As part of the ongoing recording and monitoring system within early years settings,
the usefulness and power of observation and assessment are sometimes
overlooked as they may be deemed time-consuming when there is already a
shortage of time to complete the other tasks required by agencies such as the
government, parents, governors or committee and local educational authorities.
However, observation can enable:
• informed planning
• informed understanding of a child’s current competence levels
• reflection on the appropriateness of provision
• sharing of information with other parties
• assessment of specific children, groups, interactions, the learning environment
and staff.
The Foundation Stage guidance (QCA, 2000) and Code of Practice (DfES, 2001d)
acknowledge the value of observation and assessment, and place requirements
on all early years practitioners to ensure these are part of the ongoing teaching
and learning process. Thus practitioners need to have a clear understanding of
the purposes and benefits, combined with practical examples, both of which are
offered in this chapter.
In order to identify a child’s current competence levels, we rely on observation
of skills mastered which then informs our future planning. For children experiencing
difficulties we should strive towards early identification, diagnosis of specific
difficulties and the introduction of appropriate intervention strategies.
None of these can take place without prior observation and assessment of the
current situation.
Observation and assessment processes can also be used to identify the effectiveness
of the setting, specific areas of the setting, specific activities and the
practitioner. Arguably, to see the children progress and be happy is every practitioner’s
ultimate aim and one that gives us tremendous satisfaction and reward.
We therefore need to be prepared to examine our own practices closely to ensure
Answer:
ماذا؟ لكني ظننت أن معنى الغباء هو أنت؟
Explanation:
لا تحاول أن تكون لئيما... مجرد محاولة ليكون مضحكا ولكن ايم متأكد من أنها لم تنجح
He said that he was thirsty
She told me to be careful
He wondered why I didn't tell him.
He said that he couldn't take them home.
He told us not to go to the beach alone.
He wanted to know if I've been shopping for food.
He asked me the time.
She asked when we'll see each other again
He wanted to know where they lived before moving here
He asked her if she'll be at Tom's party
She asked me if I could meet her at the train station.
He asked me if I saw that great car.
She said she went to the cinema with her boyfriend yesterday.
He said that he's writing an essay tomorrow.
You said that you'll do this for me.
She said that she's not tired now.
They said that they have never been here before.
They said that they were in Paris last week.
He said that they won't sleep.
She said that it's very quiet here
The text says “what does it mean to encourage hearts”
