1. Unit 11 Use observation, assessment and planning

2. LO1 Understand the role of observation when working with children.
Learning Outcomes
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.

3. https://www.youtube.com/watch?v=5odWkym0RMw Time: 15 mins
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 ‘whodunit’ if you are watching a thriller or mystery film?

4. Write down what you see in the image?
Observations

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

6. Planning for individual needs
Observations are very important when planning for children’s individual needs.
Practitioners will observe a specific child or group of children, and the outcome of the observation will enable practitioners to plan for that child or group.

7. For example, a practitioner observing a 4-year-old child in the mark-making or writing area, notices 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.

8. Have a go
You will now watch 3 clips from ‘The Secret Lives of 4 year olds.’
Please observe a child throughout the 3 videos.

9. We will discuss your experiences of observing a child.
Time: 15 mins write up an observation
Did you choose a child to observe in particular?
What was the child doing?
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?
Learners may not have carried out formal, planned, written observations, but all learners will have observed children in play.

10. The EYFS assessment cycle.

11. Write your answers on your whiteboards
Observations
Why do we observe and assess children?

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

13. Plan activities that challenge and support the children.
An observation, is watching children with a clear goal to study a specific behaviour or ability to:
Meet children's individual needs, abilities and interests to plan for their ‘next steps’ of development.
Plan activities that challenge and support the children.
Find out what a child can do and likes, to encourage a child to
learn using their preferences.

14. Understand the role of observation when working with children (Unit 11 1.1)
Early intervention
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.

15. Understand the role of observation when working with children (Unit 11 1.1)
Early intervention continued
A practitioner may notice that a child does not like being in group situations.
Observations identify when and where something happens, and how the child deals with it.
The 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.

16. Early intervention continued
If there is a development delay in a child’s communication, observations would alert EYP’s that support may needed, e.g. perhaps a speech therapist – this is called ‘early intervention.’

18. Reviewing the environment
Understand the role of observation when working with children (Unit )
Reviewing the environment
Practitioners need to constantly review the environment to see if it is appropriate for the children.
An observation of a specific area of the setting will give practitioners information about:
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?

19. Was an area of the setting too crowded and therefore dangerous?
Understand the role of observation when working with children (Unit )
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?
Learners may not have written observations on the environment, but they will have noticed areas that work and areas that don’t.
This activity encourages learners to think about what they will do about these situations.

20. Understand the role of observation when working with children (Unit 11 1.1)
During transition
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.

21. Working in partnership
Understand the role of observation when working with children (Unit )
Working in partnership
Working in partnership with others is to 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.

22. Working in partnership
Understand the role of observation when working with children (Unit )
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 may see things differently.

23. 1. Understand the role of observation when working with children (1.1)
Time: 15 mins
Discuss the benefits of sharing observations with others and write your ideas on A3 sheet of paper to share with the rest of the group
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.
Learners should discuss the importance of observations when used to identify and meet individual needs.
Confidentiality – safe storage of observations to be discussed.

24. Understand the role of observation when working with children
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.
Learners should sum up the reasons for observing children in the setting.

25. 2. Be able to use observation methods (2.1)
Time: 15 mins
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?

26. Be able to use observation methods (2.1)
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.

27. Methods of observation
Media/photographic/video/audio recorders
Snap shot/post-it
Narrative/written record
Check lists
Event sample
Time sample

28. Be able to use observation methods (2.1)
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’
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

29. Parents/carers must be informed about observations being carried out
Group task – Gaining permission
Plan a letter asking permission to observe in your placement.
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 Calderdale College logo
Your tutors contact details for their reference
Ensure you have a tear off slip for parents/carers to sign.

30. Be able to use observation methods (2.1)
Free-description 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.

31. Be able to use observation methods (2.1)
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.

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

33. 2. Be able to use observation methods (2.1)
Free-description, written narrative observation
Practitioners must be objective and not subjective in their observations and assessments:
Please put the statement under the correct heading
Objective
Subjective

34. Be able to use observation methods (Unit 11 2.2)
Carry out observations
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 Assessment Booklet timeline goals to identify when these need to be complete

35. 2. Be able to use observation methods (2.2)
Time: 15 mins
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?
A learner could choose to observe the climbing frame and identify how many children use it and how they use it.
They could choose to observe the use of the bikes and whether there are favourites that children argue over.
They could observe the outdoor creative area and see if children are happy to paint and draw when outdoors.
These observations could identify what works, what needs reviewing, and what maybe needs changing completely.

36. You should also consider these when you carry out your observation
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.

37. 2. Be able to use observation methods (2.1, 2.2)
Time: 15 mins
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?
Learners could create a ‘to do’ list in preparation for carrying these out.
This activity will enable learners to see what they need to do before the observations are carried out.
The final question will enable learners to share concerns and ways of solving these concerns.

38. 2. Be able to use observation methods (2.1)
Time: 15 mins
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.
Learners should be given the opportunity to research other methods.
These can be shared at a later date and will give learners an overview of the methods available.

39. 2. Be able to use observation methods (2.3)
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.

40. Planning cycle Observe Identify child’s needs
Plan activities, routines, experiences
Implement activities, routines, experiences

41. 2. Be able to use observation methods (2.3, 2.4)
Paired an individual reflection task
Time: 20 mins
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
Learners should be given the opportunity to discuss one observation in detail.
This will then lead on to 2.4 – work with others to plan next steps.

42. 2. Be able to use observation methods (2.3, 2.4)
Work with others to plan next steps
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

43. Example of observe, assess and plan
Identify child’s needs
Plan activities, routines, experiences
Implement activities, routines, experiences
Example of observe, assess and plan
Group disucssion
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.

44. 2. Be able to use observation methods (2.3, 2.4)
Work with others to plan next steps
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.

45. 2. Be able to use observation methods (2.3, 2.4)
Work with others to plan next steps
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.

46. 2. Be able to use observation methods (2.3, 2.4)
Time: 20 mins
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.
Each learner should discuss, in detail, one of their observations.
The group can then discuss options for next steps. This will give learners the opportunity to work with others and discuss how to plan further for the child or area of the setting.
This will support each learner to discuss this further with their supervisor.

47. 2. Be able to use observation methods (2.3, 2.4)
Work with others to plan next steps
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.

48. 2. Be able to use observation methods (2.3, 2.4)
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?
This will give learners the opportunity to discuss the whole process.
Benefits – assessment, development, assess against current frameworks.
Plan – who, what, where, how are you going to observe?
Do – carry out the observation.
Review – act on outcomes.

49. 2. Be able to use observation methods (2.4)
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.
Examples:
Sand pit
Reason – always looks scruffy
Method – time sample
Outcome – lots of children use it straight away and then leave it in a mess
Next steps – rota, limited numbers, tidy-up regime.
Bikes and trikes
Reason – lots of arguments
Method – free description
Outcomes – not enough bikes, waiting time too long
Next steps – sand timers in the short term, fundraising for more bikes in the long term.

50. Assessment task support
Assignment Support
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.
(Use notes and written evidence from sessions to complete these tasks, only a paragraph needed for each answer)
Assessment is due in
Formative –
Final deadline –