Unit_8_Feedback

Unit 8 Observation of Children Feedback on Progress Check Page 364 1. The benefits of carrying out observations are that they enable adults to: • understand more about a child’s needs • note changes in a child’s behaviour • get to know a child better • assess a child’s overall development • assess a child’s state of health • identify any safety issues in the setting • identify when adult intervention would be helpful • focus on each child as an individual • help identify links between circumstances and behaviour • inform future planning • identify good (and not so good) practice • gauge the success of activities or pieces of equipment • monitor a concern that has already been raised. Observation is also extremely interesting! 2. An assessment programme is a formal recording by staff of a child’s progress. It begins when they join the setting and continues at regular intervals (monitoring), or as is deemed necessary. It helps staff to understand the child’s needs and enables them to provide an appropriate programme of care and education for the child. 3. Non-participant observation involves observing the child from a distance, not interacting with them or being involved in what they are doing. 4. A checklist for observing children includes the following: • Always gain permission to carry out observations of a specific child. • Agree a convenient time for observing with your supervisor. • Be unobtrusive; avoid eye contact with the child you are observing, whilst remaining within a range that enables you to hear their use of language. • Try not to catch the attention of the children in the setting. • Be prepared – have pen, paper, charts, etc. to hand. • Know what you are aiming to achieve: set objectives. Spontaneous' Planned' • Try not to be drawn into the child’s activity during the observation, as this is likely to hinder your outcomes. • Start by observing children who appear to be within the normal developmental ranges. This will be easier for you to evaluate. • Observe for short periods initially and gradually increase the length of the observations. • Try out a range of observational styles in different situations. • Keep pen and paper handy for those ‘spur of the minute’ observations. • If using a timed technique, ensure that you have easy access to a watch or clock. Remember that, in the event of an emergency, it will be necessary to abandon the observation until another time. 5. As an early years worker you could observe: • how children interact with each other • how children interact with adults • stages of children’s play • children playing spontaneously • children using specific activities • children playing outdoors • children on outings • how children behave alone • how children behave when in a group situation • how a new child copes with settling into the setting • how children react on arrival at the setting • how children react to going home. 6. Naturalistic observation means writing down what you see happening in long hand, being as concise as you can. It needs no preparation, but can be repetitive and long-winded, especially when you need to write it out neatly afterwards. 7. With a time sample, you note a particular child’s movements and actions at regular intervals during a planned period of time. When event sampling, you focus on noting whenever a certain feature occurs. This would most often be a reaction or behaviour that has been giving cause for concern. 8. A longitudinal observation method is used when you need to observe and record development over a considerable length of time, for example a six-month child study. 9. The main factors needed when interpreting observations are: • accuracy at the recording stage • dating, numbering and any cross-referencing of observations as required • a clear understanding of the developmental norms • an understanding of how the norm charts can sometimes be misleading • the ability to make comparisons between children of similar ages/stages of development • the ability to make comparisons of the same child at different times/in different situations. 10. The links between theory and practice can be made explicit by candidates when they are writing up their interpretations, evaluations and recommendations. Reference can be made to the work of theorists where this is relevant to the behaviour or area of development that has been observed and this should be referenced correctly within the text and in a bibliography. 11. It is important to adhere to a setting’s policy on observations at all times. This will show understanding of the need for such a policy and respect for the setting’s aims and values. Complying with the policy will demonstrate to staff that a candidate understands the need for consent to be obtained before undertaking an observation and that the need for discretion, sensitivity and confidentiality has been acknowledged. This will build a sense of trust and professional co-operation, ensuring that professional standards are maintained whilst candidates are supported in learning to make and record observations. 12. Information gained during the process of observing a child should not be shared with anyone other than a tutor or supervisor. In order to maintain confidentiality, when recording data, the name of the child(ren), the setting and other adults should not be disclosed. This ensures that trust in the setting is maintained and that professional standards regarding confidentiality are complied with. 13. It may be necessary for confidentiality to be broken in a situation where the process of observation suggests that a child may have been abused. In this case, the person making the observation would report their concerns to their supervisor; if abuse had taken place, a copy of the observation might be needed. 14. If a parent does not wish their child to be observed, the staff should steer candidates away from using this particular child. However, staff may need to discuss this further with the parent as some element of observation by trained staff may be needed as part of the assessment requirements for the Foundation Stage Profile. It is unlikely that a candidate would observe a child without first having obtained the permission of the child’s parents and the setting. 15. Professionals who might need to share the information gained from an observation of a child might include: • teachers and SENCOs • social workers • educational psychologists • medical staff.