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Childhood Observation (Achieving Eyps) by Ioanna Palaiologou PDF

By Ioanna Palaiologou

Discussing the function of statement within the Early Years surroundings, this identify is helping Early Years scholars and practitioners comprehend the rules and moral guidance of remark and evaluate tools, and encourages them to take a severe stance on diversified statement equipment. It examines present tasks and guidelines as a context for discussing the theoretical historical past, and attracts on a few methodologies so one can increase transparent and systematic methods of creating observations, recording facts and utilizing it to guage and determine young ones.

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The main reason that observations are part of Early Years practice, and are subsequently emphasised by the EYFS, is that observations can offer us important information about children, their abilities and their interests, that are not available elsewhere. Furthermore, closely watching children via systematic techniques – as will be described in the following chapter – can give the observers and the Early Years Professional an in-depth look at children; this can enhance our understanding of children and their actions.

It emphasises that these observations of children should prioritise a child’s development and learning. At the same time it stresses the importance of observations in terms of planning activities. In 1990 The Rumbold Report emphasised the importance of assessment in context: We believe there is a need for guidance for educators on the achievement of more consistent and coherent approaches to observing, assessing, recording and reporting children’s progress in preschools provision [. ] such guidance is to inform and to improve on what is offered to the under fives and the early stages of the post five provision.

According to Piaget knowledge is not absorbed passively from the environment, but is constructed through interactions and experiences between the mental structures (schemata) and the environment. As a result, knowledge is constructed from a child’s actions in the environment. In Piaget’s theory there are three kinds of knowledge. ✓ physical ✓ logical-mathematical ✓ social The Piagetian theory has had a great impact on the Early Years environment. The developmentally appropriate practices in the Early Years settings, and the pedagogical principles that have evolved as a result of his theory, have changed the ways that learning in the Early Years is viewed.

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