- As the children were playing, I kept observing them and sometimes taking pictures to support my observations. Using the Mosaic approach and the tracking method, I
observed and listened to the children
whenever need arose. Through observing the children and/or the learning
environment I was able to revise my plans and make some changes to the
environment, to improve provision. Subsequent observations further inform, so
the process is a continuing cycle.
- Observation
‘involves practitioners observing
children to understand their level of achievement, interests and learning
styles, and then to shape learning experiences for each child reflecting those
observations.’ [Statutory Framework for the Early
Years Foundation Stage - 2012]
- Quality
Observations are embedded in every day practice to build up an accurate picture
of the unique child. They
are purposeful, informative and capture what children know, can do and are
currently interested in. They demonstrate their current stage of development.
It is important that Practitioners
recognise that planning and assessment is a process not an end result, that it
is neither limited nor driven by paperwork, but is part of an ethos of ensuring
quality experiences and environments for children in order that they develop
into successful learners, confident individuals, effective contributors and
responsible citizens (Curriculum for Excellence, CfE).
Ongoing
formative assessment is at the heart of early years practice. It is the link
between observing children and effective planning to support their progress.
Analyse of observations is undertaken in order to make judgements which lead to action to
support individual children. Assessments provide an insight into how best to
help each child develop and learn and prioritise the experiences and
opportunities that can be offered. They are monitored by leaders and managers
to identify children’s
needs and ensure that all children are making progress to reach their full
potential. This can actively engage parents in developing a picture of each child,
identifying any learning and development needs. A summary of a child’s achievements at a particular point
in time so that their progress can be tracked is known as summative assessment. The
EYFS requires practitioners to review children’s progress and share a written summary
with parents at two significant points. Planning ‘Each
area of learning and development must be implemented through planned,
purposeful play and through a mix of adult-led and child initiated activity.’ [Statutory
Framework for the Early Years Foundation Stage, DfE, 2012]. This reflects,
supports and extends individual children’s current interests, learning styles,
enthusiasms and the stage of development of each child. It is a flexible
working document, which is responsive to spontaneous events. It enables all
practitioners to contribute, understand and articulate why experiences have
been planned and facilitates children, parents and practitioners to have a
voice in the planning process.
The Warnock Report (DES, 1978) emphasised the importance of effective assessment
through initial, more informal, assessments through to the stages preceding
formal assessment and the production of a statement of special educational
needs.Within the Early Learning Goals document (QCA, 1999: 5) practitioner
responsibilities for observation and assessment processes were defined as: ‘Practitioners
must be able to observe and respond appropriately to children, informed by a
knowledge of how children develop and learn’. This requirement is discussed
alongside the need for practitioners to offer a ‘well-planned
and well organised learning environment’ and ‘well-planned,
purposeful activity and appropriate intervention’ (ibid.).
So the value of observation begins to emerge as clearly linked to the learning
environment as well as to individual children.
Adult role in Play
Practitioners
need to understand that there must be a progression in the provision of
activities to meet the developmental needs of children. The adults will
facilitate the progression in learning by planning appropriate activities. It
is the duty of practitioners to support the Children in their play and provide
good quality resources. Practitioners need to.-
• Be
aware of the potential learning in all areas of the curriculum
• Model
skills involved in play like play behaviour
• Observes
and Interact with the children, asking questions and making suggestions to
support their learning whenever necessary
• Be
familiar with key vocabulary – model
and support children in their use of key words
• Work
alongside children, modelling skills and attitudes
• Scribe
children’s
ideas and thoughts, and display their work
• provides
for play experiences that are safe, challenging, inclusive, and enjoyable
• structures
the indoor and outdoor environment so that it reflects children’s individual strengths, interests,
abilities and needs
• continually
builds on, challenges and extends children’s learning and development
• provides,
recognises, respects children's feelings, culture and background and supports
children with choices about what to do and when without interfering.
• gathers
information about children’s
play and uses this to extend their learning and development.
• He/she
observes how the space and organisation of the indoor and outdoor environment
is supporting or hindering play
• observes
and documents through notes, photographs and video clips what is happening in
the play
• shares
information with children and families about the play
• uses
the assessment information gathered in planning for future play.
•
Observe
children’s
learning and use of the provision
•
Assess children’s development/progress to inform planning for future learning
provides, recognises, respects children's feelings, culture and background and
supports children with choices about what to do and when without interfering
• protects
children from harm in play and intervenes in situations which could potentially
be uncomfortable or harmful for children (physically or emotionally), such as
when they are rejected
• continually
builds on, challenges and extends children’s learning and development
• provides,
recognises, respects children's feelings, culture and background and supports
children with choices about what to do and when without interfering.
Benefits
of role play
The benefits of this activity are
linked to all seven areas of learning.
Personal,
Social & Emotional Development
• co-operate, take turns and initiate role-play
• develop confidence, self-esteem, self-control in
re-enacting real life situations
• learn how to work independently and access the
resources they need
• learn how to work as part of a group e.g. taking on
different roles in a group such as shopkeeper and customer
• express individuality and own personality through
imaginative play
• use language of social interaction
• learn to have respect for others’ ideas and accommodate these in role play
• help to tidy up at the end of the session
• show initiative when developing ideas in the role play
area e.g. deciding to make signs for the shop
• reflect on feelings as part of role play e.g. Shop
keeper
• use role play to act out their own joys, concerns
Language
Development
• talk about what different people do in role-play
situations
• talk in the language of different roles e.g.
shopkeeper, mummy, Little Red Riding
Hood
• use language to plan and create real-life or imaginary
situations
• develop the language of dialogue e.g. listen to and
respond to what other children/adults say
Children
learn to express themselves
They
learn the names of different foods
They
learn colours
Literacy
•
The Children learn colours
•
They extend vocabulary associated with imaginary/role-play e.g.
home, driving a car, going shopping by bus
•Children develop writing
skills e.g. writing shopping lists
•The children practise
reading names of foods and beginning blending simple words on their lists.
Mathematics
•In Mathematics, Children
•explore
various mathematical concepts related to money, capacity, size, weight,
one-to-one correspondence
•use
language related to all of the above e.g. how much, full, empty, need
more/less, heavy, light
•problem
solving through imaginative play e.g. how much money will I need for this item?
How many cups will I need for the family?
•develop
concept of time in house play – breakfast,
dinner, bed-time, time in doctors surgery. Refer to clocks, watches
•order,
sort and match
Expressive
Arts and Design
•use
imagination to develop ‘stories’ in
the role play area introduce the language of colour and texture through
•learn
different types of material
•encourage
children to create and design their own menus, draw pictures of different
foods, price lists,
•make
items for role-play e.g. play dough buns, cakes
Knowledge and understanding of the World
The
children
•
explore and recognise feature of how things work
•
explore and select materials and equipment appropriate to the
role-play
•develop scientific skills,
knowledge and concepts through props that have been provided.
•They relate the role play
to their daily real life experience outside the classroom.
•
use technology e.g. a shopping till, calculator
Physical Development
•
develop co-ordination through fastenings on clothes, pouring tea
from tea pots setting table, dressing dolls, cooking
•develop awareness of space
available in role-play area and how to share that space with others
•Develop their fine motor
skills through manipulations of things like the cash register, picking items
from the market
My Findings
•
I observed that
children were so happy and enjoyed using the role play area due to the changes
that I made.
•
Children improved their counting
especially when they had to get change or give back change in the case of the
shopkeepers.
•
As they were eager to write their
shopping lists, I noticed that most of them practised segmenting and blending
to make sure they had written down the words correctly.
•
The children's vocabulary improved as
I heard some of them using comparatives and superlatives when dealing with
weight and sizes.
•
After this activity, I feel motivated
to create,extend and improve different learning areas in my setting to enhance
learning for the children.
•
The question I am asking myself is “
How can I extend this activity to make it even more
inviting and interesting for the
children?"
References
Bruce,
T., 2001. Learning through play. Babies,toddlers and the foundation years.
London: Hodder Arnold.
Bruce, T., 2005. Early childhood
education (3rd edition). London: Hodder Anorld
Canning, N., 2011. Play and
Practice in the Early Years Foundation Stage. London: Sage.
Clark and Moss (2001) Listening to Young
Children The Mosaic Approach
Department for Children,Schools and Families(DCSF) (2008e) Practice guidance
for Early years Foundation Stage. Nottingham: DFES.
Department for Children,Schools and Families(DCSF) (2008b) Card 3.1 Enabling
Environments: Observation,assessment and planning- Principle into practice.
Nottingham: DCSF.
Department for Children,Schools and Families(DCSF) and Department of Health
(DoH) (2008) Aiming higher for the disabled children: Delivering the core offer
standard. Nottingham: DFES.
Ludvigsen,A.,Creegan,C.Mills,H.
2005. Let’s
Play Together: Play and inclusion, evaluation of better play(Round 3). London:
Barnardo’s
policy and Research Unit.
Manning-Morton,
J. ed. 2014. Exploring Well-being in the Early
Years. Maidenhead: Open University
Press/McGraw-Hill Education.
Roberts, R., 2010. Wellbeing from
Birth. London: Sage
Rogers,N. 2000. The creative
connection: Expressive arts as healing. Ross-on-Wye:PCCS
Stephenson, A.
2003. ‘Physical
risk taking: dangerous or endangered?’, Early years 23(1): 35-43