Catching Them at it: Assessment in the Early Years by Sally Featherstone

By Sally Featherstone

Practitioners operating in the EYFS are nonetheless doubtful of precisely the right way to deal with review. This booklet will take them in the course of the method step-by-step. It explains the terminology concerned, exhibits practitioners tips on how to flip 'observation' into 'assessment' and within the ultimate bankruptcy units out the best way to deal with and interpret all of the details they've got collected. This publication is a necessary a part of all early years bookshelves because the govt expects eighty% of the decisions on development in the direction of the Early studying targets to be according to observations of youngsters in 'child-initiated' play environments.

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55 memory without conscious effort, and informs our opinion of the person we observe and what they can do. ‘Participant observations are observations you note down while you are fully involved with the children, noting down significant things you see. Although this might be most of what you observe, it is important that some observations are planned, so that time is set aside for you to watch the children at play. You will need to focus on what one child is doing, including in this the interactions she(he) has with others around.

Respond to parents’ requests to see or have copies of their child’s educational record. The educational record will include the curricular record but also other information about the pupil that may be kept by the school, such as details of behaviour and family background. The Education (Pupil Information) (England) Regulations; 2005 48 Catching them at it! Reception teachers What records are Reception teachers required to keep? O O O O O O O O a record for every child, including the key information about each child; update this record at least once a year; include a curricular record and other relevant information, but NOT the notes teachers keep for their own use; add a copy of the most recent report to parents; keep the records safe and secure; share these records with parents and make copies available if requested; send relevant information to the local authority; keep copies of the records in a secure place ‘for a reasonable time’ after the child has left (for schools this period is three years).

Rory is never involved in talking about why he takes the photos, what they tell him or other people about his choices, or what he might do next with these favourite resources. Keran (age four) also takes photos regularly. He downloads them onto the computer, prints them himself, shows them at group sessions and tells the other children why he took them. He puts some of them in his virtual portfolio (a computer based collection of photos for each child, sometimes annotated with his own words, typed in by a practitioner) and takes others home, where he can discuss his activities and progress with his parents.

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