The Early Years Foundation Stage Children And Young People Essay

The Early long time conception detail barbarianren And Young People EssayIntroductionThe portfolio is a planning file which contains ternary detailed minds of nipperrens culture. The opinions each(prenominal)ow for be conducted on troika divers(prenominal) children each assessment leave al whizz verbalism at all seven aras of learning.Firstly, the writer will describe the setting, and then the Early old age Foundation Stage (EYFS) 2012, that requires checks to work in partnership with p arnts. This will be a part of the on-going observation and assessment process. By observation, assessment and planning the system will be effective particularly when these elements come together as a cycle. According to Macleod and Kay (2008) all planning starts with observing children in entrap to understand and consider their authoritative interests, development and learning. By observing children, teachers understand their needs, what they atomic number 18 interested in and w hat they can do. Secondly, there will be an analysis of the role of observation and assessment in planning that will highlight the trio childrens achievements or their need for further support. This will start with Child A, followed by Child B and finally Child C who are aged 4-5 age. Observation, assessment and planning will flow into one an opposite. Finally, the writer of this write will discuss developmental assessment, what it is and how it is social occasiond in the setting for each of the children. This all will result in summarising how the planning/observation cycle has alterd progress in the learning of Children A, B and C.The conditionThe aboriginal groom itself is a quartet storey Victorian building. The rooms are spacious and rattling surface resourced. They have a dedicated early years centre, music and performing arts cortege and a computer suite as easy as computers in every classroom.There are leash outdoor play areas for the children including a wi ldlife garden, two quiet gardens and games areas.The school is in Central London, environ by world class learning institutions and opportunities, which sham casual as extended classrooms. It works in close partnership with parents and carers to encourage them to be involved in their childrens precept. As strong as valuing their parents and carers, they are always welcome in school. The primary school is a multi-cultural environment but the studyity of children are Bengali. The school runs from Nursery to Year Six with the capacity for over 400 children aged between cardinal to twelve years. There are 39 children in reception aged between 4-5 years and this is where the three children are observed. It is formed by having two sort outs one called Lady Birds and the other Grasshoppers, the teachers both work in tandem with one another to plan the childrens curriculum. Both of the groups have one main teacher with a teaching assistant. The Lady Birds has 19 children, 10 boys and 9 girls. The Grasshoppers has 11 girls and 9 boys. As this is a primary school all children are expected to attend as childrens attainment and achievement is directly united to high school attendance (Ref?). School starts at 9 oclock. Children are expected to attain a minimum of 95% attendance. entirely classes compete for an attendance award each week and a shape each term.The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of peculiar(prenominal) characteristics (referred to as protected characteristics). This means that the setting cannot discriminate against pupils or treat them less favourably because of their gender, race, disability, godliness or belief. (The Act also covers discrimination relating to gender reassignment, sexual orientation or pregnancy or maternity which perhaps has less relevance for young children).Early Years Foundation StageEYFS 2012 is a legal framework that sets the standards for all the providers for early years to certify that children learn and develop as well as maintained in a healthy and secure manor. It encourages teaching and learning and ensures that they are well equipped with a range of knowledge and skills. In addition this will ease them build the buns of their learning and aid them to progress through education and life.The school wants the children to develop independence and to co-operate with others and to talk and submit in a range of situations.The opportunities for learning are provided through a planned and balanced adult-led and child-initiated curriculum. To enable children to develop positive self-esteem and attitude, learning takes place both indoors and outdoors. It is expected that suitable costume and footwear are worn to school so that children can benefit from the experiences provided in all weathers. All early years providers follow the EYFS (2012) ensuring that every child is encouraged to learn through play.HistoryIn phratry 2008 the EYFS framework becomes statutory for all early years care and education providers in Ofsted registered settings attended by children from birth to five years of age.It created a framework that replaces the three previous early years documents Curriculum Guidance for the Foundation Stage, Birth to trio Matters and National Standards for Under 8s Day-care and Child-minding.However On the twenty-seventh March 2012 a revised version of the EYFS framework was established which then followed the execution from the 1 September 2012. This covers a vital part of the Governments unsubtler vision for families in the foundation years. It shows the emphasis of supporting children by removing professionals from bureaucracy. together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this was the birth of EYFS 2012.In addition the Early Education (2012) is also pleased to launch Development Matters in the Early Years Foundation Stage, new non-statutory guidance produced by Early Education with support from the Department for Education that supports all those operative in early childhood education. The role of observation and assessment in planning for childrens learningChildren are observed to assess developmental progress. Observation takes place primarily through childrens normal daily activities, their use of language, social interactions with others and work samples that picture learning.In a sense, observation can have different meanings and imply different degrees of involvement to many practitioners. But in this case, the term observation according to Wadsworth, (1983) is the act of looking at something, without influencing it and recording the scene or action for later analysis (Also see appendix 3A).The four key ideas of observation involve regular intentional watching of children in a wide variety of circumstances that are representative of their behaviours and skills demonstrated over time. S econdly, a daily observation would be an on-going one involving classroom/home performances and typical activities of the child leading to the collection of a wealth of undeviating knowledge. The third key idea of observation relates to demonstrated performance during real activities, not actions that are schmalzy or unnatural. Finally, as a practitioner the writer would need a solid understating of the meaning and role of observation and should have practice recording childrens behaviours and skills every day.According to Bruce (2006), we observe in order to mitigate our teaching, construct theory, help parents, use an assessment tool, wonder why and solve a problem and pop off with children. The different types of observation include narrative where the observer haves records that keep track of everything that happens in a condition time period. The writer finds this most(prenominal) valuable, but also the most difficult because . Secondly, the observer can use time sampl es where the method used is to count the number of behaviours occurring at uniform timed intervals. There are also event samples where the observer records a specific behaviour only when it occurs. Finally, there are teacher-designed instruments, maintain care checklists, rating scales and shadow studies.When assessing a plan, evaluation would be key, according to ________ (year), who goes on to say that in education practitioners evaluate for curriculum, materials and equipment, the environment, childrens behaviour and teachers effectiveness. As the writer is a practitioner he can reflect that when he evaluates, it provides info by which to rate performance, define areas of difficulty, and look for possible solutions, as well as purpose setting, monitoring growth and progress, and planning.___________ (year) suggests inviolable evaluations include selecting what will be evaluated, having a clear purpose and stating goals clearly, and so forth. But ___________(year) expresses c oncern about evaluations making unfair comparison, placing overemphasis on norms and interpretations, and so forth. However, although both theorists capacity make a justified point, the current writer agrees that evaluation is a broad concept which can be an informal process but is often times confused with more formal testing and measurements. with evaluation, teachers link specific goals to larger, more encompassing objectives that focus on the relationship between teaching in the classroom and the overriding educational objectives. The writer also understands that observation is a natural process in which all practitioners participate all the time. They look at and listen to children.However the disadvantage and a major problem with observation, according to Wadsworth, (1983) is the fact that an observer is also a learner. Observers, equal their subjects, have feelings, aspirations, fears, biases, and prejudices. Any one of these can influence and distort that which is being o bserved. He goes on to say that, an observer watches a group of children at play. One child turns to another and strikes him on the arm. The observer jots down hostility. The event was one child strikes another. The observer interpreted the act to be one of hostility. Wadsworth (1983) explains that when an observer thus infers motive to observed action, he/she adds something of him/herself to the data. Such data may be distorted and therefore invalid and unreliable.In the early years setting there are seven areas of learning and development which are labelled into two. The first is the three prime areas which are Communication and Language (CL) Physical Development (PD) and Personal, Social and Emotional Development (PSED) Secondly, the four Specific Areas, through which the three Prime Areas are strengthened and applied, are Literacy (L) Mathematics (M) Understanding the piece (UW) and Expressive Arts and Design (EAD).Macleod and Kay (2008), mention that all areas of learning and development are important and inter-connected. The Three Prime Areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.The writers school Developmental Assessment follows the EYFS (2012) review. They consider the assessment pyramid. The pyramid demonstrates that there is a large amount of information collected about each child and attempts to define some of these data sets. This pyramid also attempts to demonstrate that there is a link between formative assessment and planning. The pyramid shows that the end result of summational assessment of the data collected is the end product and that the progress of the child remains as the main focus of the process (EYFS 2012). The Statutory framework for the EYFS mentions the responsibility for assessment and day to day practice like the planning cycle. This lies with teachers who observe, assess, plan and do these again and again.De velopment Matters (2012) is also used as part of observation, assessment and planning. It is used at points during the EYFS (2012) as a guide to making best-fit summative judgements, with parents and colleagues across agencies, about whether a child is showing typical development, may be at risk of delay or is forwards for their age. auxiliary 1A shows the Plan in the settings of EYFS Medium Term Planning for Children A, B and C it displays the seven stages as mentioned before. The main focus and motif is traditional tales. (See Appendix 1A underlined in pink) It also gives objectivess and early learning goals these are under the seven areas of development and the ones that are highlighted in yellow are the ones Child A, B and C had performd at the bottom are the Characteristics of Effective Learning like assessment, environment/resources and stories. (See Appendix 1A)Appendix 2A shows the Assessment and military rank of the weekly planning for Child A, B and C. and gives the chi ldrens interest, needs and schemas. It also gives the children seven areas as well as the next steps to be taken for Child A, B and C finally it gives the childrens experiences. (See Appendix 2A)Appendix 3A shows the weekly Environment Plan for reaction giving time to include the activities with the theme set. (See Appendix 3A)Appendix 4A is the characteristics of effective learning process over outcome. This is to give practitioners and teachers ideas and encourage the keeping in mind of these thoughts when interacting with children. (See Appendix 4A)Observation of children A, B, and CBased on the three assessments above the writer observed each child engaged in activity/exp.The framework which the school uses is the Early Years Foundation Stage curriculum (2012). The activities they provide cover the seven areas of learning for Child A, B and C. It will help them to plan how best to support young childrens learning and development and share information and ideas with parents and carers.Assessment and EvaluationObservationsAresa Prim and Specify Weekly Environment Plan for ReceptionObservationss Areas working togetherGood assessment and planning show that all staff participate together as a team for the good of the children giving the children the best start in life with the parents at the heart of their childs planning and learning.In order to provide an appropriate curriculum, it is required that individuals working with young children learn about the individual childs needs, as well as the needs of the group (Peck et al, 1993). Assessment should be an on-going process, be made both formally and informally, and integrated a variety of methods. Assessment should include the use of input (Peck et al, 1999)As a practitioner working with young children the writer should acknowledge the importance of consistently updating assessment information and using that information in planning and developing programmes and intervention strategies. The children who were o bserved are constantly growing, developing new skills, and sometimes developing new concerns and difficulties it is recognised by the setting that the importance of collecting data on a childs progress is less important than determining how to address their needs.ConclusionIn conclusion, at the school concomitant by Child A, B and C curriculum goals would seem to be realistic and attainable for most children and assessing of individual childrens development is appropriate for the curriculum. The literature relating to early learning suggests that assessment and curriculum should be integrated, with teachers continually engaging in observation for the purpose of improving teaching and learning. This seems to be the case at the school in question and the planning/observation cycle has enabled progress in Child A, B and Cs learning.Appendix One Permission slipThe father to Child A gives permission concerning Abdul to take pictures, draw and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use.Parent ______________Abdul AliThe mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use.Parent ______________Abdul AliThe father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use.Parent ______________Abdul Ali-I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task.Teacher ____________Abdul AliAppendix 1AEarly Years Foundation Stage Medium Term Planning for ReceptionAppendix 2AAssessment and EvaluationAppendix 3AWeekly Environment Pl an for Reception