When conceptualisations of research and academia appear in literature, academia and education are synonymous with each other. Once this connection has been made, the notion of the study of children inevitably manifests. Children are a valuable educational resource - they are the future of the world, in economic and personal terms. This is a viewpoint (or paradigm depending upon interpretation and application of the previously mentioned sentiment) that gives rise to the argument that monitoring children’s development strategically in the Early Years Foundation Stage (EYFS) would be appropriate. This is presumably when their development is influenced the most. Although applied originally to the field of child language acquisition, Lenneberg (1967) noted that there was often a period of learning for children where they absorbed facts and content at their optimum and once this period had elapsed, they were still able to learn, but not as productively as they were in the aforementioned ‘critical period’. Such a line of reasoning could be potentially be transferable and applied to the development of children: once they have surpassed the EYFS, their personality, learning habits and other such traits may be fixed. However, the dominant view in educational psychology at present is that personality is not a fixed entity. Instead, it is something which is continually changing over time, being affected by heritability, environmental interactions (this is expounded upon at a later section of this assignment) and the schema of the child themselves (Roberts et al., 2010). Regardless of the debate over whether the traits of the child are fixed or are continually changing, some intervention (and assessment) by Early Years Practitioners is needed to observe the child and potentially project (or forecast) the characteristics of the child in order to inform provision for them.
Table of Contents
1. Introduction
2. Why Observe Children in Particular?
3. Nature of the EYFS Curriculum
4. Methods of Observation/Assessment
5. Conclusion
Objectives and Topics
This paper examines the fundamental reasons why Early Years Practitioners (EYPs) undertake systematic observation and assessment of young children within the Early Years Foundation Stage (EYFS). It explores how these practices are essential not only for monitoring developmental milestones but also for tailoring individualised pedagogical approaches that support a child's educational journey and facilitate their transition into primary schooling.
- The role of observational assessment in holistic child development.
- The impact of the EYFS curriculum on tracking and appraising progress.
- The influence of learning dispositions and environments on child development.
- Methodologies for assessment, including learning stories and grid-based observation.
- The importance of maintaining a collaborative dialogue between practitioners and parents.
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Methods of Observation/Assessment
Progressing more to an academic perspective on matters, it seems pertinent to point out that the learning style of a child should be an integral part of the assessment which is undertaken by EYPs. Briefly covering the generic perspectives on this issue, Gardner (2004) devised a spectrum of learning styles which encompassed various domains of learning: mathematical, linguistic and interpersonal to name just a few. Even more specifically, Sperry (1968: 1748) dichotomised intelligence into individuals being either ‘left’ (logical and being comfortable with subjects such as Mathematics and the sciences) or ‘right’ (more creative people who display a predilection for linguistic and the Arts). However, in the field of Early Childhood studies, the term ‘learning dispositions’ tends to be used to describe a child’s learning style or preferences (although it could possibly be extended to adult’s learning styles in education). Carr and Claxton (2004) indicate that learning dispositions are to some extent innate (corroborating the aforementioned work of Sperry) as intelligence (and behaviours relating to it) are undeniably influenced by genetic factors. The authors also elaborate that it is the environment which children are situated in which contributes to their learning disposition.
Summary of Chapters
Introduction: Provides the foundational argument for monitoring children's development during the Early Years Foundation Stage to ensure optimal learning outcomes.
Why Observe Children in Particular?: Discusses the complexity of child development and highlights why continuous assessment is necessary to move beyond linear interpretations of growth.
Nature of the EYFS Curriculum: Explores the holistic approach to education and the requirement for practitioners to track attainment across various developmental areas.
Methods of Observation/Assessment: Details various academic perspectives on learning styles and evaluates practical tools such as learning stories and observation grids.
Conclusion: Summarises the two main justifications for assessment: maintaining a holistic educational paradigm and facilitating a smooth transition into primary school.
Keywords
Early Years Foundation Stage, EYFS, Child Development, Observation, Assessment, Learning Dispositions, Holistic Pedagogy, Practitioners, Baseline Assessment, Educational Journey, Learning Stories, Individualised Practice, Enabling Environment, Formative Assessment, Summative Assessment.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the reasons behind and methods for the systematic observation and assessment of children within the Early Years Foundation Stage.
What are the central themes of the research?
The central themes include the holistic development of children, the nature of the EYFS curriculum, and the application of diverse observational methodologies in early childhood settings.
What is the main goal of the practitioner in this context?
The goal is to gather information on a child's academic and personal attainment to tailor care and facilitate a smooth educational transition to primary school.
Which scientific methods are discussed for assessment?
The paper discusses methods ranging from basic observation grids tracking activities and duration to more sophisticated approaches like 'learning stories'.
What is covered in the main body of the text?
The main body examines the rationale for observation, the structure of the EYFS curriculum, various academic theories on learning styles, and specific practical assessment tools.
Which keywords best characterise this research?
Keywords include EYFS, child development, observation, assessment, learning dispositions, and holistic pedagogy.
Why does the author distinguish between formative and summative assessments?
The author distinguishes them to show that while the EYFS profile acts as a summative assessment, it relies on a continuous battery of formative assessments to be truly effective.
How does the environment influence a child's development according to the text?
The text explains that an 'enabling' environment—one that balances physical resources with cultural and working practices—significantly impacts how a child develops and engages in heuristic play.
- Quote paper
- Secondary Mathematics Teaching Sam Curran (Author), 2014, Why and how do an Early Year’s Team Observe and Assess Young Children?, Munich, GRIN Verlag, https://www.grin.com/document/447052
