Early Years in Childcare - Case Study Example

Early Years in Childcare al Affiliation) Key words:Teaching Practice,Assessment, Planning, and Peer Observation. Table ofContents Details of candidate 1 Table of Content 2 Part 1 3 Teaching Practice 4 Part 2 5 Peer Observation 5 Part 3 11 The Assessment 11 Planning 14 Conclusion 15 References 17 Part 1 Teaching practice The experiences of teaching practice involve taking the role of creating a resourceful learning environment (Cox 2000 pg.9). In other words, whoever takes the role should make sure that they are able to construct a learning experience that would be understood by their students. When a teacher is able to utilize the best practices, the students learn with ease. This therefore translates to better grades in class as well as better understanding of the curriculum. There are several principles of teaching practice that if adhered to brings out the best results to the candidates. To point out a few of those, we start off with; i. Encouraging interaction between the student and the teacher. The constant interaction between teachers and students enables intellectual commitment. In other words, the students are made independent and can be able to think on their own as the skills they acquire through interactions guides them. ii. Collaboration and interaction between the students By collaboration, students are encouraged to work in groups therefore socially interacting. A good teaching practice ensures that sharing of ideas and collaboration by the students which in turn produces better results. iii. Encourages active learning techniques Students are encouraged to learn by contribution rather than spectating. This way the students learn to read, write and apply whatever they have learned in real life experiences. iv. Produces a prompt feed back When learning is concerned, students have the right to receive feedback on their assessment. This will enable the student to know what they have learned and how much they really understood. Furthermore, when they receive their performance details they may use them to look for jobs in the market. v. Emphasizes time on task Learning involves both time and energy. Additionally, if the learner has high expectation he/she is able to dedicate much time to learning and therefore attaining better grades. To a child of the 21st century, learning is more complex as opposed to the earlier centuries and thus teaching methods and assessment have to also evolve. Therefore, we ought to understand the systems of education and their development of the child from the moment they are born to be able to teach him/her. In addition to that, the abilities of the learner are taken into consideration from the moment they step in class to the moment they leave (Cox 2000). During the time when the children are at the mid-elementary level, some school systems start spending several weeks in every year completing not only district but also state assessments. Some schools spend even more and more of their time in further formal tests that are designed to ensure that they attain acceptable results. Not only is assessment is a defining factor of educational life but also its importance is try and answer the objectives: Why is a certain assessment being done? For what purpose is it done? And which particular assessment is optimal for attaining that purpose? For younger children around the ages of 5 yrs., thinking about purpose of assessment is important. The possibly done well assessment can provide invaluable information both parents or guardians and also the educators about how children are growing and developing academically. Assessments that are developmentally appropriate provide core information to highlight what children have mastered and to what level. However, there is a risk in inappropriate testing of young children as it may run the risk of generating insufficient information of the examined to the examiner. It is therefore unacceptable to carry out sub-standard assessment and should be avoided since it’s very clear that people engaging in the activity do not benefit at all (Cox 2000). Personally during one the language classes, I realized that some of the students had poorly mastered the previous content I had taught them since it was necessary for that particular content. I asked myself, are there different methodologies to assessing the pupils so that I can be able to not independently of assessment them? Since some pupils respond well during the Q&A while others respond well in class observation sessions, I had to look for a way to somehow equal their understanding. To carry out my objectives, I have discussed the different methods of planning and assessment. Key Words: Teaching Practice, planning, Assessment Part 2 Peer Observation. It is not in the distant past when resources on early years assessment was limited to some articles in journals or a few chapters in a textbook on teaching on the early years programs and maybe a few small textbooks used as reference texts in the early years education course. In fact just a few preparation programs on teachers offered the course devotion to early year’s assessment. Well, that is just in the past millenniums. Taking to notice the 21st century’s assessment of the young children, we can gladly say that it experiences a period of not only rapid growth but also expansion. It is not a surprise that some have described this period as the “virtually explosiveness of testing in the public schools” (Cox 2000 pg. 9) .To serve these programs, there has also been a boom in the numbers of not only infants or toddlers but also preschoolers in early year’s programs. In addition to that, there is a diversified increase of young children each year. With that in mind, Head Start programs have been able to serve children and also families after which they speak at least 140 languages in diversity. Also evident in some Head Start classrooms is that ten or more different languages might be used to teach the children (Cox 2000). We may ask ourselves, what is the precise definition of assessment? What then do we need to know about the diversity of children? Well, for measurement purposes the study of individuals begins before birth with the assessment of the fatal growth and development in the womb. Thereby, to evaluate the child’s growth and development, various methods of measurement from birth via infancy to early childhood, are carried out. We have noticed that before a child is enrolled to a preschool program; he/ she is taken through a medical examination for the observations of development at which evaluations are carried out by the early childhood program or service. The perfect defining words describing the term assessment is we say that “the process of gathering information about children from several forms of evidence, then organizing and interpreting that information” (Cox 2000 pg. 17). Children assessment from birth through the first years of preschool differs from that of the older children and even people. Furthermore, young children neither read nor write hence a different approach has to be formulated for the assessment to therefore work. Therefore, methods of assessments must be at par with the mental, social, and physical level of development at different stages. Since change in development of a young child is rapid, there is a quest to therefore monitor if the development is progressing normally. In case the development is abnormal, appropriate interventions are formulated by both measurement and evaluation procedures before making decisions on services during infancy and also preschool years. So why exactly is assessment important? Well, we may decide to learn about children individually thus conducting an evaluation to assess the child’s development whether in language or mathematics. But that itself is not enough if we intend to learn more in regard to what he or she has achieved. Taking an example, measurement techniques may be employed by the teacher to determine which reading skills the child has been able to master and the existing weaknesses that may require additional lessons or skills. One of the significance of assessment is that assessment is that it may be used for diagnosis. In this form, informal or formal assessment can be carried out by psychologists, teachers or other adult working with children to diagnose or identify any developmental delay that may be leading to poor performance in the child’s learning. (Cox 2000 pg. 23) In case of medical problems, developmental delays or birth defects in areas like language and social development are discovered early in the critical periods of development, appropriate steps will be carried out to mitigate the problem thus minimizing its effects. The earlier a defect prompting developmental delay is detected, the likelier the problem will be addressed concussively. A case of a child with a serious eyesight deficit identified early will enable the child to learn other methods of writing like braille instead of being subjected to other inappropriate methods like writing. The assessment of young children also enables them to be placed in an appropriate infant, early childhood programs or special services. Consequently, by ensuring that a child receives the best services, careful screening may be carried out. Through this process, the best combinations of intervention programs that will best suit the child are therefore implemented. Another importance to assessment is its significance in program planning. Hereby, assessment results may be used in determining the perfect serving program. This is possibly after evaluation of the child and identification of his or her inabilities. Consequently, these programs may be evaluated to determine their effectiveness in regards to the child’s welfare. There are also other purposes for assessment in children for a better understanding of the child and identification of the child’s behavior. This is important in identifying appropriate methods to deal with the children and also understanding them and their minds. There is a difference in how children learn and thus assessed. In learning their present ability a practitioner is able to find a suitable way of effectively assess the child and make sure that what the child knows is what the practitioner wants him or her to further understanding. To understand this concept, let us take a look at the various age brackets and implication to assessment. We take a look at children through the ages of 1 to the ages of 5. 1 to 2 years old At this stage of the development, a child depends on virtual expressions. It is common for a child to pick up words that are frequently pronounced around. It is also a crucial moment of a child’s life and most often the physical and health assessment are closely monitored. At this moment of a child’s life, parents are beginning to notice if the child is medically normal and note any kind of disability in it. (Cox 2000 pg. 18) This period of development is sometimes called the 2nd year milestone. Experts dispute that at this level, a child can be able to use at least one word to express emotions like ‘eat’. They are also able to identify different kinds of animals and also food and objects like dolls of which he or she is used to. A child is also able to imitate words and different sound. When assessing this child, first thing to keep in mind is their ability to identify and by pointing at objects and using painted pictures and portraits, his true potential is determined. Another thing is learning that their concentration span is small and long conversations don’t really work on them. Practitioners make sure that this child is able to say words and if the child is not able to identify or respond to pictures or objects, they advise medical assessment to make sure the child is not in any way impaired. 2-3 years This is a period that can also be referred to as the two-to-three year milestone. A child in this zone can refer himself/herself by name. it is possible for the child to construct simple sentences involving 2 or three words for example ‘I want that’. They are also able to identify their body parts and having a vocabulary of around 300 words (Cox 2000 pg. 38). By the time this child is about 3 years old, he/she is able to understand an ask questions. On top of that, he can also pronounce some of the alphabets easily. Changing from crying to express feelings, a child is able to express emotions by word for example ‘I feel hungry’, ‘I want food,’ ‘I love you mum’ and so on. When assessing this child, the parents and practitioners are able to closely monitor their understanding and try to correct the way they pronounce words. In addition to that, medical assessment is also crucial to this child as it ensures that he/she is mentally and physically fine. 4 years and above A child at this stage can narrate logical stories and reproduce simple verses. They are also able to sing short verses and argue with words. During conversations, they can answer questions; give information as well as repeating their stance. They also understand comparative hence they can differentiate between big and bigger r small and smaller. At 4 yrs., a child memory is somehow developed and the understanding is higher than the previous years. In this way, when carrying out observational assessment, it is possible to note the progress of the child mentally and socially. By the age of 5, one can start using other methods of assessment including formative and summative as it is ideal and more precise in knowing and understanding the progress. Going by the assessment and planning in this section, the probable methods may vary but in the first three fundamental ages, it is relevant to assess the child both in learning and also in health. Key Words: Peer Observation, Medical assessment. Part 3: Module essay The Assessment and Planning Assessment: The Assessment: The assessment method that I have used in class is the observation assessment. Sometimes called kid watching, this scheme helps me determine what the students know and makes it possible for me to understand the different areas that they have not fully understood making it possible for me to revisit. During the ordinary language class, I was able to bring in different observation materials to aid in understanding of the learners. I have been able to incorporate several techniques to achieve my gal in assessing my pupils. Some of the techniques I have used under this scheme are (Cox 2000 pg. 40): • Anecdotal notes: I was able to right short notes on each and every pupil in my class as I teach. For example, I was used to drawing on the board so that every pupil can be able to see. Furthermore, during my IT lesson, I was able to draw the computer and monitor at the blackboard and label the parts as they are in the books. It is an easy method for all the students to understand possibly because I go round asking randomly for the students to identify the parts. In the past however, my pupils were unable to identify specific parts but they could say the names out loud. By observation, I was able to note the students who were not able to fully participate in such a lesson and carefully engage them. After each class, i arrange these notes in a weekly base and compare the progress of my pupils after a period of 2 to 3 weeks. • Anecdotal notebook Sometimes I wish to record an individual progress in class and monitor his mastery of the content in a period of a week or so. In such a case, this particular person is mostly recorded in my book. This observation book includes pages with section of the name and activities undertaken, the observation I have noted and the emphasis I have to put through next time round. With this method, I have been able to picture the understanding level of each of my pupil and find a way to enable each of them to take part in my classroom session. Anecdotal notebook is easy to follow up and incase a student appears to be lagging behind according to the notebook, it is possible to single him/her out and give him an extra form of teaching and also home assignment and reading assignment. • Labels and sticky notes: One may ask how I manage to carry out the observation assessment when out of class. Well when am outdoors, in most cases, I carry sticky motes. Not only are they small and convenient, they are also not easily lost because they stick. Through this method, I am able take notes on participation of the individual outside class and effectively monitor the children activity and word pronunciations. Fig 1.1 Example of an observational note PLANNED OBSERVATION No. Child’s name: Age (in months): Observer: SEN EAL Date: Time: Context (where, how) Adult involvement: yes no OBSERVATION: What did you find out about the child’s learning across any of the 3 prime areas and 4 specific areas of learning? What was significant for the child? Playing and Exploring (Engagement) Active Learning (Motivation) Creating and Thinking Critically (Thinking) Child’s Response (verbal and / or non-verbal) Significant progress and achievements identified during the observation. Learning priorities identified – What next? If for example one student is not able to pronounce words correctly during these outdoor activities, I am able to note the word down then time after time ask the child to pronounce the word until he/she is able to do so fluently. Every day after the class is dismissed, I have learned to spend around ten minutes to carefully record and discuss my observations. This way I keep a logical format and note with ease the challenges a student has faced in that particular topic for example pronunciation. In the next or so classes am able to fully integrate with the particular child and try to catch up with him. Since understanding a child requires both time and observations, I have learned to always carry my sticky notes where I jot notes throughout the outdoor activities and also classroom interaction. This method may particularly interfere with the main purpose of interaction with children; therefore I just don’t take out the notes every other time by taking an opportune moment when I have given out and activity to be conducted. It buys me enough time to note down my observation and also get back to them within no time. To be able to successfully undertake the observation, I have divided my group into five little groups and I try and concentrate with members of that group at a time. Consequently, this enables me not to neglect other children since order makes sure that no one receives more attention than they dully require. The most important thing though is that I don’t compare children since I believe in uniqueness. ‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child initiated activity’ (Cox 2000 pg. 12). Since these children are around the ages of 4 and 5, sometimes I use the diagnostic assessment. This way, I examine the children according to the topic we have covered. In this form of assessment therefore, I am able to monitor the progress of the individuals and therefore able to get a scope of those who did not understand hence try to explain to them personally. Key words: Assessment Planning: When dealing with observations, one thing that comes into your mind is, how do I create a thorough planning that is simple to guide me through my teaching? Well an effective plan focuses on reflection, support and extension to an individual child’s current interests, his or her learning styles, the enthusiasms and the development stage of each child. Through this, we have a precise and sure way of analyzing these children with utter ease just like taking the notes in a systematic manner and the way I spend a little bit of my time to organize them ( Cox 2000). Secondly, a good working plan is supposed to be a flexible working document, which is surely responsive to changes to events. I was able to accomplish this through using different methods in my observations from anecdotal notes, notebooks and also sticky notes. This is advantageous since the flexibility allows me to change from one form of observation to another (Cox 2000). There are improvements that can be made on this form of assessment. To point out a few, I can say that introduction to computer chars in soft copy and a program to monitor and point out issues on observations made. This would be a huge improvement to this system and also will help save time since this schedule is time consuming and also requiring a lot of attention and monitoring (Cox 2000). Through this method, I have been able to identify and take notice of these young ones and place special attention to those who are feeble and try to relate with them both in class and outside. Through bonding with the children, my knowledge has expanded and therefore each year is a different and more improved in terms of the observational assessment. Evidently, this method may not be appropriate in assessing the mid-grade children since keeping up with their developed minds and complex routines is not really easy. They are also other much more appropriate methods like synoptic assessment , dynamic assessment, formative assessment and diagnostic assessment available since these children can read and write with ease. Key words: planning Conclusion When good teaching practices are combined with effective assessment, the results are always amazing. Furthermore the combination ensures the child is getting the right kind of information at a right time of his development. When both parents and practitioners carry out their duties properly, the child becomes the greatest beneficiary (Cox 2000). Going by the principle of reliability, it is possible for me to point out that the observation and diagnostic methods I use to assess my pupils is reliable and consistent. Since it generally depends on my judgment mostly through observation, I have been able to make consistent and ordered charts and recordings. In this manner, I have been able to make systematic recording of the development of the children with each one of them on a separate page order with their challenges noted and comments made. Therefore since the procedure of the moderation is evident throughout the scheme, I can confidently recommend it for both assessment and teaching. Throughout my report, I have been able to achieve my objective by showing how effective the method of observation analysis is. I have also formulated the different ways of carrying it out and the possible improvements into the scheme. In conclusion, I would recommend the governments of other counties to adopt such methods to identify the strengths and weakness in kindergartens and poor observation and carelessness in institutions often lead to poor foundation to children thus affecting these children in years to come Work Cited Cox, A., & Harper, H. (2000). Planning teaching and assessing learning: a reader. London: Greenwich University Press. Read More