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:
So you could talk the problem out with your family so they could help.
Explanation:
Answer:A prefix is a group of letters placed before the root of a word. For example, the word “unhappy” consists of the prefix “un-” [which means “not”] combined with the root (or stem) word “happy”; the word “unhappy” means “not happy.” A suffix is a group of letters placed after the root of a word.
Explanation:
Answer:
im sorry you scammed my friend
Explanation:
What best completes the blank are Wildflowers usually grow in meadows.
A 3 column table with 1 row. Column 1 is labeled Figurative Language with entry In spring, the meadow was a carpet of wildflowers.
Column 2 is labeled How can I connect to the entry Wildflowers often grow in meadows.
Column 3 is labeled Meaning with entry The meadow appeared to be completely covered in wildflowers.
<h3>What is figurative language?</h3>
Figurative language is used in both literature and poetry to create layers of meaning that the reader accesses through senses, symbolism, and sound devices. The figurative language brings the reader closer to the theme of the work, without the author having to explain the theme to the reader.
With this information, we can conclude that the section that is most indicated to complete the white space is the Wildflowers usually grow in meadows. because it alludes to the main scenario of the story told.
Learn more about Figurative language in brainly.com/question/2569664
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