14. Outcomes

Jump to: Reflective Activities | Further Reading | Diagrams and Figures

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Reflective Activities

• 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

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Further Reading

Overview

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 (2^nd 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.

Media files

• Example of a snapshot observation sheet

Useful links

• Test Your Awareness: Do The Test
• Welsh assessment requirements
• Scottish assessment requirements
• Northern Irish assessment requirements
• English assessment requirements
• The Learning Curve
• The Empowered Educator, "Understanding Observations"
• Famly, "Observations in the Early Years"
• Early Years Careers, "More Emphasis on Children's Interests"
• See Ch 8 "Towards valuing children's learning" for more on observations

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Diagrams and Figures

• Figure 14.1 Writing about progress (Grenier, Vollans and Finch, 2018, p. 27)
• Figure 14.2 The purpose and value of assessment for practitioners
• Figure 14.3 The three cyclical stages of the observation process