Observation, Assessment and Planning Cycle in Childcare

Observation, judging and Planning Cycle in ChildcareGurcharan PallExplain the observation, sagaciousness and be after cycle.The run of effectual cookery observation and opinion is a vital factor in identifying clawrens respective(prenominal) postulate interests and abilities. In order to plan for their attainment and ontogeny. This movement has been recommended by Early Years (2013) and this involves the practicians following a three step cycle which consists of planning, observation, and sound judgement.The practitioner go forth discuss each floor of the cycle and its pragmatic application to the childs individual needs. E precise child whatever their background or bunch has the right to sign, which they need to enjoy and achieve and make a positive contribution. (E actually Child Matters 2003.)With the use of planning observation and assessment the practitioner preserve support the information and festering requirements for each child in their care.The cycle f ollows three steps.STEP 1 PLANNINGPlanning every area of learning and reading is important to ensure the childs achievement The Practitioner should follow identified observation and assessment of the child by relevant sportsman through a range of mixed adult conduct and child initiated activities.Step 2ObservationThe second stage is of observation which looks at the lay out of unconscious process that helps practitioners learn about the individual children .Observation may also identify the delayed areas of the childs development which would signal that additional support may be required. A good point. There are 2 types of observations which are systema skeletaleal and spontaneous. More information bottom of the inning be collected from spontaneously law-abiding the child, as without prior warning, the child will be playing naturally. Formal observation may find the child nervous and self-conscious and they may not play or interact, therefore no observation can then moder ate place. Formal observation is more directed towards observing the childs development of a cross task/skill or the child understands and knowledge.Step 3ASSESSMENT legal opinion plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs and to plan activities and support (Early Years 2013) The two types of assessment use are plastic assessment and summational assessment. Firstly formative assessment is an on-going childrens assessment. (CHILD DEVELOPMENT) This is gone by the practitioner observing the child on a fixity base for example playtime on a weekly stem. The second assessment is the summative assessment and this is the evidence that is collected though the formative assessment everyplace a period of time. These assessments are employ to follow-up the development progress of children against meowed development on milestones REFFor example, the child is formatively assessed a weekly basis dewing play and building blocks. The summative assessment will be that the childs development has improved, as the child can now not only connect the building blocks together but oer a period of time the building blocks go through progressed and the child can now build contends to make a building. There are showing their development.EFFECTIVE PLANNING(WRITE IN experiment FORM) is based on regular, a curate assessment of childrens learning,Knowledge and skills reflects supports and challenges childrens current interest,Enthusiasms and their learning and development is a plastic, working document, which is responsive to spontaneous events enables all practitioners to contribute, understand and articulate why experiences have been planned enables children, parents and practitioners to have a voice in the planning processPLANNING IN PRACTICE- severalise ELEMENTSProvide opportunities for individual childrens emerging needs, interests and stage of development based on previous observations and evaluationsput appropriate links amid experiences and EYFS development statements (learning intentions)Provide interesting and challenging experiences for all children within the seven-spot areas of learning and developmentOutdoor activities are planned and replicationn on a daily basisIdentifies differentiation for individual children or groups of childrenProvides a range of child initiated and adult-led experiencesIdentify high quality program line strategies together with support and intervention that mach individual childrens needs (next steps) to ensure good progress estimate planned and unplanned learningReflect on learning environment to adapt and enhance supplyDESCRIBE HOW TO DEVELOP PLANNING FOR INDIVIDUAL CHILDRENPlanning when being arranged should be flexible to take into account different age group childrens different background the weather and the unexpected.The childs planning should be based upon your assessment and observation of the individual child so you can take the best steps for their further learning and development. The Development Matters guidance is and can be a very useful tool in planning successfully the childs ability to move on to the next stage of development.There are 3 steps of planning.Long term.Providing you with themes and topics you may cover over the term.All links to learning and development areas, a balance of indoor, and outdoor activities. Periods of rest and being quite an are also required.Medium term.A better detailed plan of topics and themes to be covered. Consideration of former(a) routines such as mealtimes babies sleeping times. All main resources within your settings as play areas, equipment storage areas, book corner. A observation area for you to identify the childs needs.Short term.A weekly plan of plans, observational findings and activities to be carried out. Making reference to the childs interest .The particular piece of equipment or resource that may be needed the area or amount of populate req uired, health and safety issues that may arise. Ensure you have do arrangements for all the different age groups, and children with disabilities and peculiar(a) educational needs.A good outline of the different types of planning.Long term planning will countenance an overview of topics and themes practitioner will cover for children in their care however long term planning will not identify which interest children will have so any planning should be flexible to be able to adapt at last minute if required. Spontaneous activity is one of the most(prenominal) effective learning experiences. Weather is a very strong interesting subject for the children i.e. rain , snow, winds and temperateness many points of interest can be made from the weather many activities can be made use of, Rain, flooding control of water what rain stops you doing, Snow, melting snow building objects sweet sand verbena fights to began. Wind, power of wind, moving objects leaves trees people movement, flags, sun, heat outdoor activities.The Main difference between formative and summative assessments methods is primarily the time scale involved in each of the assessment types.Formative Assessment is the process of obtaining factual information. Based on firsthand knowledge, gathered by the practitioner whilst spending time with the child, observing the habits and routines of the child. The Sources of information can range from photographs, videos or even conversations with the childs parents as this can spotlight things that otherwise could be missed as behaviour at home can be very different for some children. The process of assessing what unexampled children know and can do poses particular challenges for young learners. Assessing children is ofttimes unreliable, as young childrens performance is not necessarily consistent over even inadequate periods of time. Contextual influences and emotional states can affect how they perform on assessments. Moreover, young children develop at vastly different rates and their developmental and learning patterns can be episodic, uneven, and rapid. Understanding what children know is important for teachers, since childrens new knowledge builds on prior knowledge. Given these factors, teachers use of formative assessment to inform way is an essential piece of effective pedagogy.Formative assessment is much more than repeated assessment measures over time. Formative assessment is a process, which includes a feedback loop to assist children in closing the gap between current status and desired outcomes, milestones, or goals. It informs and supports instruction while learning is taking place, by having children puzzle feedback from the instructor. It also includes multiple sources of evidence gathered over time. The formative assessment process is not a singleevent or measurement but rather an ongoing planned and intentional work to evaluate learning with doctrine. Formative assessments yield descriptive datanot necessaril y judgments. It often takes the form of observational protocol using evidence collection as a means to examine childrens cognitive processes. Formative assessment may be defined in different ways in state regulations and interpretations. The definition best captures the essence of formative assessment for the purposes of this brief focused on young children. It is defined as, a process used by carers for children during instruction periods that provide feedback to adjust ongoing teaching and learning, to improve childrens achievement of intended instructional outcomes.Summative Assessment is almost a endpoint of your collective knowledge gained from doing your Formative assessments, this is obviously an assessment that is done over a perennial period of time as all the prerequisite Formative assessments need to be completed. This knowledge gives the practitioner the ability to make an educated verdict on the achievements of the child. The EYFS Profile is the summative assessment used to review childrens progress along the early learning goals. Summative assessment also employs a renewing of tools and methods for obtaining information about what has been learned. In this way, summative assessment provides information at the early years levels. Defining characteristics of effective summative assessment include a clear alignment between assessment and instruction, as well as the use of assessments that are both valid and reliable. When objectives are clearly qualify and connected to instruction, summative assessment provides information about a childrens achievement of specific learning objectives.Individual Learning Programmes can be formed from using these particular assessments, these assessments should also, supports and endeavour to comply with the ethos devised through Every Child Matters.ConclusionI can conclude that its a vital part of the process between carer/care organisations to stringently follow the observation assessment and planning cycle as this can effectively show any pitfalls in the learning and development process of the children. With formative and summative being the most useful and statutory assessments in situ, the only problem I find, is they can be restrictive or to slow in fully identifying issues and vital time can be lost to the carer/ organisation and the child. Flexibility by that carer/organisation is crucial to the learning development of the children and individual learning programmes can be a good guideline to promote the weaknesses and turn them into strengths through focused sessions which should be reviewed as frequently as possible to ensure the childs learning does not become static and too focused on any one particular set of problems or issues, learning the childs strengths through the formative and summative methods can genuinely help compose Individual learning programmes tailored to the child allowing you to improve their weaknesses through their strength i.e. a young soul learns through music quicker than reading so using songs to remember the alphabet (using strength to overcome a weakness) this is the main focus of correctly using the above mentioned methods and adhering to the observation, assessment and planning cycle.Reference www.barniesdaynurseries.com,http//ceelo.org/wp-content/uploads/2014/04/ceelo_policy_report_formative_assessment.pdf,Department of Education (2013)Improving the functionality and range of education and childcare from birth to 5 years, www.gov.uk/ governing body/Updated 1st Sep 2014Accessed 27th Oct 2014http//www.education.com/reference/article/formative-and-summative-assessment/Every child matters 8th September 2003 (from HM Treasury www.gov.uk/government/uploads(Presented to parliament by the chief secretary to the treasury by command of her majesty September 2003)Observation, Assessment and planning cycleStatutory framework for the early years foundation stage DFE 2014Ref united nations (1989)convention on the rights of the child, united nations, networkChildeminding and Ofsted effective practice observation, planning