1. Observations

2. Getting the Most From the Session
Get involved.
Take notes.
Ask questions.
Share thoughts and ideas.
Share situations.
Be kind and respectful.
Chatham House Rules
The Chatham House Rule reads as follows: When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed.
Tolerance as a British Values, different opinion, often not wrong or right, think of different cultures and special needs children

3. Learning Outcomes
Be able to explain observation and planning in relation to current frameworks
Be aware of the observation, assessment and planning cycle
Identify factors to consider when observing children
Frameworks – EYFS encourages observation based assessments of the children and obs are assessed using the Development matters scale or EYFS profiles
Accepted good practice that children are observed in familiar surroundings / familiar environment

4. The assessment cycle

5. Factors that can affect the observation / assessment
Hunger
Tiredness
Changes to their usual routine
Distractions – too noisy, too warm, too cold
Their current state of health – illness
Something that may be happening at home
They may have fallen out with their ‘best friend’

6. Factors to take into consideration
There are a few factors to take into consideration before, during and after observing a child or children including:-
Do you have parental permission
What is the purpose of the observation
What is the child doing
The individual needs of the child
Health & wellbeing of the child
Avoiding bias (fact rather than opinion)

7. Definition
In pairs:
What is observation
What is assessment

8. Skills for observation

9. Reasons for observing

10. Observations – purpose and format
Purpose of the observation
Format
Physical development
Video
Audio (annotated)
Target child
Tick list
Language development
Audio
Behaviour
Event sample
ABC / STAR
Narrative / written
CoEL
Learning story
Annotated video
Photo
ABC – antecedent behaviour consequence
coel

11. Observations Have you ever misread or misunderstood a message? E.g.
A text message An
An emoticon
Illegible handwriting
A written message
Does your mood dictate how you read things

12. Confidentiality and professional practice in relation to observing children
Why is confidentiality important
Why is it important to be objective rather than subjective
What is the importance of accuracy
Objective – not influenced by personal opinions or feelings when presenting facts
Subjective – based on or influenced by personal feelings or opinions, not factual, maybe not a true representation

13. Information needed on the observation
Name of child
DoB
Time & Date of the observation
Name of the person recording the observation
Context
Parental permissions
Confidentiality

14. Subjectivity and Objectivity
Which statement is the most objective
James is having a temper tantrum
James is thumping his fist on the table. He is screwing up his eyes and has turned his back on the teacher
Now watch the video 

15. Which of these statements are objective and which are subjective?

16. Confidentiality & Professional Practice
When working in partnership with others, the records must be kept according to the policy and procedure of the setting and must be kept in line with the Data Protection Act of 1998
Confidentiality is of paramount importance when maintaining records which must be stored securely and shared only on a need to know basis
Think about the impact of breaches of confidentiality – what could be the result of this?
Who knows where their setting’s policies on Data Protection and Confidentiality are kept ?
What could be the impact of leaving confidential information ‘lying around’?
EYFS Welfare standards
Ofsted (evaluation schedule)

17. Observation & Assessment
Why and how are observations used in your workplace?
Why are observation, assessment & planning described as a cycle?
How are observations used to help plan for a child who is transitioning

18. Formative & Summative
Formative – observations that are carried out over a period of time and then used as part of the
Summative – bringing all the formative assessments together at the end of a given period e.g SATs, 2 year check.

19. Observations
How many different techniques for observations can you think of?
In two groups, use the flip chart paper to note down how many techniques you can think of
Blue tack
Flip chart & pens
Media – video/photo/audio Snapshot / post-it narrative / written record event sample ticklist time sample target child sociogram tracking

21. Sociogram How does this technique link to the EYFS?
What are you looking for?
Any advantages?
Any disadvantages?
Sociogram A sociogram is a visual representation or map of the relationships between individuals
Looking at who children are spending time with, observing social interactions

26. Snapshot or Post-it
Looking at what is happening at a given moment in time in a specific area
For those ‘WOW’ moments!
Any disadvantages?
Any advantages?

28. Now you try it! Carry out an observation on the children

29. Event Sample Observation
This is used for noting specific types of behaviour or events over a period of time
The information is easy to read and presentable
It can be used by parents and other carers
There is a set format for this type of observation

31. Tracking
What would you be looking at using this technique?

32. Media
Which do you use?
Any advantages? Disadvantages?

33. Tick list Where might you use this? What can it tell you?
How do you use it for planning?

35. Another one for you to try

38. Audio tracking sample Records every sound so no details are lost
Useful when recording language development in children (especially school aged)
Needs a quiet area
Small children often use non-verbal communications e.g. Facial expressions& gestures which are ‘lost’

39. Free description observation
Similar to a written observation
Details everything that is happening in chronological order
Includes what teachers / staff are doing
Details how the children are interacting with each other
Are there any advantages?
Are there any disadvantages

40. Focus Child

41. Reasons for observing

42. Partnerships
Who are you partners in observations – who might you share them with?

43. Plenary Over to you! How much have you learned?
Please complete the worksheet

44. Websites for information