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
1. он прекрасно ездит на (лошади)
2. он купил (матери) подарок
3. в доме много (мышей)
4. он говорил это с (любовью)
5. Кремль находиться на красной (площади)
6. Собака лежит под (кроватью)
7. У него две (дочери)
8. в городе несколько старых (церквей)
9. Учебник с (тетрадью) лежат в ящике письменного стола.
10. По (ночам)он не спит, а работает
English*
1.he rides (horses) beautifully
2.he bought (the mother's) a gift
3. there are a lot of (mice) in the house
4.he said it with (love)
5. The Kremlin is on the red (square)
6. The dog lies under (bed)
7. He has two (daughters)
8.the city has several old (churches)
9. Textbook with (notebook) lie in a drawer of a writing desk.
10. At (at night) he does not sleep, but works
Tiber (personification of the river) to a dry trough in which the wolf fed them, and a shepherd with his wife and brought them up.
If you read the bible book of Exodus chapter three you can find the answer there. C. it was Moses
