed in an objective manner.
TASK 4
Student must identify two theories with which they are familiar. Using the pro forma
provided, they must devise experiences for the children in their placement, which
relate to their chosen theories. This experience should be planned by the student to
“test out” or illustrate the theory.
The student will observe the children during the planned and planned experience, then
complete the evaluation questions on page 28. This task must cover two age ranges.
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TASK 5
Students should make use of a relevant curriculum framework, to plan experiences for
two age ranges of children. This will involve consultation with their mentor and cooperation with the staff team in their planning for the establishment. Students should
complete the overall table of planning and the individual pro forma for each
experience they carry out, which involves Risk Assessment and Evaluation. They
must complete a minimum of six reports.
TASK 6
Students must complete six written Accounts of Practice using the appropriate pro
forma.
Two of these must be from Planning Sessions
One of these must be from a Team Meeting
One of these must be from a Meeting with Mentor/Supervisor
Two others can be chosen by student.
In their evaluation, students should be identifying how the adults have supported
learning opportunities and helped to provide a child centred environment.
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TASK 7
Using their Diary Pages, Progress Indicators, Interim Report and all other Tasks the
student must reflect on their personal and professional development throughout this
year.
This evaluation should take the form of an essay, in which the student must evaluate
and say how their actions have affected the provision for the children and the learning
environment. The essay must cover the following points:
•
How they developed the play environment
•
Their observation and subsequent planning of experiences
•
Working with others and being a team member
•
Interacting and communicating with the children
•
Ability to use appropriate skills in specific contexts
•
Working in line with Policies
•
Parents and carers
•
Professional responsibilities
•
How your actions affect others
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TASK 1
(TO FAMILIARISE STUDENT WITH SETTING)
This assignment forms the first section of your folio and will help you become familiar
with the establishment, routines and curriculum for the children.
•
Introduce your placement by describing the setting, staff, weekly routines and
facilities available, including outdoor areas.
•
Include a plan of the establishment or the room in which you are based.
•
Give an outline of the provision for each curricular area, including some of the
resources available and experiences offered.
•
Outline the other organisations and professionals that use the setting and describe
how they use it.
Remember, information must be given for two different age ranges.
Mentor’s Signature:
______________________________
College Tutor’s Signature:
______________________________
Student’s Signature:
______________________________
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SUGGESTED STRUCTURE FOR:
TASK 1 (OUTCOME 1)
STAFF STRUCTURE
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DESCRIPTION OF SETTING
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TASK 1 (OUTCOME 1)
WEEKLY ROUTINES
FACILITIES AVAILABLE, INCLUDING OUTDOOR AREAS
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TASK 1 (OUTCOME 1)
PLAN/DIAGRAM OF ESTABLISHMENT OR ROOM IN WHICH YOU ARE BASED.
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TASK 1 (OUTCOME 1)
OUTLINE OF PROVISION OF EACH CURRICULAR AREA.
(INCLUDE: RESOURCES AVAILABLE AND EXPERIENCES OFFERED).
*
EXPRESSIVE ARTS
*
HEALTH AND WELLBEING
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LANGUAGES
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MATHEMATICS
*
RELIGIOUS AND MORAL EDUCATION
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SCIENCES
*
SOCIAL STUDIES
*
TECHNOLOGIES
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OF
E A R L Y E D U CAT I ON
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TASK 1 (OUTCOME 1)
OTHER ORGANISATIONS AND PROFESSIONALS WHO USE THE SETTING
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TASK 2
OUTCOME 1
Using your placement handbook, describe 4 underlying values or principles of
working with children and in promoting a positive learning experience for children.
Describe each principle and give an example of each from practice, covering two age
ranges.
1)
2)
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3)
4)
Mentor’s Signature: __________________________
Date: _______________
College Tutor’s Signature: _____________________
Date: _______________
Student’s Signature: __________________________
Date: _______________
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TASK 2
UNDERLYING PRINCIPLES IN CHILDCARE
1.
The welfare of the child
2.
Keeping children safe
3.
Working in partnership with parents/families.
4.
Children’s learning and development
5.
`Equality of opportunity
6.
Anti-discrimination
7.
Celebrating diversity
8.
Confidentiality
9.
Working with other professionals
10.
The reflective practitioner
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TASK 2
USE FOR DISCUSSION PURPOSES BEFORE COMPLETING TASK 2
STATEMENT OF UNDERLYING PRINCIPLES
These principles draw on both the UN Convention on the Rights of the Child and the
Children Act 1989, and also take into account the delivery of the School Curriculum
and Assessment Authority (SCAA) “Desirable Outcomes for Children’s Learning”.
They are based on the premise that the earliest years of children’s lives are a unique
stage of human development and that quality early years provision benefits the wider
society and is an investment for the future.
1.
The welfare of the child
The welfare of the child is paramount. All early years workers must give
precedence to the rights and well-being of the children they work with.
Children should be listened to and their opinions and concerns treated seriously.
Management of children’s behaviour should emphasise positive expectations for
that behaviour and responses to unwanted behaviour should be suited to the
child’s stage of development. A child must never be slapped, smacked, shaken
or humiliated.
2.
Keeping children safe
Work practice should help prevent accidents to children and adults and to
protect their health. Emergency procedures of the work setting, including
record-keeping, must be adhered to. Every early years work has a responsibility
to contribute to the protection of children from abuse, according to her/his work
role.
3.
Working in partnership with parents/families
Parents and families occupy a central position in their children’s lives and early
years works must never try to take over that role inappropriately. Parents and
families should be listened to as expert on their own child. Information about
children’s development and progress should be shared openly with parents.
Respect must be shown for families’ traditions and child care practices and
every effort made to comply with parents’ wishes for their children.
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4.
Children’s learning and development
Children learn more and faster in their earliest years than at any other times in
life. Development and learning in these earliest years lay the foundations for
abilities, characteristics and skills in later life. Learning begins at birth. The
care and education of children are interwoven.
Children should be offered a range of experiences and activities which support
all aspects of their development: social; physical; intellectual; communication;
emotional. The choice of experiences and activities (the “curriculum”) should
depend on accurate assessment of the stage of development reached by a child,
following observation and discussion with families. Early years workers have
varying responsibilities concerning the planning and implementation of the
curriculum, according to their work role, but all contributions to such planning
and implementation should set high expectations for children and build on their
achievements and interests. Child-initiated play and activities should be valued
and recognised, as well as the adult planned curriculum. Written records should
be kept of children’s progress and these records should be shared with parents.
5.
Equality of opportunity
Each child should be offered equality of access to opportunities to learn and
develop and so work towards her/his potential. Each child is a unique
individual; early years workers must respect this individuality; children should
not be treated “all the same”. In order to meet a child’s needs, it is necessary to
treat each child “with equal concern”: some children need more and/or different
support in order to have equality of opportunity. It is essential to avoid
stereotyping children on the basis of gender, racial origins, cultural or social
background (including religion, language, class and family pattern), or
disability: such stereotypes may act as barriers to equality of access to
opportunity. Early years workers should demonstrate their valuing of children’s
racial and other personal characteristics in order to help them develop selfesteem.
These principles of equality of access to opportunity and avoidance of
stereotyping must also be applied to interactions with adult family members,
colleagues and other professionals.
2 In
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the UK, ‘early years’ is taken to mean children up to the age of 8.
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6.
Anti-discrimination
Early years workers must not discriminate against any child, family or group in
society on the grounds of gender, racial origins, cultural or social background
(including religion, language, class and family pattern), disability or sexuality.
They must acknowledge and address any personal beliefs or opinions which
prevent them respecting the value systems of other people and comply with
legislation and the policies of their work setting relating to discrimination.
Children learn prejudice from their earliest years and must be provided with
accurate information to help them avoid prejudice. Expressions of prejudice by
children or adults should be challenged and support offered to those children or
adults who are the objects of prejudice and discrimination. Early years workers
have a powerful role to play in nurturing greater harmony amongst various
groups in our society for future generations.
7.
Celebrating diversity
Britain is a multi-racial, multi-cultural society. The contributions made to this
society by a variety of cultural groups should be viewed in a positive light and
information about varying traditions, customs and festivals should be presented
as a source of pleasure and enjoyment to all children including those in areas
where there are few members of minority ethnic groups. Children should be
helped to develop a sense of their identity within their racial, cultural and social
groups, as well as having the opportunity to learn about culture different from
their own. No one culture and social background does not require condemnation
of that of other people.
8.
Confidentiality
Information about children and families must never be shared with others,
without the permission of the family, except in the interest of protecting
children. Early years workers must adhere to the policy of their work setting
concerning confidential information, including passing information to
colleagues.
Information about other workers must also be handled in a confidential manner.
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9.
Working with other professionals
Advice and support should be sought from other professionals in the best
interests of children and families and information shared with them, subject to
the principle of confidentiality. Respect should be shown for the roles of other
professionals.
10.
The reflective practitioner
Early years workers should use any opportunity they are offered or which arises
to reflect on their practice and principles and make use of the conclusions from
such reflection in developing and extending their practice. Seeking advice and
support to help resolve queries or problems should be seen as a form of strength
and professionalism. Opportunities for in-service training/continuous
professional development should be used to the maximum.
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TASK 3
OUTCOME 1
Analyse how learning and play takes place in an early education or childcare setting.
To achieve this, carry out and record a minimum of six written observations with
evaluations, describing the learning or play opportunities presented to the children.
You may observe the good practice of others or be involved in the setting up yourself.
Use a minimum of three different observation techniques and two age ranges
Use the pro-forma provided, to gather the required information then analyse your
findings. These will guide you in identifying:
•
the role of all professionals in constructing the play/learning environment
•
the adult’s contribution to the experience
•
the play/learning opportunities presented
•
the learning style used by child
Integration of Other Unit
*NB
The observations carried out for Task 3 can also be used for
Curriculum and Assessment - Outcome 2
Mentor’s Signature: __________________________
Date: _______________
College Tutor’s Signature: _____________________
Date: _______________
Student’s Signature: __________________________
Date: _______________
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GUIDANCE ON COMPLETION OF TASK 3: OBSERVATION IN THE WORKPLACE
Why do we put times?
Could be significant to mood or situation/circumstances:
• morning/afternoon
-
child unsettled/something happened on way to
Nursery/fall out with mum? Children who attend
then a/not a good mix
child tired or over excited or hungry (irritable)
• before/after snack
-
child hungry (can’t concentrate)
child affected by snack
• before/after boisterous -
child restless/hyped up activity
Why do we put age in years and months?
Can be vast differences in a mater of months - in what you expect from child.
What’s meant by Ch./Dev. Stage?
Refer to age groupings at front of manual.
Link stage with aim/focus of obs. - thin of fine/gross motor skills norms or language or
ability to concentrate/be independent.
What’s meant by Desc. of Learning Environment?
Which Curriculum we are referring to.
Lay out of playroom with attention to the 5 key areas; access to resources; free-flow
play; independent/discovery learning; Key Working groups.
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Observation technique used and reasons
Several techniques to choose from... see previous page of notes.... No. 1 would be an
Interventionist Observation: in order to interact with the child and record his responses
(spoken/unspoken)... No. 2 would be a Duration Sample to monitor progress of
child/how much time is spent at an activity or it could be a non Interv. Obsv. recording
everything child does and says unobtrusively.... Overview.
Aim/Objective of observation
Note specifically what your aim is and why. Focus is vital. Be clear about your
purpose or you may be side tracked and value is diluted.
Record: all your notes.
Evaluation
•
How was the child learning - process
•
Was child’s behaviour/progress/ability in keeping with what you’d expect from
his dev. stage?/what you already know of child’s capability?
•
Were the learning opps. presented appropr?/could be improved/changed
•
Which Curriculum Theory is in evidence..... Describe
Adults’ Role
What contribution was made by adults -
provision and setting out of resources
Link to Curr. Th.
adult as facilitator
interaction? scaffolding?
What part did you play?:
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Key points on observation taken from “Rolling Out the Standards” document
•
direct watchful and critical attention for a purpose/specific focus
•
assessing and evaluating children’s actions based on significant moments you
(or a colleague) have witnessed
•
a means of “tuning in” to children’s: strengths and weaknesses
knowledge and skills
problems and fears
progress and development
interests
•
help adults to:
detect areas of concern
meet children’s individual needs, aware of age and stage
find ways to help/reassure/stimulate children
make children’s experiences meaningful, useful and
purposeful
carry children’s learning forward
evaluate their own performance/contribution
evaluate provision/the curriculum being offered
By sharing finds of obs. with parents, the practitioner could be ensuring valuable
continuity of interest and learning at home; obs. can also assist other profs. to develop
a prog. for S.E.N.
Cycle of observation: OBSERVE>RECORD>EVALUATE>PLAN OF
ACTION>OBSERVE
NB There is no point in taking time to observe if what you discover is not then acted
upon.
Useful refs: O’Hagan & Smith, Key Issues, p47-62; Davenport p294.
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Specific aspects of the 3-5 curriculum - PDM - develop increasing control of the
fine movements of their fingers and hands
•
look at a specific effort a child is making - cutting with scissors - how is he
coping?
•
are the scissors appropriate: left/right handed; a management size; straight
edged?
•
child may benefit from you hold cared whilst he snips/cuts (easier than paper)
•
if child needing practise, suggest some tasks he might enjoy - cutting out
Christmas cards to paste onto paper and make a picture book; cutting straws
to thread a necklace for mum
•
if child is more skilled and clearly enjoys cutting out, cutting from a catalogue
(flimsier material) and making a Christmas list; cutting material to make a
collage
Specific aspects of the 3-5 curriculum - EPSD - persevere in tasks that at first
present some difficulties
•
look at what activities the child gets involved in: does child remain at activity
or move on quickly; is concentration brief at some activities while attention is
prolonged at those; are any activities/children avoided?
•
watch what child seems to be seeking from the activities: please of other
children’s company - moves on when they do; a sense of creative achievement
- painting/playdough; feeling of mastery of a skill - fitting construction pieces
together; feeling of satisfaction with a game/jigsaw
•
does child ever complete a task? What causes him to move on/stay?
•
is he new to the Playroom and can’t settle to a task - so much to see and try?
•
is he familiar with the Playroom and is bored - restless?
•
is he lacking in concentration
•
would child benefit from appropriate intervention/encouragement/assistance?
•
if you’ve noted he never perseveres - what are his interests - thin how could
you engage his attention/prolong his concentration/help him to persevere?
•
if you’ve noted he is capable of persevering unattended - think what can you
do to extend this skill - develop his capability - challenge him appropriately
NB which observation technique would you use for each of the above aspects and
why?
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REVISION OF OBSERVATION TECHNIQUES
People who work with children can learn a great deal from them by observing them,
their surroundings, their actions and their reactions. Many observation techniques may
be used, each giving valuable information which may be used in a variety of situations.
Some are focused on a specific area, while others are more general and therefore
unfocused.
Three of the techniques which will be used in this task are:
Time Sampling
Frequency Sampling and
Duration Sampling
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TIME SAMPLING
This technique involving making brief notes at regular intervals. Figures 1, 2 and 3
give examples of its use.
FIGURE 1
9.00
Child Arrives
9.30
Construction
10.00
Sand
10.30
Snack
11.00
Library
11.30
Group Time
12.00
Lunch
This enables the observer to trace the child’s pattern of activity during the nursery
session. If used over a period of several days, it will identify areas where he spends a
lot of his time and will also pinpoint any activity in which he is seldom involved, or
avoids completely.
Discuss other possible uses of this technique.
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TIME SAMPLING
Time sampling can also be used to assess the value of a particular area within the
nursery. By noting at intervals the number of children using the area, the child care
worker may judge its popularity with some degree of accuracy.
FIGURE 2
DRESSING UP AREA
9.30
No children
10.00
One child
10.30
No children
11.00
Three children
11.30
No children
What can you deduce from the above record?
What could be wrong with this area?
What would you do to attract more interest?
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TIME SAMPLING
The kind of observation illustrated in Figure 3 is very informative to the child care
worker who wishes to study a child’s social development.
When taken over a period of days or even weeks it enables one to see how the child
relates to others.
FIGURE 3
9.30
Alone
10.00
Alone
10.30
With adult
11.00
With older sister
11.30
Alone
Would you consider the above pattern to be normal?
Discuss.
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FREQUENCY SAMPLING
As the name suggests, this observation requires us to record how often an action
occurs. It is of particular use when examining a child’s behaviour.
When used in conjunction with Figure 1 and/or 3 it may provide information for
“Antecedent, Behaviour and Consequence” (Promotion of Positive Behaviour).
FIGURE 2
AIM: HOW MANY TIMES DOES CHILD X BURST INTO TEARS?
WHERE CHILD IS
NUMBER OF TIMES
House corner
2 times
Construction
3 times
Snack
3 times
Creative Area
0 times
House Corner
3 times
The above chart shows the number of times a child burst into tears during the nursery
session. The following three weeks showed similar patterns with no tears on
Thursdays or Fridays.
What might this indicate?
What action might you take?
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DURATION SAMPLING
This observation records the length of time a particular action takes and it is of great
help when monitoring the progress of a child who constantly “flits”. This child’s
concentration is limited but through encouragement and praise he may succeed in
staying a little longer each time at certain activities.
Books
3 minutes
Sand
5 minutes
Paints
3 minutes
Construction
7 minutes
Water
5 minutes
Can you suggest a strategy to help this child’s concentration on any area for a longer
duration?
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AN OBSERVATION SCHEDULE
If it is decided at a staff meeting that an observation of a child should take place for a
specific purpose, an observation schedule is drawn up. This is a plan of what is to be
observed and a time-scale in which to complete these observations.
When the staff feel that there is a reason to carry out a specific observation on a child
there are several points to be discussed and organised before the observation begins.
When the reason for the observation has been discussed, the staff must clarify what
they hope to learn from it. They must identify the best methods of conducting it and
recording it.
The person detailed to carry out the observation must know when and how it will take
place. She must know who will cover her normal duties while she is observing. Any
equipment required should be organised in advance.
Every detail of the observation is discussed and planned for maximum effectiveness.
When the focused observation is complete and input accepted by staff team members
and parents, the information is collated and discussed at the next staff meeting. This
makes it possible to identify areas for development and to tailor an individual
programme to meet the child’s needs.
TECHNOLOGY
As well as gathering written observations it is possible to gather evidence relating to
the child by using technology.
They say that a picture paints a thousand words so you can imagine how useful a
photograph can be in certain situations. The snaps of a happy smiling child sharing the
snack table with three other children will say a great deal about the shy boy, who was
until recently reluctant to mix with other children.
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A video camera is better still as it allows you to see and hear the interaction between
the targeted child and others. As well as being good to use as evidence, the video clip
is of great interest to others: the child’s parents, relatives and the staff. It can be
viewed several times and paused at appropriate points for closer observation. It can be
rewound and viewed again and again.
The tape recorder can be of great use in language observations. Use this discreetly in
case the targeted child decides to clam up through shyness.
THE VALUE OF ACCURATE RECORDS
A great deal of time and effort goes into observations. This time and effort is only
well spent if the result accurately reflects the child being targeted. There are steps we
can take to ensure accuracy.
Firstly, we must make notes of what is happening during the observations. Do not rely
on your memory alone. Your notes may be brief and jotted down roughly but as long
as you refine and record them later, all should be well.
Sometimes we feel we know the targeted child so well that we tend to prejudge his
reactions in certain situations. We must therefore discipline ourselves to note down
only what actually happens.
The entries in the child’s formative assessment file should be based on observations
from a variety of contexts and on different occasions. Different observation
techniques should be used and different people should have an input.
Written records should be kept in a storage system. Most establishments use a filing
cabinet for this purpose. Children’s formative assessments may be kept in large
envelopes which are arranged in alphabetical order.
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If we looked in a child’s envelope, we would find all his personal details on the first
sheet: his name, address, date of birth, telephone number, emergency contact, special
information such as allergies or ailments would also be noted as would the doctor’s
name and the surgery address.
His formative assessment sheets would be divided into the five areas physical,
cognitive, linguistic, emotional and social. Entries would be accurate, concise and in
date order.
They should be easily read and it should be easy to add to them. Any national advice
concerning recordings of this kind should be followed. If we follow these we should
gather a great deal of information about the children in our care. If not it will all have
just been a paper-exercise.
As well as written information in the files, each child has a folio which contains
evidence of his work - his drawings, paintings, prints and craft work. These are dated
so that progress can be monitored over a period of time. This folio may be sent home
when he is ready to go on to primary school.
THE USES AND PURPOSES OF OBSERVATIONAL ASSESSMENT
How can we make use of our findings?
Observing children in general helps us to learn about child development. This helps us
to plan for children at a given level in order to carry their learning forward. The more
we know about an individual child’s development, the easier it is to set him achievable
goals and stimulating challenges. Consequently we can set up an interesting playroom
with appropriate resources. Staff training can be planned to keep up with new theories
and techniques in child care.
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By sharing the findings of observations with parents we could be ensuring continuity
of interest and learning. Parents could enlarge on topics being covered in the nursery.
(This could also work in reverse).
Sometimes other professionals are given access to the formative assessment records of
a child. A speech therapist for example may find it helpful to look back and see
whether the targeted child had difficulty dealing with solid foods as a baby. A child
psychologist may want to examine the progression of the child’s social development.
Therefore much of the evidence we have recorded could be useful to help iron out
problems the child may have in areas other than education.
There are occasions on which we send information from these records to other
establishments. If they are accurate and up-to-date they will be very useful when the
child moves from one nursery to another or when a child moves from nursery to
primary school.
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
AJ/MM
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TASK 3
Observation No: ___________________
Date: ________________
Time Started: ___________________ Time Ended: __________________
Age of Child Being Observed: _________________
Childhood/Developmental Stage:
Description of Learning or Play Environment: (Include the Opportunities Presented)
Observation Technique Used and Reasons
Aim/Objective of Observation
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TASK 3
EVALUATION OF OBSERVATION:
Evaluate the learning styles/play behaviours you observed. Relate these to the child’s
developmental stage, the learning opportunities presented to the child and a relevant
playwork/curriculum aspect.
What did the adults contribute to the experience?
AJ/MM
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Evaluate your role in the activity
The student has accurately observed and recorded the children’s behaviour.
Workplace Mentor: __________________________
Date: _____________
Comments:
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
AJ/MM
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PRACTICAL PLACEMENT FOLIO
TASK 4 OBSERVATION TASK - THEORIES OF CHILD DEVELOPMENT
OUTCOME 1(C)
Identify two theories of Child Development with which you are familiar.
Taking account of two developmental stages of children, plan and implement a
minimum of two LOG Reports which will relate your chosen theory, to practice.
Observe the children while you carry out your planned experience, then try to analyse
how the theory related to practice.
Your LOG Reports must also demonstrate your awareness of underlying values and
principles.
Theory One:
Theory Two:
Mentor’s Signature: __________________________
Date: _______________
College Tutor’s Signature: _____________________
Date: _______________
Student’s Signature: __________________________
Date: _______________
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TASK 4
AGE RANGE:
•
Refer to front of Manual for this.
THEORY IN FOCUS:
•
Write about your selected theorist here -
•
what are the main points of the
theory?
how will this affect your planning?
Look at notes provided - they will help you and your trainer.
Piaget
-
adult is the facilitator
children are “discovery learning”
Vygotsky adult is considering the Z.P.D.
adult may intervene to challenge child and extend the ability
already
being demonstrated by that child; adult may use
“external mediator”
Bruner
adult may “scaffold” for child.
Fischer
adult allows for practise and repetition.
Bandura child is observing and learning from that observation __________
adult is “demonstrating a technique” which child then tries to do.
Bowlby and Rutter child needs to feel secure.
Chomsky and Brown - child needs to hear language; have opportunity to use it.
PLAN AND IMPLEMENTATION:
•
Write what you intend to do and how you will do it - context and content.
OBSERVATION:
•
How did the activity go? Was it what you expected?
•
Had you provided for learning opportunities? Was it meaningful activity?
•
Popular? Stimulating? How did the children respond?
•
How did the children learn? - process.
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ANALYSIS:
•
Was it obvious that the theory was being put into practice? Explain this!
UNDERSTANDING:
•
What have you learned from this experience?
•
Would you do things differently the next time? Why? How?
REQUIREMENTS:
•
Minimum of four Log Reports to do.
•
Two developmental stages to prepare for.
•
Two theories to relate to.
CHOOSE TWO THEORISTS
SELECT TWO DEVELOPMENTAL STAGES
•
Take theorist 1 and plan an activity for a certain age group
•
Take theorist 1 and plan an activity for a different age group.
•
Take theorist 2 and plan an activity for a certain age group.
•
Take theorist 2 and plan an activity for a different age group.
ACTUAL TASK:
•
Plan an activity which will relate your chosen theory to practice and be
suitable for your chosen age group.
•
Implement this planned activity yourself for the children.
•
Observe the children as they participate in the activity.
•
Evaluate the activity.
•
Analyse how the theory related to practice.
•
Explain how this experience helped you to understand how to provide
appropriate play for children of that age group.
•
AJ/MM
Point to Note:
You must also demonstrate your awareness of underlying principles and
values.
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DEVELOPMENTAL THEORISTS (1)
Albert Bandura
John Bowlby
Roger Brown
Michael Rutter
A ND
C HI L D C ARE S E T T I N G
Karl W. Fischer
Jean Piaget
Noam Chomsky
Lev Vygotsky
ALBERT BANDURA
Bandura believes that children learn through imitation and modelling their behaviour
on important people in their lives. He stresses the importance of role modelling and
considers imitation a powerful mechanism in children’s lives.
Through modelling, the child can also acquire values and attitudes, adopting standards
for his/her own behaviour and gaining expectations about what he can and cannot do.
According to Bandura learning is stronger if it is reinforced and if the behaviour is
rewarded, this will increase the chances of its recurrence.
Bandura also argues that learning does not always require direct reinforcement but
may also occur as a result of observing someone else perform an action or by watching
television. Bandura calls this Observational Learning.
Bandura points out that what a child learns from observing someone else will depend
on 4 things:
•
•
•
•
what he/she pays attention to
what he/she is able to remember
what he/she is physically able to copy and imitate
what he/she is motivated to imitate
Bandura believes that the child is active in his/her own learning and that although
genetics play a part, it is the environment which contributes more to the emotional,
personal and social development and behaviour of the child.
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JOHN BOWLBY
Bowlby believed that humans need to form a close relationship or bond in infancy.
Failure to form this attachment or disruption to the attachment harms the child’s
emotional development.
According to Bowlby, infants are born with a set of instinctive behaviour such as
crying and smiling. The function of these is to provoke response from the Carer and it
is this interaction between the baby and its Carer which builds the attachment.
Bowlby’s theory suggests that the most important factor in a child’s emotional
development is the effort and skill of his/her primary Carer. If the child’s needs are
me, the attachment is secure. The child grows up trusting and loving and makes
friends easily. Failure to respond to these needs causes the child to be wary and have
difficulty forming relationships or interacting with others.
DEVELOPMENTAL THEORISTS (2)
ROGER BROWN
Roger Brown conducted a detailed study, over 10 years, of the speech of 3 children he
called Adam, Eve and Sarah (published 1973). The aim of his study was to discover
the kinds of grammar children are capable of using and how they acquire this. He
studied each child till they reached the age of 5 years.
He found that initially children leave out the least important words “read book” instead
of “I will read the book”. Brown called this “telegraphic speech”. Brown observed
that the adult’s speech model helped the child to expand his understanding of
language.
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He noted that although the age at which children master the rules of grammar varies,
they master them in exactly the same sequence.
Brown concluded that language is acquired in 5 stages:
Stage 1
Telegraphic speech - “hit ball”
Stage 2
More complicated language - word endings - “Adam waling”
Stage 3
Start of questions - “Where is.......?”
Stage 4
Longer sentences - “Where is my teddy?”
Stage 5
More complicated sentences - use of conjunctions.
DEVELOPMENTAL THEORISTS (2)
NOAM CHOMSKY
Chomsky proposes that we are all programmed for language. Language acquisition is
innate. According to Chomsky, we are born with all the things we require to produce
language. We are also born with the potential to understand the grammar (structure) of
any language.
Chomsky suggests that language structure exists on two levels:
• ‘surface’ structure represents the actual works and phrases which make up a
sentence
• ‘deep’ structure corresponds to the meaning of the sentence.
Chomsky says that when children are exposed to language they are able to ‘scan’ what
is hear, extract the underlying grammatical rules and apply them in new situations.
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DEVELOPMENTAL THEORISTS (3)
KURT FISCHER
Fischer’s skill theory proposes that cognitive development proceeds through a series of
skill structures called levels. According to this theory, specific skills at one level are
built directly from specific levels at the preceding level. Skills develop in phases
rather than stages. Skill development depends on practice and experience in that area.
To perform at our best level we need to isolate certain skills and practice them a great
deal.
Fischer’s theory believes that there are discrete stages which are tied to maturation but
at the same time the process is continuous, development being viewed as an interaction
between both biological and environmental factors.
JEAN PIAGET
Piaget’s cognitive developmental theory suggests that learning is a process in which
children need to pass through different stages.
Piaget’s main idea is that children develop logic based on their experiences and from
these they try to draw conclusions.
For example, they may call all 4-legged animals, ‘dogs’. Late they will revise this
conclusion of ‘schema’ as Piaget called it.
Piaget concluded that there were two stages of learning which were linked to
children’s ages. He made the conclusion that children were not able to move from one
stage of learning onto another until they were ready.
Piaget proposed that children need to learn at their own pace, a fact that is widely
accepted today by Educationalists.
Piaget points out that children need plenty of practical experiences and that these need
to be at the child’s age and stage of development for the child. Cognitive development
occurs as a result of active exploration and discovery of the world around them.
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Piaget proposed 4 stages of intellectual development.
1. Sensory motor stage:
0 - 2 yrs
Child uses senses and motor skills to
gather information.
2. The pre-operations stage:
2 - 7 yrs
Egocentric: children form ideas from
their own experiences.
3. The concrete operations stage: 7 - 11 yrs Use language to express ideas, ability to
think logically using ‘concrete’ materials.
4. The formal operations stage: 11 -16 yrs Ability to think abstractly and see other
people’s points of view.
These stages of cognitive development are useful guides to what to expect of children
at different ages and stages. Identifying what level a child is operating at should
enable the Key Worker/Teacher to encourage cognitive development to the full.
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DEVELOPMENTAL THEORISTS (4)
MICHAEL RUTTER
Rutter believes that the first few years of a child’s life may have a special importance
for bond formation and that failure to form thee attachments (privation) is likely to
lead to:
•
An initial phase of clinging, dependent behaviour, attention seeking and
indiscriminate friendship making.
•
Personality characterised by a lack of guilt.
•
Inability to keep rules.
•
Inability to form lasting relationships.
Rutter emphasises the importance of a child’s relationship with people other than
his/her mother and acknowledges the father’s role.
His investigations demonstrated that children who suffered temporary maternal
deprivation did not necessarily suffer from ill effects in later life.
Along with others, Rutter’s studies have shown that conflict and distress in the home
can have a more permanent and damaging effect on the child than the separation from
a parent.
Rutter states that there is unequivocal evidence that experiences at all ages have an
important impact on the child’s development.
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VYGOTSKY
Vygotsky saw language and cognitive development as closely related. He believed
that it is through language that an individual organises his or her perceptions and
thought processes.
Vygotsky regarded cognitive development as an active process. He saw the child as a
curious problem solving being who plays an active part in his/her own development.
He recognised great regularities in the development of children’s thinking and stressed
the importance of the child’s social world. He proposed that people have developed
‘tools’ to master their behaviour. These ‘tools’ include speech, writing and
numbering. He argued that these ‘tools’ greatly affect cognitive development,
especially for higher level thinking.
According to Vygotsky the child acquires the mechanisms of thinking and learning as
a result of the social interactions between the child and the adults around her/him. It is
this co-operative process which develops the child’s knowledge and skills. The adult
is seen as providing a framework or ‘scaffolding’ within which a child works towards
greater understanding. In new learning situations the child initially receives help from
the adult. As the task becomes familiar and easier to handle, the adult steps back until
the child can cope with the task. Vygotsky spoke of ‘the zone of proximal
development’. This is the distance between what a child can do for himself and that
which he can master with the help of an adult.
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TASK 4 - LOG REPORT
NAME: __________________________________ AGE RANGE: ___________
ESTABLISHMENT: _________________________________ DATE: __________
Theory in focus:
Plan and implementation of experience:
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TASK 4 - LOG REPORT (CONT’D)
Observation of children:
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TASK 4 - LOG REPORT (CONT’D)
Evaluation and analysis of how theory related to practice:
How has this experience helped you understand how to provide appropriate play for
children?:
This is an accurate record and evaluation.
Signed:
Mentor: _______________________________ Date: _________
Tutor: ________________________________ Date: __________
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TASK 4 - LOG REPORT
NAME: __________________________________ AGE RANGE: ___________
ESTABLISHMENT: _________________________________ DATE: __________
Theory in focus:
Plan and implementation of experience:
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Observation of children:
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TASK 4 - LOG REPORT (CONT’D)
Evaluation and analysis of how theory related to practice:
How has this experience helped you understand how to provide appropriate play for
children?:
This is an accurate record and evaluation.
Signed:
Mentor: _______________________________ Date: _________
Tutor: ________________________________ Date: __________
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TASK 4 - LOG REPORT
NAME: __________________________________ AGE RANGE: ___________
ESTABLISHMENT: _________________________________ DATE: __________
Theory in focus:
Plan and implementation of experience:
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Observation of children:
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TASK 4 - LOG REPORT (CONT’D)
Evaluation and analysis of how theory related to practice:
How has this experience helped you understand how to provide appropriate play for
children?:
This is an accurate record and evaluation.
Signed:
Mentor: _______________________________ Date: _________
Tutor: ________________________________ Date: __________
AJ/MM
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TASK 4 - LOG REPORT
NAME: __________________________________ AGE RANGE: ___________
ESTABLISHMENT: _________________________________ DATE: __________
Theory in focus:
Plan and implementation of experience:
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Observation of children:
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TASK 4 - LOG REPORT (CONT’D)
Evaluation and analysis of how theory related to practice:
How has this experience helped you understand how to provide appropriate play for
children?:
This is an accurate record and evaluation.
Signed:
Mentor: _______________________________ Date: _________
Tutor: ________________________________ Date: __________
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TASK 5
OUTCOME 2
Show how a curriculum framework can be used to inform the planning process in an
early education and childcare setting (in the case of playwork, an appropriate model of
play).
Using an appropriate curriculum framework and in consultation with your mentor and
the children in your care, devise experiences for the children. Plan them in a minimum
of 6 LOG Reports which should be implemented, then evaluated using the following
pro-forma. Your work must cover at least two age ranges and must include an outdoor
activity.
INTEGRATION OF OTHER UNITS
NB This task can be integrated with Working with Children 0-3 and 3-5.
Mentor’s Signature: __________________________
College Tutor’s Signature: _____________________
Student’s Signature: __________________________
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GUIDELINES FOR COMPLETING TASK 5
Planning will involve:
•
Consultation with your mentor/staff team plans
•
Identifying the needs of the children and responding to these
•
Context; Content; Process
How will you introduce the activity? What do you hope the children will
gain?
•
Knowledge of and adherence to, the policies and procedures in the setting
•
Awareness of risk - health and safety checks
•
Preparation of activities - you know what you aim to do - have through it
through
•
The provision of appropriate, adequate resources - materials; equipment;
space
•
Scope for choice, experimentation and exploration
•
Flexibility and adaptability - as the children become involved in the activity
and devise their own ideas; take ownership of the activity!
Points to ponder:
•
Have you planned for variety, stimulation, fun
•
Is the activity inviting to the children?
•
•
What will you do if the children aren’t interested?
Were there any unexpected difficulties you had to deal with?
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Implementation will involve:
•
Responding to and participating with, the children appropriately
•
Being sensitive to the needs and abilities of the children
•
Setting boundaries - being a good role model - promoting positive behaviour
•
Ensuring all children have equality of opportunity; equally valued and
supported; resource and their use, should reflect positive images and avoid
stereotypes
•
Being aware of health and safety at all times
Evaluation:
•
Was the experience suitable for the age/stage of the children?
•
What was good/not so good about the experience?
•
What would you do differently and why?
•
What interaction took place with the children?
Write about your role in the activity.
•
What did the children gain from the experience?
•
How would you develop this experience (for the next time)?
AJ/MM
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J AMES W ATT C O LLEGE
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TASK 5
NB Cover two age ranges and include an outdoor activity
Why was this experience selected?
In order to provide an opportunity to: eg:
develop relationships; consolidate
previous learning; practise skills
Was this experience planned in consultation with mentor, children or from
observation?
State which one
How did this affect your planning?
•
Refer back to your monthly plan and state if it meant a change to this
•
You’ve planned to cover certain key aspects of the curriculum here
•
You are changing this as your mentor has asked you to reinforce a particular
aspect or because children have become very focused on a particular activity
and you want to pursue this interest or you have noted (in your observations)
that children are needing to practise this skill or to be further challenged in this
area.
Which aspects of the curriculum does this experience focus on and why?
•
Refer to key aspects in the C.F. and choose a particular focus from the list eg:
C & L as this exp provides ample opportunity for having fun with language.
Type of play
•
Free Flow - children have control of the play
•
Structured - the adult directs the play; shapes the play activities
•
Physical; Creative; Imaginative; Problem-solving; Cultural; Environmental
•
Solitary - unaware of others’ needs; in own private world
•
Parallel - alongside but not with each other
•
•
Associative - communicating with each other
Co-operative - accommodating one another; making rules; inventing roles
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A ND
C HI L D C ARE S E T T I N G
Outline where exp. will take place and any required alterations to envt.
•
Outdoors
Maybe set up an Obstacle Course - different positioning of equipment
•
Indoors - area of playroom eg: Home Corner
Maybe the Home Corner becomes a shop - different resources required
Implementation
•
Step-by-step guide to what happened
Risk Assessment
•
Awareness of space and comfort; need for protective clothing; hand washing
etc.
Resources required
•
List and show awareness of quantity required; availability of; may need to
shop for
Evaluation
•
Refer back to the Key Aspect focus - did you extend the ch’s learning?
How?
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
HNC EARLY EDUCATION AND CHILDCARE - TASK 5
In consultation with your trainer, devise a monthly plan which you should implement with the children in your care.
Show a progression within the experiences you plan.
It is mandatory to include an outdoor activity.
Age range:
Age range:
DAY, DATE &
DESCRIPTION OF
E XP E R I E N C E
DAY, DATE &
DESCRIPTION OF
E XP E R I E N C E
CURRICULUM ASPECT
Week 1
Week 1
Week 2
Week 2
Week 3
Week 3
Week 4
Week 4
AJ/MM
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CURRICULUM ASPECT
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TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
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J AMES W ATT C O LLEGE
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TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
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J AMES W ATT C O LLEGE
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E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
- 104 -
J AMES W ATT C O LLEGE
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OF
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
- 105 -
J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
- 107 -
J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
- 108 -
J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
- 110 -
J AMES W ATT C O LLEGE
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OF
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E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
- 111 -
J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
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U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
- 112 -
J AMES W ATT C O LLEGE
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OF
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
TASK 5
OUTCOME 2
NAME: __________________________________
ESTABLISHMENT: _________________________________ DATE: __________
PLANNED EXPERIENCE: _____________________________________________
Why was this experience selected?
Was this experience planned in consultation with mentor, children or from
observation?
How did this affect your planning?
Which aspects of the curriculum does this experience focus on and why?
Type of play:
Outline where experience will take place and any required alterations to environment.
AJ/MM
- 113 -
J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
LOG REPORT (2)
Implementation of experience: (Include role of all adults involved).
Risk assessment issues you have identified
Resources required: (Include any you may have to produce).
AJ/MM
- 114 -
J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
Evaluation of planned experience: (Comment on all aspects of planning mentioned
above).
Mentor’s Signature: ____________________________ Date: ___________
Comments:
Tutor’s Signature: _____________________________ Date: ___________
AJ/MM
- 115 -
J AMES W ATT C O LLEGE
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OF
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C HI L D C ARE S E T T I N G
TASK 6
OUTCOMES 2 & 3
Identify and demonstrate how appropriate skills are used to create a nurturing and
stimulating learning and/or play environment.
In your work placement complete 6 accounts of practice. These should reflect your
own role and the roles of other adults in promoting a positive learning environment.
Select your accounts from the following:
•
•
•
•
Meeting with carer/parents (if appropriate)
Planning session (minimum of 2 max. 4
Team meeting (min. 1)
Meeting supervisor/mentor (min 1)
•
•
•
•
Use of specific resources
The outdoor environment
The production of resources
Purchasing small items to facilitate activities
REPORTS
LOGS *
* You may have already done this in a LOG. You can refer to it in your account.
Use the following pro forma to complete these accounts.
In writing your accounts, try to be aware of the specific roles and attitudes of staff and
the importance of teamwork and time management.
AJ/MM
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TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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A ND
C HI L D C ARE S E T T I N G
TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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A ND
C HI L D C ARE S E T T I N G
TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
- 125 -
J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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E A R L Y E D U CAT I ON
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C HI L D C ARE S E T T I N G
TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
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J AMES W ATT C O LLEGE
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
TASK 6
OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)
Subject of report:
Summary of discussion/experience or actions:
What was your role in this?
Describe the different roles of the other adults present:
Comment on the teamwork involved:
AJ/MM
- 129 -
J AMES W ATT C O LLEGE
S CH O OL
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IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
How did this meeting experience or your actions support the child’s learning
opportunities?
How did your role contribute in promoting a positive learning environment?
Mentor: ___________________________________
Date: _____________
Tutor: ____________________________________
Date: _____________
Student: __________________________________
Date: _____________
Comments:
AJ/MM
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J AMES W ATT C O LLEGE
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C HI L D C ARE S E T T I N G
TASK 7
OUTCOME 4
Now that your placement is drawing to a close, try to reflect on your professional
development and progression.
Evaluate your own contribution in creating a nurturing and professional service for
children. Show how you have become a valuable member of the staff team.
You must complete a self analytical, personal statement. Reflect and describe how
your actions and behaviours have impacted on the following:
•
Developing the play environment
•
Observation and planning
•
Working with others
•
Interacting and communicating with children
•
Ability to use appropriate skills in specific contexts
Keep in mind that reference should be made to particular policies of the workplace,
team dynamics and collaboration with other team members, parents and carers. Also
describe the professional responsibilities you have to your workplace and how your
actions affect others.
Signed:
Mentor: _______________________________ Date: _________
Tutor: ________________________________ Date: __________
Student: ______________________________ Date _________
Comments:
AJ/MM
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GUIDELINES FOR TASK 7
•
Self analytical, personal statement in the form of an essay
•
Reflecting on your personal and professional development and progression
whilst in placement throughout the year
•
Personal and professional responsibilities - how your actions affect others
•
Evaluating the contribution you have made to the provision for the children
•
Evaluating the contribution you have made to the staff team
You must cover all the following points:
•
How your actions and behaviour have made an impact on developing the play/
learning environment; the practical skills and qualities you display....
Role Play; Story Telling; Music & Movement; Outdoors Play; Patience;
Perseverance; Consistency; Sense of Humour; Good Role Model
•
Curriculum Framework - key areas/aspects of development
•
Observations in the playroom - consequent responsive planning of
experiences. Your interaction and communication with the children
•
Working together - being a team member
Your interaction and communication with the staff and respect parents
•
Respect for partnership with parents/carers - how important this is
•
Reference to knowledge of the placement’s policies and procedures.
Awareness and understanding that these must be adhered to at all times.
Health & Safety; P.P.B.; Child Protection; Equal Opportunities.
These may be a helpful reminder for examples of what you have accomplished:
•
Tasks
•
Diary Pages
•
Progress Indicators
Please note this should be a substantial piece of writing; not just a few sentences.
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J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
CRITERIA FOR PROGRESS INDICATOR AND FINAL PLACEMENT REPORT
1.
Attendance - All absences should be reported to placement by 9.00 am. Any
unexplained or frequent absences should be reported to the Placement Coordinator at the College. The student has an attendance sheet as part of the
workplace folder and we would ask that this be signed on a daily basis by
placement staff.
2.
Time-keeping - The student is expected to adhere to the times agreed with
placement. NB. It is anticipated that the student will be asked to keep College
hours ie: 9.00 am - 4.00 pm or a suitable alternative eg: 8.30 am - 3.30 pm.
3.
Interaction with children - The student should interact sensitively and
appropriately with the children in her care.
4.
Uses observation effectively - Uses observation effectively to identify
children’s needs and uses this knowledge in planning.
5.
Consultation with staff - Student consults regularly and appropriately with
staff team members.
6.
Team membership - The student should work towards becoming an active
participant in all aspects of placement and be willing to attend planning
meetings etc., as appropriate.
7.
Understands the importance of using a curriculum framework when planning a
balanced range of experiences for the children.
8.
Understands the adult’s role in planning, providing, evaluating and extending
experiences for children and is becoming an active participant in all aspects.
9.
Professional development - Student is aware of the importance of self-e
valuation and this is evident in tasks performed and analysis of work carried
out. Making a positive contribution in creating a nurturing and professional
service for the children.
AJ/MM
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J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
HNC: PLACEMENT PROGRESS INDICATOR
To be completed at the end of each month, discussed with student and checked by the College class tutor.
Interaction with children
4.
Uses observation effectively
5.
Consultation with staff regarding
planning
Team membership
6.
DATE
GRADE
3.
DATE
GRADE
Professional standard of timekeeping
DATE
GRADE
2.
DATE
GRADE
Please use grades to assess student:
HS
Highly Satisfactory;
S
Satisfactory;
D
Developing;
U
Unsatisfactory
1. Professional standard of attendance
DATE
GRADE
Student’s Name: ________________________ Placement: _____________________________
Signature
Signature
Signature
Signature
Signature
7.
Understands the importance of using
a curriculum framework when planning
8. Understands the adult’s role in planning
providing, evaluating and extending
9. Professional development and
Progression.
Contribution to creating a nurturing and
Professional service for children
Supervisor
Mentor
Student
College Class Tutor
External Assessor
AJ/MM
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J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
HNC: INTERIM REPORT
Student’s Name: ________________________
OVERALL CATEGORY
Placement: _____________________________
(Please circle and initial as
appropriate)
This report should be completed by student’s mentor
and should reflect the Progress Indicator which has been
completed on a monthly basis.
HS
S
D
U
Highly Satisfactory;
Satisfactory;
Developing;
Unsatisfactory
Please circle appropriate grade and comment if required.
No.
1
2
3
4
5
6
7
8
9
•
•
Grade
HS S D
U
HS S D
U
HS S D
U
HS S D
U
HS S D
U
Criteria
Professional standard of attendance
HS S D
U
HS S D
U
Team membership
Comments from Supervisor
Professional standard of timekeeping
Interaction with children
Uses observation effectively
Consultation with staff regarding
planning
Understands the importance of using a
curriculum framework when planning
Understands the adult’s role in
planning, providing, evaluating and
extending
HS S D Professional development and
U
progression. Contribution to creating
a nurturing and professional service
for children
To be overall in the satisfactory category the student must have 7 Satisfactories
If the student’s performance is unsatisfactory in any aspect of the Interim Report,
the student will be given a second attempt in another placement.
HS S D
U
Supervisor’s Signature: ______________________________________________
Student’s Signature: ____________________________________ Date: __________________
Mentor’s Signature: ________________________________________________
Tutor’s Signature: __________________________________________________
AJ/MM
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J AMES W ATT C O LLEGE
S CH O OL
OF
OF
F URTHER & H IGHER E DUCATION
E D U C A T I ON
U NI T : W OR KI N G
IN AN
E A R L Y E D U CAT I ON
A ND
C HI L D C ARE S E T T I N G
HNC: END OF PLACEMENT REPORT
Student’s Name: ________________________
OVERALL CATEGORY
Placement: _____________________________
(Please circle and initial as
appropriate)
This report should be completed by student’s mentor
and should reflect the Progress Indicator which has
been completed on a monthly basis.
HS
S
D
U
Highly Satisfactory;
Satisfactory;
Developing;
Unsatisfactory
Please circle appropriate grade and comment if required.
No.
1
2
3
4
5
6
7
8
9
•
Grade
HS S D
U
HS S D
U
HS S D
U
HS S D
U
HS S D
U
Criteria
Professional standard of attendance
HS S D
U
HS S D
U
Team membership
Comments from Supervisor
Professional standard of timekeeping
Interaction with children
Uses observation effectively
Consultation with staff regarding
planning
Understands the importance of using a
curriculum framework when planning
Understands the adult’s role in
planning, providing, evaluating and
extending
HS S D Professional development and
U
progression. Contribution to creating
a nurturing and professional service
for children
To be overall in the Satisfactory/Highly Satisfactory category the student must have 7
Satisfactories/Highly Satisfactories.
HS S D
U
Supervisor’s Signature: ______________________________________________
Student’s Signature: ____________________________________ Date: __________________
Mentor’s Signature: ________________________________________________
Tutor’s Signature: __________________________________________________
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