Unit 11 pp

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited
CACHE LEVEL 2
INTRODUCTION TO
EARLY YEARS EDUCATION
AND CARE
Unit 11 Use observation,
assessment and planning

Starter activity
1. Understand the role of observation when working with
children (1.1)
How observant are you?
Consider:
• Do you notice everything that goes on around you?
• Do you walk around with your head down?
• Are you looking at your phone at every possible opportunity?
• Do you consider yourself to have a good memory?
• Can you work out ‘whodunnit’ if you are watching a thriller or mystery
film?
https://www.youtube.com/
watch?v=5odWkym0RMw

LO1 Understand the role of observation when working with children.
AC 1.1 Explain how observations are used:
• To plan for individual children’s needs
• For early intervention
• To review the environment
• During transition
• When working in partnership.
Learning Outcomes

Starter activityObservations
Write down what you see in the image?

Starter activity
Did you record the facts about what you have seen, or did you
record your opinion?
The facts: The child is sitting on the floor with her hands over
her eyes.
Your opinion: She is crying, hiding, sulking, etc.
What did you see in the image?
Observations

• Observations are very important when planning for children’s individual
needs.
• Practitioners will observe a specific child, and the outcome of the
observation will enable practitioners to plan for that child.
• For example, a practitioner may observe a 4-year-old child in the mark-
making or writing area, and notice that the child struggles to hold a pencil.
• The practitioner would then plan activities that would develop this skill,
such as threading or sorting small objects.
children (1.1)
Planning for individual needs

Pairs activity
Time: 15 mins
https://www.youtube.com/watch?v=7nQxWCn_dBg
We will discuss your experiences of observing a child.
Consider:
• What was the child doing?
• Did you choose a child to observe in particular?
• Was a child doing something different or interesting that you observed?
• What did you learn while observing the child?
• How did you find completing the observation?
children (1.1)

• Observations play a crucial role in providing early interventions for young
children.
• An intervention will mean that practitioners will get involved with the
child and family to deal with any issues that may have been identified
during observations.
• In some situations, professionals from outside the setting will also be
involved.
children (1.1)
Early intervention

• A practitioner may have noticed that child does not like being in group
situations.
• Observations will identify when and where this happens, and how the
child deals with it.
• Their key person will speak regularly to the parent/carer, and together,
they can support the child.
• If this was left unobserved and not dealt with, it could impact on the
child’s holistic development.
children (1.1)
Early intervention

Starter activity
Why do we
observe and
assess children?
Observations
Write your answers on your whiteboards

Why do we observe
and assess children?
To observe
children in real
situations in
order to
understand their
development
See if a child is
progressing
To help plan for children’s
futures and to meet their
individual needs
To evaluate
activities,
routines or strategies
used with
children
To report to
other
professionals
To report to parents
To identify
changes in
development
To learn about
individual needs
Reference: Penny Tassoni
To meet
government
regulations
To identify
changes in
behaviour

• Practitioners need to constantly review the environment to see if it is
working for the children.
• An observation of a specific area of the setting will give practitioners lots
of information. This may include:
• How often it is used
• How many children use it at one time
• Is there enough space?
• Are there enough resources?
• Are the children using it as intended?
children (1.1)
Reviewing the environment

Group activity
When working in a setting, you may see an area or activity that is not working
for the children. Discuss specific examples and explain your actions.
Consider:
• Was an area of the setting too crowded and therefore dangerous?
• Was there an activity that was very popular, but children were getting
frustrated because there weren’t enough resources?
• Have you seen an activity that was left untouched for a whole session?
• Is there an area of the setting where children always bump into others or
into furniture?
• What could you do about these situations?
children (1.1)

• If a child is new to the setting or is going through a change in home
circumstances, then practitioners will observe them to make sure they are
coping with the transition.
• Observations will need to be carried out over a period of time because the
child may be fine one day and then struggle the next day.
• When observing the child, practitioners will be able to identify any specific
situations that the child finds difficult, and they can then work on ways to
support the child.
children (1.1)
During transition

• Working in partnership with others will support the individual needs of the
child.
• Practitioners may work with other professionals from outside the setting,
and they will also work in partnership with parents/carers.
• Observations will support partnership working.
children (1.1)
Working in partnership

Observations will support working in partnership in many ways, including:
• Observing a child prior to a meeting – this will provide accurate and up-to-
date information for the team
• Observing how others deal with a situation – seeing how another
practitioner deals with behaviour management
• Observing to see whether a suggested action plan has had the desired
effect – changing an area of the setting to resolve conflict and then seeing
if it works
• Observations from different points of view – different practitioners and
professionals will see different things.
children (1.1)
Working in partnership

Classroom discussion activity
Discuss the benefits of sharing observations with others.
Consider:
• Different views and opinions
• Trying new strategies
• Early intervention
• Teamwork
• The holistic needs of the child
• Discuss the need for maintaining confidentiality when sharing
observations.
children (1.1)

Reflection activity
Reflect on your own observational skills, this about the observation you
completed at the beginning of the session
Consider:
• Are you naturally observant?
• Are you able to write what you see?
• Do you get easily distracted?
• Are you able to ask for advice and guidance?
• What do you think you might find difficult about carrying out
observations?
• How can you overcome this?
children (1.1)
Leaning check
https://www.youtube.com
/watch?v=1D07neiB7HI

Extension activity
Time: 15 mins
A parent/carer comes into the setting very angry because they have heard
that people have been writing things down about their child. How would you
explain the benefits of written observations to this parent/carer?
Consider:
• Policies and procedures of the setting
• Confidentiality
• Sharing observations with parents
• Informal and formal observations
• Assessment and development.
children (1.1)

Starter activity
2. Be able to use observation methods (2.1)
Do you like to work from a ‘to do’ list when planning or organising something?
Choose one of the following or one of your own and write your own to do list
Consider:
• Going on holiday
• Handing in coursework
• Shopping
• Organising resources for an activity
• Planning an event
Do you prefer to go without a list as you know you will not leave anything
out?

LO2 Be able to use observation methods.
AC 2.1 Use observation methods:
• Checklist
• Free description.
AC 2.2 Observe in line with current frameworks:
• An individual child
• Indoor provision
• Outdoor provision.
Learning Outcomes

• There are a variety of observation methods.
• Some observations are very quick and only require a few words.
• Some observations are longer and require detailed written notes.
• Some observations only require a tick or a yes or no.
• All observations require the date and, where relevant, the duration of the
observation.
Observation methods

Starter activity
Methods of observation – List as many you can think of
• Media/photographic/video/audio recorders
• Snap shot/post-it
• Narrative/written record
• Check lists
• Event sample
• Time sample
• Sociogram
Methods

• All observations must remain confidential.
• When carrying out an observation for your coursework, you should not
name the child or setting.
• You should use codes such as ‘Child A’ and ‘Child B’.
• You must get permission from your supervisor and discuss what you need
to do.
• You need to gain permission from parents/carers and ask them to sign an
consent slip for your records
Observation methods

Starter activity
Parents/carers must be informed about observations
being carried out
• Plan a letter asking permission to observe in your
placement/Teddy Tots.
• State in the letter who you are, what you are studying, and
why you need to observe
• Discuss ethics (the child anonymity)
• Add in the Fareham College logo
• Your tutors contact details for their reference
• Ensure you have a tear off slip for parents/carers to sign.
Individual task – Gaining permission

• This method of observation requires
practitioners to fill in a pre-prepared
checklist of skills.
• The child may have been asked to do a
specific set of tasks and the observer will fill
in a ‘yes’ or ‘no’ box.
• A checklist will often have another column
that is headed ‘nearly, sometimes or
additional infornation’.
• This method of observation is very quick and
can assess several children at the same skill
or task.
Checklist observation
Task/Milestone Achieved Additional
Information
Hop on one leg
Jump with feet
together
Pull self up
without
support
Use pincer grip
to pick up small
item
Use palmar
grasp to pick up
large item
Catch a large
ball

Independent research activity
Research and review a variety of checklist examples.
Consider:
• The age and stage it would be suitable for
• The purpose of the checklist
• The column headings
• General layout
• Space for comments or review.

Pairs activity
Discuss the checklist examples you have reviewed.
Consider:
• Which one/s did you prefer?
• Why?
• Which one did you like the least?
• Why?
• Why does a checklist need a ‘nearly’ or ‘sometimes’ column?
• What are the positives and negatives of a checklist observation?

• A free-description observation requires the
practitioner to write down everything they see
and hear when observing.
• Practitioners will develop their own ways of
writing down as much as possible.
• They may create a code for certain areas, toys or
children.
• They may use initials and symbols.
• This will enable them to get as much information
down as possible.
Free-description observation

• This type of observation gives practitioners a detailed
account of a child and what they were doing while
being observed.
• It is very important when carrying out a free-
description observation that practitioners only write
down what they saw and heard.
• Practitioners must not include their own opinion
during the observation.
• This can be included in the reflection, summary or
review of the observation.
Free-description observation

Starter activity
Subjectivity and Objectivity
Can you define these terms?
Write them in the front of your folders for reference
• Subjectivity is…..
• Objectivity is….
Individual task

Practitioners must be objective and not subjective in
their writing:
Please put the statement under the correct heading
Free-description, written narrative observation
Objective Subjective

You are required to carry out the following observations:
• An individual child – this will require you to have permission from the
setting and the parent/carer.
• Indoor provision – you will need to choose one specific area inside the
setting and observe how it is used.
• Outdoor provision – you will need to choose one specific area in the
outdoor space and observe how it is used.
Look at your placement timeline goals to identify when these need to be
complete
Carry out observations

Group activity
Plan what you might observe in the outdoor space, use your activity
plans to support you
Consider:
• The layout of the area
• Equipment that is permanently fixed, such as a climbing frame
• Equipment that is put out daily, such as balls or bikes
• Indoor activities that are available outdoors, such as a creative area
• What would you want to find out from carrying out this
observation?

Discuss what you need to do in preparation for the observations, create a to
do list.
Consider:
• Permission
• Choosing the method
• Identifying the individual child
• Resources needed to carry out the observation
• When you are going to plan to do the observations
• Are there any areas of this task that you are concerned about?
2. Be able to use observation methods (2.1, 2.2)

Extension activity
Research one other method of observation and briefly identify why and when
it may be used.
Consider:
• Event sample
• Time sample
• Diary
• Longitudinal study
• Diagrams and charts.

Starter activity
Do you look back on something you have done and decide whether it could
be done better next time?
Consider:
• A holiday with a group of friends
• Handing in coursework
• Shopping when you do not know what you are looking for
• Organising resources for an activity you have never done before
• Planning an event
• Do you live for the moment and never look back?

AC 2.3 Reflect on outcomes of observations carried out in own setting in
relation to:
• An individual child
• Indoor provision
• Outdoor provision.
AC 2.4 Work with others to plan next steps in relation to the needs and
interests of an individual child.
Learning Outcomes

Starter activity
What makes a good observer?
Working in pairs please
create a tick sheet/ booklet /
flip card that you can take
into placement with you to
help become a great
observer.
Think about the areas
bulleted on the left and
research some of your own.
• Listening skills
• Being non judgemental
• A holistic approach
• Covering areas of SPICE
• Equal opportunities
• Confidentiality
• Parental involvement
• Areas for development
• Being positive focusing on
achievements
• Relating to EYFS
• Factors that could effect the child
Individual task

• Once you have carried out an observation, you need to reflect on the
outcomes and decide what to do with this information.
• Your observation of an individual child may have identified:
• The child’s strengths
• Areas for development
• An activity the child particularly enjoys and excels at
• Friends
• Any areas of concern.
Reflect on outcomes of observations

Your indoor and outdoor provision observations may have
identified:
• Favourite areas
• Under-used areas
• Areas that are not used as intended
• Any issues with space and layout
• Availability of resources
• Children’s views and opinions
• The interests of the children.
Reflect on outcomes of observations

Starter activity
Planning cycle
Observe
Identify child’s
needs
Plan activities,
routines,
experiences
Implement
activities, routines,
experiences

Pairs activity
Describe how you carried out one of your observations, put together all of your to
use towards your assignment.
Consider:
• Which observation method you used
• Your consent letter signed by parents/carers
• Your discussions with your supervisor prior to the observation
• Any issues you had while carrying out the observation
• How you wrote your observation down
• What you did with your observation once completed
• Describe one thing that stands out for you after doing this observation.
Make you have considered all this information when completing your refection
Paired an individual reflection task

• After carrying out your observation and reflecting on the outcomes, you
will need to decide what to do next.
• You should discuss your observation with others. This could include the
child’s key person and your supervisor.
• When working as a practitioner you may involve others from outside the
setting when planning next steps.
Remember to add the needed information to both the front and
back of your completed activity plans
Work with others to plan next steps

Starter activity
Example of observe, assess and plan
Thomas, aged 20 months, brought a toy digger to show his key person. The
front of the digger could be raised and lowered with a lever on the side, and
Thomas said ‘Up-and-Down’ as he moved it repeatedly. He laughed when it
banged down, and repeated the action several times.
Other staff in the room, shared observations of Thomas painting on paper
attached to a door, with large up and down movements, and using the gloop
by raising his hands high and watching the mixture fall.
The staff thought that Thomas was showing particular interest in exploring
vertical movements, and decided to plan further opportunities for him to
explore up-and-down movements through building tall towers of boxes
which could be knocked down, and through jumping off soft play shapes
onto a mat.
Group disucssion
Observe
Identify child’s needs
Plan activities,
routines, experiences
Implementactivities,
routines, experiences

• Your observation of the indoor provision may have identified that the
book area is too cramped, as only one or two children can comfortably use
it at any one time, which causes arguments and frustration between the
children.
• You could discuss this with your supervisor and decide what to do next.
• It could be something as simple as moving a book box over a little to give
more space.

• Your observation of an individual child may have identified their social and
emotional skills when playing with others.
• It may be that they struggled to share during role play in the home corner
and always cried when they did not get their way.
• You would discuss this with their key person and your supervisor, and
together, you can plan for the child.

Group activity
Each person in the group will choose one of their observations and discuss
the outcomes.
Consider:
• The method used
• The focus of the observation
• The actual observation
• The outcome of the observation.
As a group, discuss what the next steps could be for each observation.

• It is important to discuss your observations with your supervisor as
together you can identify and, where appropriate, plan next steps.
• Your supervisor may give you permission to make a minor change to the
layout of the setting.
• They may suggest an activity you can carry out to support the
development of the child you observed.
• This is all part of the observation cycle which includes: plan, do, review.

Time: 20 mins
Discuss the benefits of the observation process.
Consider:
• The age and stage of the children
• The range of methods available
• Possible outcomes
• The observation cycle
• Do you feel there are any negatives to the observation process?

Lets get up a display to support your assignments

Extension activity
Time: 15 mins
You have observed one element of your outdoor provision. Create a
document to show how and why the other areas of the outdoor space can be
observed.
Consider:
• Reason for observing each area
• Suggested methods
• Possible outcomes
• Next steps.

CACHE LEVEL 2
INTRODUCTION TO
EARLY YEARS EDUCATION
AND CARE
Unit 11 Use observation,
assessment and planning
Session 4

Starter activity
2. How observations are used (1.1)
Time: 15 mins
Share your findings with the group

1. Outline benefits for observation
2. Identify barriers to the method of observation
3. Justify the negative and positives for the method of observation
Learning Outcomes

Starter activity
For or against argument
Methods of observation
Narrative description
Checklist
Time sampling
Event planning
Target child
Standardised test
Filming and photographs
Sound recordings
Information from parents or carers
Questionnaires
Sociagram
Event/frequency sampling
You are going to be
given one of the flowing
in your pair, you will
need to research the
basic methods and then
the for and against.
We will then complete a
live debate

Starter activity
Create a method of observation display
Lets continue with our display to support your assignments
Team challenge

Unit 11 pp

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Unit 11 pp

Editor's Notes