What is happening in the child’s environment. It also includes whether the child has any additional needs or which children/people are around the child as the child may act differently around different groups of friends and different members of staff. To assess young children in a setting you follow the EYFS (Early Years Foundation Stage) the EYFS give guidelines as to what a child should achieve at what age or stage. To find out what stage a child is achieving members of staff, especially the key person, perform observations and record these. These observations should cover all areas which are Physical development, Communication and language, Literacy, Personal, social and education, Maths, Art and design and Understanding the world.
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
Some ways that relationships and communication are of importance in the early years are : Sharing & Gaining Information, Settling In / Establish New Relationship’s, Supporting children’s play & learning, Transitions. We have to be able to share and gain information from one another this may be about the child’s daily routine, what their interests are, if they have any medical or health
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
This assists and is used as a guideline for teachers to help your child in their development areas. It informs us about the knowledge, skills, values and attitudes the learner has obtained (Davin, R.2013:32). By assessing the learner we are able to identify their learning style and allow us to prepare lessons in such a way that is best suitable to your child’s needs. Frequent assessments made by our teachers also assist parents to develop their children at home. Our teachers are able to provide exercises or activities to parents to practice at home with the learner thus reiterating what is being taught in the classroom.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
It’s basically a teaching/learning plan that is specifically tailored to a child's needs. It's normally planned by a group of teachers & specialists who are involved with the child. 5. What is the school/teachers role in generating and implementing an IEP? h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs.
Observation, assessment and planning all support children’s development and learning. Planning starts with observing children in order to understand and note their current interests, development and learning. Observation: This describes the process of watching the children in our care, listening to them and taking note of what we see and hear. Assessment: We assess children’s progress by analysing our observations and deciding what they tell us. We can identify the children’s requirements, interests, current development and learning.