Interpreting Development Matters

[Guest]

Hi can anyone tell me what would do if you had observed a four year old completeing a complex puzzle, however when looking at the development matters in 16-26 months it mentions completeing puzzles sometimes successfully however this child is working at a higher level than simply attempting the puzzle but there is no further mention of this skills in the higher age brackets. Someone has said to just mark the observation at the level you feel they are working in this area of learning but im not sure that works help please

[AnonyMouse_2157]

rather than feeling that this observation has to link with an area of learning can you not link the observation to the characteristics instead?

[Guest]

Im not sure what you mean could you explain more please?

 

[Guest]

does it have to be linked? i sometimes write an ob without linking it at all just because it is interesting to have noted what the child said or did.

 

or if you really want to link it you could use M: SSM

"Uses familiar objects and common shapes to create and

 

recreate patterns and build models." 40-60+

[Guest]

I would link it to the characteristics and look for problem solving/attention links within the DM:

Maintains attention, concentrates and sits quietly during appropriate activity. C&L L&A 40-60 months • Looks closely at similarities, differences, patterns and change. UW 40-60 months

[AnonyMouse_3307]

Not everything a child does will have a statement - but as others have said the skills of perseverence and engagement are demonstrated. I think you need to gather many observations of a child before you can decide an age/stage as they describe the big picture rather than being a set of definable "criteria". That way you can pool all your knowledge and get a best fit by reading all the statements together, as that then describes the typical picture of a child.

[Guest]

Not everything a child does will have a statement - but as others have said the skills of perseverence and engagement are demonstrated. I think you need to gather many observations of a child before you can decide an age/stage as they describe the big picture rather than being a set of definable "criteria". That way you can pool all your knowledge and get a best fit by reading all the statements together, as that then describes the typical picture of a child.

I'm glad you think this too as I plan NOT to go through every statement and tick it off but instead sit down with all the evidence and my staff to have those conversations about each child and which dm they are fitting into best for each area of the eyfs