The pre-school is in a small rural village with a high ratio of staff. We use a key person system working with the Early Year Foundation Stage (EYFS), promoting the five outcomes of Every Child Matters. We do this by learning through play, risk taking (physically, emotionally and intellectually), creative thinking and listening to children. In partnership with parents who continually inform staff of their child’s welfare, disposition, activities and any concerns both formally and informally. (Study Topic 10 Page 102)(DCSF, 2009)
Different types of observations, build a picture of an individual child’s learning, extending learning experiences for all and curriculum planning. It also provides information to develop effective…show more content…
OC is able to express her opinion; it is more rhetorical than in communicating with her peers. Her gross motor skills are excellent moving in and around the boxes to select a suitable box to sit in and draw on. She uses felt tip pens to draw pictures on the box, demonstrating an ability to use tools and mark making. The quality of pictures in conjunction with the high level of concentration observed shows the OC disposition is of a child, who thinks things through, takes time, and makes a concentrated effort. Distracted by others giggling she asks the question of an adult “What are they doing?” and not to the other children suggesting that she is more comfortable talking to adults.
Looking at observation 2, I can see that although the domineering behaviour of second child carries on throughout the observation the expression of the OC is of complete indifference. OC appeals for adult intervention only when the other child continually ignores her requests for a top. A non-verbal expression of “what can you do” when the adult has assisted shows that the OC is more amused than offended by the other child. The OC is often seen playing less dominant roles but more out of appeasement to get the dominate child to play and not due to low self-esteem or passive