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
<span>Effective communication sounds like it should be instinctive. But all too often, when we try to communicate with others something goes astray. We say one thing, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. This can cause problems in your home, school, and work relationships. For many of us, communicating more clearly and effectively requires learning some important skills. Whether you’re trying to improve communication with your spouse, kids, boss, or coworkers, learning these skills can deepen your connections to others, build greater trust and respect, and improve teamwork, problem solving, and your overall social and emotional health.</span>
Question:
これの意味は 'What is your name?'
(This means)
Answer:
私の名前はマリアナです。
(My name is Mariana).
Era o zi frumoasa de 5 septembrie. Soarele patea puternic.
Ma pregateam sa merg in parc cu bunicu. Ne indreptam spre statia de troleibuz 70. In dreum am vazut anunturi pe care scriau : SIMFONII DE TOAMNA VOR AVEA UN CONCERT PE DATA DE 5 SEPTEMBRIE LA ORA 18:00. LOCUL DESFASURII ESTE LA ROSETI IN AER LIBER . INTRAREA ESTE LIBERA. Atunci i.am spus bunicului sa mergem la acest concert.
Concertul incepuse cu 2 min inainte. Aici am asculta muzica de GEORGE ENESCU. Mi.a placut toate melodiile pe care le.au cantat.
La sfarsit am facut cunostinta cu dirijor pe care il chema(alegi tu) si cu canteretii sai .
Ciar a fost un concert de minune.
