Tma3
- Submitted by: bambini13
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- Category: Other
- Date Submitted: 03/22/2015 05:04 AM
- Pages: 12
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A ‘pen portrait’ of the child
This essay will detail one of my child’s learning and development through observations and assessment. In keeping with The British Educational Research Association (BERA, 2011) all names have been changed to maintain confidentiality.
My focus is on a 5 year old girl, renamed Sarah who I have been with since September. Sarah has autism and has failed to meet many of the Early Years Foundation Stage (EYFS) targets, therefore after assessments and observations works under the EYFS curriculum accommodating KS1(key stage1) where able to. Sarah struggles socially and dislikes changes in the daily structure, refusing to participate and interact within activities outside of her comfort zone. Carpet time and work time when Sarah is able to participate within the class she sits in a specific spot/seat or she will refuse to sit resulting in an emotional meltdown and is easily distracted without constant support. I use camera, video recorder, sound buttons as well as my notes when observing/assessing Sarah to gain physical evidence of Sarah achieving or not achieving specific targets. Due to having minimal motor skills and understanding she is unable to document anything herself.
By observing Sarah in more depth and recording this information we have shared with our SENco who have been able to decide further steps needed to be taken in order to assess her as well as what outside agency help is required.
Sarah didn’t attend nursery, neither does she join in any clubs, finding playtimes difficult too, so attends our nurture group.
The other children in the class can be affected by Sarah’s behavior labeling her the ‘naughty girl’ blaming her for things that happen within the classroom. A child with a label of ‘violent/aggressive’ in one school may have a label of being ‘lively’ in a different setting. (Study Topic9,pg26).
Why do we observe and assess?
The transition between EYFS and KS1 often sees greatest development in their...
This essay will detail one of my child’s learning and development through observations and assessment. In keeping with The British Educational Research Association (BERA, 2011) all names have been changed to maintain confidentiality.
My focus is on a 5 year old girl, renamed Sarah who I have been with since September. Sarah has autism and has failed to meet many of the Early Years Foundation Stage (EYFS) targets, therefore after assessments and observations works under the EYFS curriculum accommodating KS1(key stage1) where able to. Sarah struggles socially and dislikes changes in the daily structure, refusing to participate and interact within activities outside of her comfort zone. Carpet time and work time when Sarah is able to participate within the class she sits in a specific spot/seat or she will refuse to sit resulting in an emotional meltdown and is easily distracted without constant support. I use camera, video recorder, sound buttons as well as my notes when observing/assessing Sarah to gain physical evidence of Sarah achieving or not achieving specific targets. Due to having minimal motor skills and understanding she is unable to document anything herself.
By observing Sarah in more depth and recording this information we have shared with our SENco who have been able to decide further steps needed to be taken in order to assess her as well as what outside agency help is required.
Sarah didn’t attend nursery, neither does she join in any clubs, finding playtimes difficult too, so attends our nurture group.
The other children in the class can be affected by Sarah’s behavior labeling her the ‘naughty girl’ blaming her for things that happen within the classroom. A child with a label of ‘violent/aggressive’ in one school may have a label of being ‘lively’ in a different setting. (Study Topic9,pg26).
Why do we observe and assess?
The transition between EYFS and KS1 often sees greatest development in their...