Observation, Assessment and Planning
2,787 topics in this forum
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- 13 replies
- 4k views
I am looking for new ideas of how settings develop the independence and PSE skills of their preschoolers. I work in a preschool with 2yrs - 5 year olds. We have just introduced a washing up bowl after snack, we have a rolling snack so it is easy for the children to wash up their plate and cup themselves after snack. Some of our staff don't agree with this and think children aren't coming to snack because they know they have to work for it and children age 3 would not be expected to wash up at home. I dont agree with these views and think its a fun, easy way to introduce independence, what are all your thoughts on this?? Also what other ways do you incorporate indepe…
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Book Scrutiny
by Guest- 6 replies
- 3.8k views
Next week the SMT will be doing a book scrutiny - does anyone have a proforma or ideas they would be willing to share with regards to looking at books (i.e. learning journeys) - we currently have the following points on our proforma: related to L.O. constructive responses - next steps for learning communicated in a form understood by the child self-evaluation by child/peer marking rewards balance of children's own work, written obs and photos support identified/or independent supply indicated evidence annotated and labelled as either teacher directed or child initiated areas for development/general comments I would REALLY appreciate any comments!
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Hi, I have a couple of summer born children this year who are finding it particularly difficult to participate in some of our focused activities which we do in our key groups (10 children). We usually have a few children each year that need a little bit of extra guidance but the children in question this year are taking the adults attention away from the other children so much that their learning is being effected. I am always open to changing routines and provision to suit a cohort so any ideas will be gratefully received. Having our focused activities in small groups has worked well for 5 years now and we have introduced objective led planning this year instead of i…
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I have a little girl in my setting (she will be 3 in Dec), she is currently being assessed by the CDC with a very likely diagnosis of autism. She has no verbal communication and minimal NVC. Observations have shown a connection schema, she like to open and shut, push chairs to the ground and will pick toys up turn over and put back to the ground. Any ideas of activities that I could try to support her further? Thanks
Last reply by AnonyMouse_30128, -
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Hi, Am just wondering how many observations others have of each child by now? (We are a setting where children attend 3 hours everyday.) I've always been quite happy to make by baseline assessments from a mixture of some observations from CI activities, some from teacher-led/initiated activities and some from knowledge of the children/best fit. BUT, with Tapestry showing very clearly the gaps in observations, I'm beginning to wonder if we have enough? However, we have done so many observations, I don't think it is physically possible to do anymore!!! Thanks Green Hippo x
Last reply by AnonyMouse_44838, -
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Please could someone advise. If a health visitor has completed a child's two year old progress check do we have to do them again when they start at pre school? Thanks
Last reply by AnonyMouse_1027, -
- 1 follower
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Hi everyone, my inclusion coordinator came to me today after a team around the family meeting with a family who's child joined us in September, so only this month. We use the wonderful tapestry as our learning journals but it appears to have provoked a reaction from the mother. The child is two and has a diagnosis of likely autism although their behaviour is not at all like we had described to us and put in handouts from the parents over our many meetings over the summer holidays. We have been super positive all the time, the child is doing fantastic! The parents at the end of each session appear to be less interested in what we have to say/write each day, then today at t…
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Hi, As always, I have a small number of children who love playing on the trikes and scooters and spend the majority of their time doing this. I have 2 boys in particular who like to push each other around on the go-kart. Some of the times this play is true imaginative play and they are beginning to introduce storylines - in this case it is easier to support and extend their learning towards their ideas and interests. However, sometimes it's harder to extend simply pushing each other around the track. These children have shown other interests which I have provided for but are just desperate to get out to the trikes every morning despite anything else I provide. They will…
Last reply by AnonyMouse_39602, -
- 5 replies
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I have been observing a child in the group today who is 40 months old, who has had little problem saying/spelling cvc words, but more than that she is instinctively reading so much more than this, some words/phrases may very well be from memory, she does have a phenomenal memory for one so young, her mum says she does read some of the Read it Yourself type books at home, and today she was trying to sound out words she did not know, such as trick, but worked out the words looking, visiting, enjoyed. We are pre-school, I do not have a teaching degree, my teacher left this summer, so it is just level 3's and a 5 now. I am not sure what to do for the best for this child.…
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Body Percussion ... ideas needed!
by Guest- 7 replies
- 2.2k views
Hello Does anyone have any great ideas for this aspect of 'Letters and Sounds'? Especially something that will interest the boys!
Last reply by AnonyMouse_3307,
