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
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Parents' associations combating risky behaviours are through:
- Understand the child and communicate with them in a positive manner.
- Conveying the negative aspects of such behaviours via several activities or in some innovative way.
- Tutoring or counselling sessions are an important part.
- Try to divert their minds and involve them in some other activities
<h3>What are risky behaviours?</h3>
This is known to be anything that would put ourselves or others at risk of physical, mental, or emotional harm or abuse. This behaviour runs a risk to people involved in it.
For parents to get involved in combating risky behaviours that would endanger a child, it is very necessary to understand a child well in order to communicate effectively for the child to be prepared to receive positive communication or help from the parent.
Hence, parents' involvement in combating risky behaviour in kids or guardian is outlined above where a parent should understand a child and communicate well in a positive manner for the child to understand.
Read more about <em>risky behaviours</em> here:
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