- To consider the time children spend interacting with adults in the setting
- To consider your practice in relation to assessment criteria and levels
- To consider the use of assessment in your setting
- To reflect upon whether and/or how information from parents is used as part of the assessment process in your setting
- To reflect upon the accuracy of observations
For thinking about working with parents and supporting children to achieve see:
Desforges, C. and Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustments: A literature review, Research report number 433. London: Department for Education and Skills.
Blanden, J. (2006) ‘Bucking the Trend: What enables those who are disadvantaged in childhood to succeed later in life?’, Working paper No. 21. London: Department for Work and Pensions.
For support on linking planning and assessment we suggest:
Bryce-Clegg, A. (2013) Continuous Provision in the Early Years, London: Featherstone Education.
For texts which support the involvement of parents in the assessment processes and their child’s learning:
Ward, U. (2013) Working with Parents in Early Years Settings, London: Learning Matters.
Whalley, M (Ed.) (2007) Involving Parents in their Children’s Learning (2nd edition), London: Paul Chapman.
Siraj-Blatchford, I. and Siraj-Blatchford, J. (2009) Improving Children’s Attainment through a Better Quality of Family-based Support for Early Learning, London: Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO).
Moran, P., Ghate, D. and Van der Merwe, A. (2004) What Works in Parenting Support? A review of the international evidence, Research report number RR 574. London: Department for Education and Skills.