Importance Of Observing Children

When I am planning work an individual I will observe them and assess how they liked the activity, if it kept their attention and if they were able to do it and if not what they require practice on. By observations and assessments I can plan work for the child I know they can achieve and enjoy. The child’s interests are paramount so what they enjoy is essential to my planning.

Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

Planning is also very important within the foundation phase as all activities and areas must be planned in order to ensure the children are being challenged and that it promotes the child’s holistic development. The activities must be enjoyable but also suitable for all individual children abilities in order for the them to stay focussed learning new things. It is also important that when planning practitioners put the child at the centre of the planning to make sure that children

• Partnership working between parents and settings/practitioners to provide the best care for the children and ensure parents are included in their child’s developmental progress.

one of the key messages is “Strong links between the setting and other professionals such as health visitors and community paediatricians are vital” (EYFS factsheet cited in E105 (2010). This enables the practioners to gain information and advice on activities to promote the child’s development according to the child’s need. For example; to develop a child’s understanding of the routine, an outside practioners suggested to use objects for object reference; i.e. a nappy for when their nappy needs to be changed. This then developed the child’s understanding and in time will make them realise where to go without adult support.

Observation is a key practice which enables the Playworker to look at the child without intervention, however we need other ways to analyse their play preferences as children love to copy whether it be adults or peers, so we are seeing what the child sees and not necessarily what the child likes and chooses for themselves, so this may not be a true reflection of their preferences. All children and young people may act in a different way when watched, some may love the attention but others may recoil through shyness and not show us their usual behaviour. One way of finding out the child or young person’s preferences would be to talk to them about their play preferences. This could be done on a 1:1 basis or in small groups depending on the

They are valued source of information, experts on child’s physical, emotional requirements, what creates mutual respect between practitioner and the parent. (Lindon & Rouse, 2012). EYFS highlights the importance of partnership with parents within the theme of Positive Relationships, focusing at the relationship between parents and practitioners to view parents as partners. ‘Parents are children’s first and enduring educators’(QCA, 2000, p.9). I always treat parents as partners making them aware of sharing information and confidentiality procedures and communicate with other professionals that are involved in the process. I always appreciate and value parents’ opinions, drawing on their expertise and demonstrate my understanding by giving alternatives solutions to and jointly decide what support will be more effective to the child. This consumer model approach (Cunningham & Davis, 1985) promotes mutual respect, honesty and collaboration and helps both sides to understand the views and the expectations of each other. Identification of children’s needs and quick response will has a positive impact on children’s

In order to work in partnership with parents, practitioners should work very closely with the parents and carers of each individual child to make sure that there is continuity in provision in the setting and at home by inviting information about children’s interests, sharing information about learning activities, discussing children’s development and accessing children’s progress. Parents and carers are the most continuous adults in a child’s life and that makes the transition process easier for the child as long as they are kept informed about the transition process as the child progresses from the home setting through Foundation Phase settings and then into Key Stage

What children can do today with assistance will eventually be able to do this without assistance in the future (Passer et al., 2014, p. 443). My daily practice with children has changed as per the changes of childcare over the past few years. We have gone from theme based learning to planning per children’s interests. This stems from theories such as Vygotsky on scaffolding and zone of proximal development. This is my daily exercise by offering experiences that children can build upon by observing and scaffolding to help them discover new skills (Obukhova & Korepanova, 2009, p. 27). I am cognizant of the abilities of the children in my care and build upon those strengths to support them in their play experiences. Vygotsky’s theory has placed emphasis on my practice as we have launched a play based learning environment where children learn through play. These theories are relevant to practice today because they are the basis for planning activities and experiences that can enhance those skills in the stages of

Working with parents is important because you can share information between practitioners and parents about the child’s needs, interests and how they are developing (Drake, 2006). Which will then show effective communication and good relationships with both parents and practitioners (Cortvrlend, 2008). There is a policy which early year settings have which is called working in partnership with parents, where practitioners must read and sign to say that they have understood (Cortvrlend, 2008). There are parents evening which takes place and this gives the opportunity for the practitioner or key worker to communicate the parent about how the child is doing at nursery as well as at home (Drake, 2006). This will then give a chance for the parent

Ms. Williams stated that she resides at the above listed location with her children, sister, mother, and a boyfriend. Ms. Williams stated that her boyfriend name is Mr. Tavars Wiggins with a DOB of 3/15/1998, and he has been living with her for approximately 2 years. Ms. Williams stated that Mr. Wiggins never disciplined her children. Ms. Williams stated that she's the one who discipline her kids and taking care of them. Ms. Williams stated that she trust Mr. Wiggins with her children and doesn't think he is physically abusing her children. Ms. Williams stated that Mr. Wiggins and her children play fight sometimes in the living room. Ms. Williams stated that she normally disciplined her children by having them stand in the corner and taking

Aliza has maintained progress on the goals she had previously met. She continues to make friends at school and have meaningful conversations with them about their similar interests. Additionally, at school, she has been integrated with a general education science class and states that she has initiated conversations with her peers in that class.

Briefly describe what you observed. Include the number and types of adults, ages and gender of children, time of day and type of environment.

Observing in the children’s pre-school was an incredible opportunity because I had the ability to physically see sign language being practiced in the classroom. It was exciting to see the children signing and speaking to both the teacher and the graduate students in the pre-school while having normal conversations with their peers. Before coming to college, I never had any exposure to sign language, so being able to see a group of children learning curriculum with both of these communication methods was intriguing and fun to watch.