Hnc Early Education And Child Care Practical Placement Manual

JAMES WATT COLLEGE OF FURTHER & HIGHER EDUCATION

SCHOOL OF EDUCATION

UNIT: WORKING IN AN EARLY EDUCATION AND CHILDCARE SETTING

HNC EARLY EDUCATION AND CHILD CARE PRACTICAL PLACEMENT MANUAL

THIS MANUAL WILL COMPRISE EVIDENCE BUILT UP FROM THE PRACTICAL ELEMENTS FROM EACH UNIT, AS WELL AS EVIDENCE FROM SPECIFIC TASKS REQUIRED FOR THE WORKPLACE UNIT.

Integration of other units is evident in

Task 3 - Curriculum and Assessment in an Early Education & Childcare Setting

Task 5 - Working with Children 0-3 Years

Working with Children 3 - 5 Years

AJ/MM 1 JAMES WATT COLLEGE OF FURTHER & HIGHER EDUCATION

SCHOOL OF EDUCATION

WORKING IN AN EARLY EDUCATION AND CHILDCARE SETTING

INTRODUCTION FOR STUDENTS

Welcome to your Practical placement manual.

This is a progressive unit in which you will build up skills and competences as you have additional placement practice. During this time you will compile a folio of evidence to support this, helping you to identify the holistic nature, both of the setting and of the ways in which children learn.

The evidence you generate will be based on the experience you gain in a practical setting and will show clearly your progress from analytical observer of good practice to the role of competent practitioner.

All items in your Folio must give evidence on 2 of the following age ranges: Birth - 18 months 18 months - 24 months 2 - 3 years 3 - 5 years 5 - 7 years 7 - 10 years 10 - 12 years

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INFORMATION ABOUT STUDENT Name: ______

Address:______PHOTO

Postcode: ______Telephone No: ______

PLACEMENT INFORMATION Establishment:______

Address:______

Postcode: ______Telephone No:______

Mentor’s Name: ______

Supervisor’s Name:______

Date of Placement:- From: ______To: ______

INFORMATION ABOUT COLLEGE College: ______

Address:______

Postcode:______Telephone No: ______

Tutor’s Name: ______

Telephone No: ______E-mail: ______

Days of Placement: ______

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STUDENT’S MEDICAL FORM

Name: ______Term Address:______Postcode:______Telephone No: ______

Emergency Contact: ______Address:______Postcode:______Relationship: ______Telephone No: ______

Own Doctor: ______Address:______Postcode: ______Telephone No: ______

Any relevant information which could affect your work in placement: ______

Signature of Student: ______Date: ______

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GUIDELINES FOR SUPERVISORS/MENTORS

Thank you for agreeing to support our students throughout their placement experience. Our students will benefit greatly from your expertise and experience.

This manual will assist you in your role as supervisor/mentor. However please do not hesitate to contact the College if you have any concerns or questions.

GENERAL NOTES: 1. The terms ‘supervisor’ and ‘mentor’ are used throughout this manual and refer to qualified members of staff. (A qualified member of staff is a member of staff who is experienced and holds a qualification which is recognised by SSSC at practitioner or lead practitioner level).

2. It would be helpful if the students could be given a tour of the placement setting and introduced to the staff at the start of their placement experience.

3. Students should be informed about: a) start/finish/break times; b) daily routines; c) personal presentation eg: dress; d) health and safety procedures; e) confidentiality

A placement handbook would be extremely useful for students to make sure that the relevant points are covered.

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GUIDELINES FOR SUPERVISORS/MENTORS (CONT’D)

4. It would be helpful if each student could be assigned to a designated member of staff, who will then be known as their mentor. The supervisor will normally be a senior member of staff.

5. Regular meetings between student and placement staff are necessary, as assessment is carried out continuously. Recording of the student’s progress should also be done continuously.

6. This manual constitutes a record of achievement and the student should ensure that: a) it is made available at the request of the supervisor/mentor and college tutor; b) it is taken care of as loss may seriously affect accreditation of the award.

7. Students should at all times be under the supervision of qualified staff.

8. We would appreciate it if Supervisors/Mentors could ensure that students experience the following: a) observation of demonstration by qualified staff;

b) supervised practice under the guidance of qualified staff;

c) independent practice under supervision of trained staff;

d) assessment of competence by qualified staff.

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GUIDELINES FOR SUPERVISORS/MENTORS (CONT’D)

9. Heads of Centre will be asked to complete student progress reports throughout the duration of the course. These will be retained by the College for progress and reference purposes. Students MUST be shown reports for discussion and countersigning before they are returned to the College.

e. The placement will be visited by tutors to discuss student progress. All visits will be pre-arranged by telephone.

The HNC Course Team Leader in Finnart Street Campus is: Aileen Jones available on 01475 724433 (Ext. 2448) - e-mail: [email protected]

The HNC Course Team Leader in Kilwinning Campus is: Margaret Macdonald available on 01294 559000 (Ext. 3113) - e-mail: [email protected]

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HNC EARLY EDUCATION AND CHILDCARE

EVIDENCE

OUTCOME 1 TASKS 1, 2, 3 & 4

OUTCOME 2 TASKS 5 & 6

OUTCOME 3 TASK 6

OUTCOME 4 TASK 7

TASK DATE COMPLETED SIGNATURE OF TUTOR

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HNC STUDENT CONTRACT

• The student will phone prior to starting the placement • The student will phone the Nursery every day of absence at placement. • The student will liaise with the Mentor prior to departure every week to enable the student to plan for the following week. • The student will make her folio available for her Mentor at all times. • At all times the student must liaise with the Mentor regarding experiences and workplace tasks. • The student will present his/her Progress Indicators, Interim Report and End of Placement Report in a timely fashion for completion by the Mentor/Supervisor. • The student will dress in a manner appropriate to the placement. • The student will at all times observe confidentiality.

SCHEDULE OF COMPLETION FOR TASKS

TASK PLANNED START DATE EXPECTED COMPLETION DATE

1 August End September

2 August End September

4 October November

5 November February

3 January March

6 February May

7 April May

SIGNATURE OF STUDENT: ______

SIGNATURE OF TUTOR: ______

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UNIT NO: DF4Y 34

OUTCOMES:

1. Analyse how learning, or in the case of playwork - play, takes place in an early education and/or childcare setting (select a minimum of two developmental/childhood stages).

2. Demonstrate knowledge of how to plan, organise and implement development and learning opportunities in an early education and/or childcare setting (use the same developmental/childhood stages selected for Outcome 1).

3. Identify and demonstrate how appropriate skills are used to create a nurturing and stimulating learning and/or playwork environment.

4. Evaluate your own contribution in creating a nurturing and professional service for children.

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UNIT NO: DF4Y 34

SUMMARY OF TASKS

TASK 1 Suggest whole task would be approximately 4/5 pages. Much information can be gathered from Placement Handbook. Students should describe the type of placement they are in, staff weekly routines and facilities available, remembering to include information on two age groups. Drawn plan of establishment or base room. Outline of provision for each area of curriculum - this is where ore information can be given on two age groups. Description of other uses of the facilities by professionals.

TASK 2 Students should choose 4 principles and write approximately one paragraph on each, describing the principle and stating how the principle applies to two age ranges. Giving an example of how the early years worker would put it into practice over two age ranges would be a useful way of explaining the principle.

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TASK 3 Students should carry out and record a minimum of 6 observations using the pro forma. They must use at least 3 techniques and cover two age ranges. In their evaluation, they must evaluate the learning style the child employed, compared to their development stage, eg is this a learning style you would expect of this age/stage? Also, relate the learning style to the opportunities provided and to a relevant curriculum, demonstrating how the actions of the child show evidence of aspects of the curriculum. Evaluate their role in the activity saying how they assisted, expanded the experience or observed in an objective manner.

TASK 4 Student must identify two theories with which they are familiar. Using the pro forma provided, they must devise experiences for the children in their placement, which relate to their chosen theories. This experience should be planned by the student to “test out” or illustrate the theory. The student will observe the children during the planned and planned experience, then complete the evaluation questions on page 28. This task must cover two age ranges.

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TASK 5 Students should make use of a relevant curriculum framework, to plan experiences for two age ranges of children. This will involve consultation with their mentor and co- operation with the staff team in their planning for the establishment. Students should complete the overall table of planning and the individual pro forma for each experience they carry out, which involves Risk Assessment and Evaluation. They must complete a minimum of six reports.

TASK 6 Students must complete six written Accounts of Practice using the appropriate pro forma. Two of these must be from Planning Sessions One of these must be from a Team Meeting One of these must be from a Meeting with Mentor/Supervisor Two others can be chosen by student. In their evaluation, students should be identifying how the adults have supported learning opportunities and helped to provide a child centred environment.

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TASK 7 Using their Diary Pages, Progress Indicators, Interim Report and all other Tasks the student must reflect on their personal and professional development throughout this year. This evaluation should take the form of an essay, in which the student must evaluate and say how their actions have affected the provision for the children and the learning environment. The essay must cover the following points: • How they developed the play environment • Their observation and subsequent planning of experiences • Working with others and being a team member • Interacting and communicating with the children • Ability to use appropriate skills in specific contexts • Working in line with Policies • Parents and carers • Professional responsibilities • How your actions affect others

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TASK 1

(TO FAMILIARISE STUDENT WITH SETTING)

This assignment forms the first section of your folio and will help you become familiar with the establishment, routines and curriculum for the children.

• Introduce your placement by describing the setting, staff, weekly routines and facilities available, including outdoor areas.

• Include a plan of the establishment or the room in which you are based.

• Give an outline of the provision for each curricular area, including some of the resources available and experiences offered.

• Outline the other organisations and professionals that use the setting and describe how they use it.

Remember, information must be given for two different age ranges.

Mentor’s Signature: ______

College Tutor’s Signature: ______

Student’s Signature: ______

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SUGGESTED STRUCTURE FOR:

TASK 1 (OUTCOME 1)

STAFF STRUCTURE

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TASK 1 (OUTCOME 1)

DESCRIPTION OF SETTING

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TASK 1 (OUTCOME 1)

WEEKLY ROUTINES

FACILITIES AVAILABLE, INCLUDING OUTDOOR AREAS

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TASK 1 (OUTCOME 1)

PLAN/DIAGRAM OF ESTABLISHMENT OR ROOM IN WHICH YOU ARE BASED.

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TASK 1 (OUTCOME 1)

OUTLINE OF PROVISION OF EACH CURRICULAR AREA.

(INCLUDE: RESOURCES AVAILABLE AND EXPERIENCES OFFERED).

* EXPRESSIVE ARTS

* HEALTH AND WELLBEING

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* LANGUAGES

* MATHEMATICS

* RELIGIOUS AND MORAL EDUCATION

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* SCIENCES

* SOCIAL STUDIES

* TECHNOLOGIES

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TASK 1 (OUTCOME 1) OTHER ORGANISATIONS AND PROFESSIONALS WHO USE THE SETTING

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TASK 2

OUTCOME 1

Using your placement handbook, describe 4 underlying values or principles of working with children and in promoting a positive learning experience for children. Describe each principle and give an example of each from practice, covering two age ranges. 1)

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Mentor’s Signature: ______Date: ______

College Tutor’s Signature: ______Date: ______

Student’s Signature: ______Date: ______

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TASK 2 UNDERLYING PRINCIPLES IN CHILDCARE

1. The welfare of the child

2. Keeping children safe

3. Working in partnership with parents/families.

4. Children’s learning and development

5. `Equality of opportunity

6. Anti-discrimination

7. Celebrating diversity

8. Confidentiality

9. Working with other professionals

10. The reflective practitioner

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TASK 2

USE FOR DISCUSSION PURPOSES BEFORE COMPLETING TASK 2 STATEMENT OF UNDERLYING PRINCIPLES

These principles draw on both the UN Convention on the Rights of the Child and the Children Act 1989, and also take into account the delivery of the School Curriculum and Assessment Authority (SCAA) “Desirable Outcomes for Children’s Learning”. They are based on the premise that the earliest years of children’s lives are a unique stage of human development and that quality early years provision benefits the wider society and is an investment for the future.

1. The welfare of the child The welfare of the child is paramount. All early years workers must give precedence to the rights and well-being of the children they work with. Children should be listened to and their opinions and concerns treated seriously. Management of children’s behaviour should emphasise positive expectations for that behaviour and responses to unwanted behaviour should be suited to the child’s stage of development. A child must never be slapped, smacked, shaken or humiliated.

2. Keeping children safe Work practice should help prevent accidents to children and adults and to protect their health. Emergency procedures of the work setting, including record-keeping, must be adhered to. Every early years work has a responsibility to contribute to the protection of children from abuse, according to her/his work role.

3. Working in partnership with parents/families Parents and families occupy a central position in their children’s lives and early years works must never try to take over that role inappropriately. Parents and families should be listened to as expert on their own child. Information about children’s development and progress should be shared openly with parents. Respect must be shown for families’ traditions and child care practices and every effort made to comply with parents’ wishes for their children.

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4. Children’s learning and development Children learn more and faster in their earliest years than at any other times in life. Development and learning in these earliest years lay the foundations for abilities, characteristics and skills in later life. Learning begins at birth. The care and education of children are interwoven. Children should be offered a range of experiences and activities which support all aspects of their development: social; physical; intellectual; communication; emotional. The choice of experiences and activities (the “curriculum”) should depend on accurate assessment of the stage of development reached by a child, following observation and discussion with families. Early years workers have varying responsibilities concerning the planning and implementation of the curriculum, according to their work role, but all contributions to such planning and implementation should set high expectations for children and build on their achievements and interests. Child-initiated play and activities should be valued and recognised, as well as the adult planned curriculum. Written records should be kept of children’s progress and these records should be shared with parents.

5. Equality of opportunity Each child should be offered equality of access to opportunities to learn and develop and so work towards her/his potential. Each child is a unique individual; early years workers must respect this individuality; children should not be treated “all the same”. In order to meet a child’s needs, it is necessary to treat each child “with equal concern”: some children need more and/or different support in order to have equality of opportunity. It is essential to avoid stereotyping children on the basis of gender, racial origins, cultural or social background (including religion, language, class and family pattern), or disability: such stereotypes may act as barriers to equality of access to opportunity. Early years workers should demonstrate their valuing of children’s racial and other personal characteristics in order to help them develop self- esteem. These principles of equality of access to opportunity and avoidance of stereotyping must also be applied to interactions with adult family members, colleagues and other professionals.

2 In the UK, ‘early years’ is taken to mean children up to the age of 8.

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6. Anti-discrimination Early years workers must not discriminate against any child, family or group in society on the grounds of gender, racial origins, cultural or social background (including religion, language, class and family pattern), disability or sexuality. They must acknowledge and address any personal beliefs or opinions which prevent them respecting the value systems of other people and comply with legislation and the policies of their work setting relating to discrimination. Children learn prejudice from their earliest years and must be provided with accurate information to help them avoid prejudice. Expressions of prejudice by children or adults should be challenged and support offered to those children or adults who are the objects of prejudice and discrimination. Early years workers have a powerful role to play in nurturing greater harmony amongst various groups in our society for future generations.

7. Celebrating diversity Britain is a multi-racial, multi-cultural society. The contributions made to this society by a variety of cultural groups should be viewed in a positive light and information about varying traditions, customs and festivals should be presented as a source of pleasure and enjoyment to all children including those in areas where there are few members of minority ethnic groups. Children should be helped to develop a sense of their identity within their racial, cultural and social groups, as well as having the opportunity to learn about culture different from their own. No one culture and social background does not require condemnation of that of other people.

8. Confidentiality Information about children and families must never be shared with others, without the permission of the family, except in the interest of protecting children. Early years workers must adhere to the policy of their work setting concerning confidential information, including passing information to colleagues. Information about other workers must also be handled in a confidential manner.

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9. Working with other professionals Advice and support should be sought from other professionals in the best interests of children and families and information shared with them, subject to the principle of confidentiality. Respect should be shown for the roles of other professionals.

10. The reflective practitioner Early years workers should use any opportunity they are offered or which arises to reflect on their practice and principles and make use of the conclusions from such reflection in developing and extending their practice. Seeking advice and support to help resolve queries or problems should be seen as a form of strength and professionalism. Opportunities for in-service training/continuous professional development should be used to the maximum.

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TASK 3

OUTCOME 1 Analyse how learning and play takes place in an early education or childcare setting. To achieve this, carry out and record a minimum of six written observations with evaluations, describing the learning or play opportunities presented to the children. You may observe the good practice of others or be involved in the setting up yourself. Use a minimum of three different observation techniques and two age ranges Use the pro-forma provided, to gather the required information then analyse your findings. These will guide you in identifying:

• the role of all professionals in constructing the play/learning environment

• the adult’s contribution to the experience

• the play/learning opportunities presented

• the learning style used by child

Integration of Other Unit *NB The observations carried out for Task 3 can also be used for Curriculum and Assessment - Outcome 2

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GUIDANCE ON COMPLETION OF TASK 3: OBSERVATION IN THE WORKPLACE

Why do we put times? Could be significant to mood or situation/circumstances: • morning/afternoon - child unsettled/something happened on way to Nursery/fall out with mum? Children who attend then a/not a good mix child tired or over excited or hungry (irritable) • before/after snack - child hungry (can’t concentrate) child affected by snack • before/after boisterous - child restless/hyped up activity

Why do we put age in years and months? Can be vast differences in a mater of months - in what you expect from child.

What’s meant by Ch./Dev. Stage? Refer to age groupings at front of manual. Link stage with aim/focus of obs. - thin of fine/gross motor skills norms or language or ability to concentrate/be independent.

What’s meant by Desc. of Learning Environment? Which Curriculum we are referring to. Lay out of playroom with attention to the 5 key areas; access to resources; free-flow play; independent/discovery learning; Key Working groups.

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Observation technique used and reasons Several techniques to choose from... see previous page of notes.... No. 1 would be an Interventionist Observation: in order to interact with the child and record his responses (spoken/unspoken)... No. 2 would be a Duration Sample to monitor progress of child/how much time is spent at an activity or it could be a non Interv. Obsv. recording everything child does and says unobtrusively.... Overview.

Aim/Objective of observation Note specifically what your aim is and why. Focus is vital. Be clear about your purpose or you may be side tracked and value is diluted.

Record: all your notes.

Evaluation • How was the child learning - process • Was child’s behaviour/progress/ability in keeping with what you’d expect from his dev. stage?/what you already know of child’s capability? • Were the learning opps. presented appropr?/could be improved/changed • Which Curriculum Theory is in evidence..... Describe

Adults’ Role What contribution was made by adults - provision and setting out of resources Link to Curr. Th. adult as facilitator interaction? scaffolding? What part did you play?: self-evaluation

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Key points on observation taken from “Rolling Out the Standards” document • direct watchful and critical attention for a purpose/specific focus • assessing and evaluating children’s actions based on significant moments you (or a colleague) have witnessed • a means of “tuning in” to children’s: strengths and weaknesses knowledge and skills problems and fears progress and development interests • help adults to: detect areas of concern meet children’s individual needs, aware of age and stage find ways to help/reassure/stimulate children make children’s experiences meaningful, useful and purposeful carry children’s learning forward evaluate their own performance/contribution evaluate provision/the curriculum being offered By sharing finds of obs. with parents, the practitioner could be ensuring valuable continuity of interest and learning at home; obs. can also assist other profs. to develop a prog. for S.E.N. Cycle of observation: OBSERVE>RECORD>EVALUATE>PLAN OF ACTION>OBSERVE NB There is no point in taking time to observe if what you discover is not then acted upon.

Useful refs: O’Hagan & Smith, Key Issues, p47-62; Davenport p294.

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Specific aspects of the 3-5 curriculum - PDM - develop increasing control of the fine movements of their fingers and hands • look at a specific effort a child is making - cutting with scissors - how is he coping? • are the scissors appropriate: left/right handed; a management size; straight edged? • child may benefit from you hold cared whilst he snips/cuts (easier than paper) • if child needing practise, suggest some tasks he might enjoy - cutting out Christmas cards to paste onto paper and make a picture book; cutting straws to thread a necklace for mum • if child is more skilled and clearly enjoys cutting out, cutting from a catalogue (flimsier material) and making a Christmas list; cutting material to make a collage Specific aspects of the 3-5 curriculum - EPSD - persevere in tasks that at first present some difficulties • look at what activities the child gets involved in: does child remain at activity or move on quickly; is concentration brief at some activities while attention is prolonged at those; are any activities/children avoided? • watch what child seems to be seeking from the activities: please of other children’s company - moves on when they do; a sense of creative achievement - painting/playdough; feeling of mastery of a skill - fitting construction pieces together; feeling of satisfaction with a game/jigsaw • does child ever complete a task? What causes him to move on/stay? • is he new to the Playroom and can’t settle to a task - so much to see and try? • is he familiar with the Playroom and is bored - restless? • is he lacking in concentration • would child benefit from appropriate intervention/encouragement/assistance? • if you’ve noted he never perseveres - what are his interests - thin how could you engage his attention/prolong his concentration/help him to persevere? • if you’ve noted he is capable of persevering unattended - think what can you do to extend this skill - develop his capability - challenge him appropriately

NB which observation technique would you use for each of the above aspects and why?

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REVISION OF OBSERVATION TECHNIQUES People who work with children can learn a great deal from them by observing them, their surroundings, their actions and their reactions. Many observation techniques may be used, each giving valuable information which may be used in a variety of situations. Some are focused on a specific area, while others are more general and therefore unfocused.

Three of the techniques which will be used in this task are: Time Sampling Frequency Sampling and Duration Sampling

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TIME SAMPLING This technique involving making brief notes at regular intervals. Figures 1, 2 and 3 give examples of its use. FIGURE 1

9.00 Child Arrives

9.30 Construction

10.00 Sand

10.30 Snack

11.00 Library

11.30 Group Time

12.00 Lunch

This enables the observer to trace the child’s pattern of activity during the nursery session. If used over a period of several days, it will identify areas where he spends a lot of his time and will also pinpoint any activity in which he is seldom involved, or avoids completely.

Discuss other possible uses of this technique.

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TIME SAMPLING Time sampling can also be used to assess the value of a particular area within the nursery. By noting at intervals the number of children using the area, the child care worker may judge its popularity with some degree of accuracy.

FIGURE 2 DRESSING UP AREA

9.30 No children 10.00 One child 10.30 No children 11.00 Three children 11.30 No children

What can you deduce from the above record? What could be wrong with this area? What would you do to attract more interest?

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TIME SAMPLING The kind of observation illustrated in Figure 3 is very informative to the child care worker who wishes to study a child’s social development. When taken over a period of days or even weeks it enables one to see how the child relates to others.

FIGURE 3 9.30 Alone 10.00 Alone 10.30 With adult 11.00 With older sister 11.30 Alone

Would you consider the above pattern to be normal?

Discuss.

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FREQUENCY SAMPLING As the name suggests, this observation requires us to record how often an action occurs. It is of particular use when examining a child’s behaviour. When used in conjunction with Figure 1 and/or 3 it may provide information for “Antecedent, Behaviour and Consequence” (Promotion of Positive Behaviour).

FIGURE 2 AIM: HOW MANY TIMES DOES CHILD X BURST INTO TEARS?

WHERE CHILD IS NUMBER OF TIMES House corner 2 times Construction 3 times Snack 3 times Creative Area 0 times House Corner 3 times

The above chart shows the number of times a child burst into tears during the nursery session. The following three weeks showed similar patterns with no tears on Thursdays or Fridays.

What might this indicate?

What action might you take?

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DURATION SAMPLING This observation records the length of time a particular action takes and it is of great help when monitoring the progress of a child who constantly “flits”. This child’s concentration is limited but through encouragement and praise he may succeed in staying a little longer each time at certain activities.

Books 3 minutes Sand 5 minutes Paints 3 minutes Construction 7 minutes Water 5 minutes

Can you suggest a strategy to help this child’s concentration on any area for a longer duration?

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AN OBSERVATION SCHEDULE If it is decided at a staff meeting that an observation of a child should take place for a specific purpose, an observation schedule is drawn up. This is a plan of what is to be observed and a time-scale in which to complete these observations. When the staff feel that there is a reason to carry out a specific observation on a child there are several points to be discussed and organised before the observation begins. When the reason for the observation has been discussed, the staff must clarify what they hope to learn from it. They must identify the best methods of conducting it and recording it. The person detailed to carry out the observation must know when and how it will take place. She must know who will cover her normal duties while she is observing. Any equipment required should be organised in advance. Every detail of the observation is discussed and planned for maximum effectiveness. When the focused observation is complete and input accepted by staff team members and parents, the information is collated and discussed at the next staff meeting. This makes it possible to identify areas for development and to tailor an individual programme to meet the child’s needs.

TECHNOLOGY As well as gathering written observations it is possible to gather evidence relating to the child by using technology. They say that a picture paints a thousand words so you can imagine how useful a photograph can be in certain situations. The snaps of a happy smiling child sharing the snack table with three other children will say a great deal about the shy boy, who was until recently reluctant to mix with other children.

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A video camera is better still as it allows you to see and hear the interaction between the targeted child and others. As well as being good to use as evidence, the video clip is of great interest to others: the child’s parents, relatives and the staff. It can be viewed several times and paused at appropriate points for closer observation. It can be rewound and viewed again and again. The tape recorder can be of great use in language observations. Use this discreetly in case the targeted child decides to clam up through shyness.

THE VALUE OF ACCURATE RECORDS A great deal of time and effort goes into observations. This time and effort is only well spent if the result accurately reflects the child being targeted. There are steps we can take to ensure accuracy. Firstly, we must make notes of what is happening during the observations. Do not rely on your memory alone. Your notes may be brief and jotted down roughly but as long as you refine and record them later, all should be well. Sometimes we feel we know the targeted child so well that we tend to prejudge his reactions in certain situations. We must therefore discipline ourselves to note down only what actually happens. The entries in the child’s formative assessment file should be based on observations from a variety of contexts and on different occasions. Different observation techniques should be used and different people should have an input. Written records should be kept in a storage system. Most establishments use a filing cabinet for this purpose. Children’s formative assessments may be kept in large envelopes which are arranged in alphabetical order.

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If we looked in a child’s envelope, we would find all his personal details on the first sheet: his name, address, date of birth, telephone number, emergency contact, special information such as allergies or ailments would also be noted as would the doctor’s name and the surgery address. His formative assessment sheets would be divided into the five areas physical, cognitive, linguistic, emotional and social. Entries would be accurate, concise and in date order. They should be easily read and it should be easy to add to them. Any national advice concerning recordings of this kind should be followed. If we follow these we should gather a great deal of information about the children in our care. If not it will all have just been a paper-exercise. As well as written information in the files, each child has a folio which contains evidence of his work - his drawings, paintings, prints and craft work. These are dated so that progress can be monitored over a period of time. This folio may be sent home when he is ready to go on to primary school.

THE USES AND PURPOSES OF OBSERVATIONAL ASSESSMENT How can we make use of our findings? Observing children in general helps us to learn about child development. This helps us to plan for children at a given level in order to carry their learning forward. The more we know about an individual child’s development, the easier it is to set him achievable goals and stimulating challenges. Consequently we can set up an interesting playroom with appropriate resources. Staff training can be planned to keep up with new theories and techniques in child care.

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By sharing the findings of observations with parents we could be ensuring continuity of interest and learning. Parents could enlarge on topics being covered in the nursery. (This could also work in reverse). Sometimes other professionals are given access to the formative assessment records of a child. A speech therapist for example may find it helpful to look back and see whether the targeted child had difficulty dealing with solid foods as a baby. A child psychologist may want to examine the progression of the child’s social development. Therefore much of the evidence we have recorded could be useful to help iron out problems the child may have in areas other than education. There are occasions on which we send information from these records to other establishments. If they are accurate and up-to-date they will be very useful when the child moves from one nursery to another or when a child moves from nursery to primary school.

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TASK 3

Observation No: ______Date: ______Time Started: ______Time Ended: ______Age of Child Being Observed: ______

Childhood/Developmental Stage:

Description of Learning or Play Environment: (Include the Opportunities Presented)

Observation Technique Used and Reasons

Aim/Objective of Observation

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RECORD OF OBSERVATIONS

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TASK 3 EVALUATION OF OBSERVATION:

Evaluate the learning styles/play behaviours you observed. Relate these to the child’s developmental stage, the learning opportunities presented to the child and a relevant playwork/curriculum aspect.

What did the adults contribute to the experience?

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Evaluate your role in the activity

The student has accurately observed and recorded the children’s behaviour.

Workplace Mentor: ______Date: ______Comments:

Tutor: ______Date: ______

Student: ______Date: ______

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TASK 3

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Tutor: ______Date: ______

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TASK 3

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Tutor: ______Date: ______

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TASK 3

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Tutor: ______Date: ______

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TASK 3

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Tutor: ______Date: ______

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TASK 3

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Tutor: ______Date: ______

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PRACTICAL PLACEMENT FOLIO

TASK 4 OBSERVATION TASK - THEORIES OF CHILD DEVELOPMENT

OUTCOME 1(C) Identify two theories of Child Development with which you are familiar.

Taking account of two developmental stages of children, plan and implement a minimum of two LOG Reports which will relate your chosen theory, to practice.

Observe the children while you carry out your planned experience, then try to analyse how the theory related to practice.

Your LOG Reports must also demonstrate your awareness of underlying values and principles. Theory One:

Theory Two:

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TASK 4

AGE RANGE: • Refer to front of Manual for this.

THEORY IN FOCUS: • Write about your selected theorist here - what are the main points of the theory? how will this affect your planning? • Look at notes provided - they will help you and your trainer.

Piaget - adult is the facilitator children are “discovery learning” Vygotsky - adult is considering the Z.P.D. adult may intervene to challenge child and extend the ability already being demonstrated by that child; adult may use “external mediator” Bruner - adult may “scaffold” for child. Fischer - adult allows for practise and repetition. Bandura - child is observing and learning from that observation ______adult is “demonstrating a technique” which child then tries to do. Bowlby and Rutter - child needs to feel secure. Chomsky and Brown - child needs to hear language; have opportunity to use it.

PLAN AND IMPLEMENTATION: • Write what you intend to do and how you will do it - context and content.

OBSERVATION: • How did the activity go? Was it what you expected? • Had you provided for learning opportunities? Was it meaningful activity? • Popular? Stimulating? How did the children respond? • How did the children learn? - process.

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ANALYSIS: • Was it obvious that the theory was being put into practice? Explain this!

UNDERSTANDING: • What have you learned from this experience? • Would you do things differently the next time? Why? How?

REQUIREMENTS: • Minimum of four Log Reports to do. • Two developmental stages to prepare for. • Two theories to relate to.

CHOOSE TWO THEORISTS

SELECT TWO DEVELOPMENTAL STAGES • Take theorist 1 and plan an activity for a certain age group • Take theorist 1 and plan an activity for a different age group. • Take theorist 2 and plan an activity for a certain age group. • Take theorist 2 and plan an activity for a different age group.

ACTUAL TASK: • Plan an activity which will relate your chosen theory to practice and be suitable for your chosen age group. • Implement this planned activity yourself for the children. • Observe the children as they participate in the activity. • Evaluate the activity. • Analyse how the theory related to practice. • Explain how this experience helped you to understand how to provide appropriate play for children of that age group.

• Point to Note: You must also demonstrate your awareness of underlying principles and values.

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DEVELOPMENTAL THEORISTS (1) Albert Bandura Karl W. Fischer John Bowlby Jean Piaget Roger Brown Noam Chomsky Michael Rutter Lev Vygotsky

ALBERT BANDURA Bandura believes that children learn through imitation and modelling their behaviour on important people in their lives. He stresses the importance of role modelling and considers imitation a powerful mechanism in children’s lives.

Through modelling, the child can also acquire values and attitudes, adopting standards for his/her own behaviour and gaining expectations about what he can and cannot do. According to Bandura learning is stronger if it is reinforced and if the behaviour is rewarded, this will increase the chances of its recurrence.

Bandura also argues that learning does not always require direct reinforcement but may also occur as a result of observing someone else perform an action or by watching television. Bandura calls this Observational Learning.

Bandura points out that what a child learns from observing someone else will depend on 4 things:

• what he/she pays attention to • what he/she is able to remember • what he/she is physically able to copy and imitate • what he/she is motivated to imitate

Bandura believes that the child is active in his/her own learning and that although genetics play a part, it is the environment which contributes more to the emotional, personal and social development and behaviour of the child.

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JOHN BOWLBY Bowlby believed that humans need to form a close relationship or bond in infancy. Failure to form this attachment or disruption to the attachment harms the child’s emotional development.

According to Bowlby, infants are born with a set of instinctive behaviour such as crying and smiling. The function of these is to provoke response from the Carer and it is this interaction between the baby and its Carer which builds the attachment.

Bowlby’s theory suggests that the most important factor in a child’s emotional development is the effort and skill of his/her primary Carer. If the child’s needs are me, the attachment is secure. The child grows up trusting and loving and makes friends easily. Failure to respond to these needs causes the child to be wary and have difficulty forming relationships or interacting with others.

DEVELOPMENTAL THEORISTS (2) ROGER BROWN Roger Brown conducted a detailed study, over 10 years, of the speech of 3 children he called Adam, Eve and Sarah (published 1973). The aim of his study was to discover the kinds of grammar children are capable of using and how they acquire this. He studied each child till they reached the age of 5 years.

He found that initially children leave out the least important words “read book” instead of “I will read the book”. Brown called this “telegraphic speech”. Brown observed that the adult’s speech model helped the child to expand his understanding of language.

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He noted that although the age at which children master the rules of grammar varies, they master them in exactly the same sequence.

Brown concluded that language is acquired in 5 stages: Stage 1 - Telegraphic speech - “hit ball” Stage 2 - More complicated language - word endings - “Adam waling” Stage 3 - Start of questions - “Where is...... ?” Stage 4 - Longer sentences - “Where is my teddy?” Stage 5 - More complicated sentences - use of conjunctions.

DEVELOPMENTAL THEORISTS (2) NOAM CHOMSKY Chomsky proposes that we are all programmed for language. Language acquisition is innate. According to Chomsky, we are born with all the things we require to produce language. We are also born with the potential to understand the grammar (structure) of any language.

Chomsky suggests that language structure exists on two levels: • ‘surface’ structure represents the actual works and phrases which make up a sentence • ‘deep’ structure corresponds to the meaning of the sentence.

Chomsky says that when children are exposed to language they are able to ‘scan’ what is hear, extract the underlying grammatical rules and apply them in new situations.

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DEVELOPMENTAL THEORISTS (3) KURT FISCHER Fischer’s skill theory proposes that cognitive development proceeds through a series of skill structures called levels. According to this theory, specific skills at one level are built directly from specific levels at the preceding level. Skills develop in phases rather than stages. Skill development depends on practice and experience in that area. To perform at our best level we need to isolate certain skills and practice them a great deal.

Fischer’s theory believes that there are discrete stages which are tied to maturation but at the same time the process is continuous, development being viewed as an interaction between both biological and environmental factors.

JEAN PIAGET Piaget’s cognitive developmental theory suggests that learning is a process in which children need to pass through different stages.

Piaget’s main idea is that children develop logic based on their experiences and from these they try to draw conclusions.

For example, they may call all 4-legged animals, ‘dogs’. Late they will revise this conclusion of ‘schema’ as Piaget called it.

Piaget concluded that there were two stages of learning which were linked to children’s ages. He made the conclusion that children were not able to move from one stage of learning onto another until they were ready.

Piaget proposed that children need to learn at their own pace, a fact that is widely accepted today by Educationalists.

Piaget points out that children need plenty of practical experiences and that these need to be at the child’s age and stage of development for the child. Cognitive development occurs as a result of active exploration and discovery of the world around them.

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Piaget proposed 4 stages of intellectual development.

1. Sensory motor stage: 0 - 2 yrs Child uses senses and motor skills to gather information.

2. The pre-operations stage: 2 - 7 yrs Egocentric: children form ideas from their own experiences.

3. The concrete operations stage: 7 - 11 yrs Use language to express ideas, ability to think logically using ‘concrete’ materials.

4. The formal operations stage: 11 -16 yrs Ability to think abstractly and see other people’s points of view.

These stages of cognitive development are useful guides to what to expect of children at different ages and stages. Identifying what level a child is operating at should enable the Key Worker/Teacher to encourage cognitive development to the full.

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DEVELOPMENTAL THEORISTS (4) MICHAEL RUTTER Rutter believes that the first few years of a child’s life may have a special importance for bond formation and that failure to form thee attachments (privation) is likely to lead to:

• An initial phase of clinging, dependent behaviour, attention seeking and indiscriminate friendship making.

• Personality characterised by a lack of guilt.

• Inability to keep rules.

• Inability to form lasting relationships.

Rutter emphasises the importance of a child’s relationship with people other than his/her mother and acknowledges the father’s role.

His investigations demonstrated that children who suffered temporary maternal deprivation did not necessarily suffer from ill effects in later life.

Along with others, Rutter’s studies have shown that conflict and distress in the home can have a more permanent and damaging effect on the child than the separation from a parent.

Rutter states that there is unequivocal evidence that experiences at all ages have an important impact on the child’s development.

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VYGOTSKY Vygotsky saw language and cognitive development as closely related. He believed that it is through language that an individual organises his or her perceptions and thought processes.

Vygotsky regarded cognitive development as an active process. He saw the child as a curious problem solving being who plays an active part in his/her own development. He recognised great regularities in the development of children’s thinking and stressed the importance of the child’s social world. He proposed that people have developed ‘tools’ to master their behaviour. These ‘tools’ include speech, writing and numbering. He argued that these ‘tools’ greatly affect cognitive development, especially for higher level thinking.

According to Vygotsky the child acquires the mechanisms of thinking and learning as a result of the social interactions between the child and the adults around her/him. It is this co-operative process which develops the child’s knowledge and skills. The adult is seen as providing a framework or ‘scaffolding’ within which a child works towards greater understanding. In new learning situations the child initially receives help from the adult. As the task becomes familiar and easier to handle, the adult steps back until the child can cope with the task. Vygotsky spoke of ‘the zone of proximal development’. This is the distance between what a child can do for himself and that which he can master with the help of an adult.

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TASK 4 - LOG REPORT

NAME: ______AGE RANGE: ______

ESTABLISHMENT: ______DATE: ______

Theory in focus:

Plan and implementation of experience:

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TASK 4 - LOG REPORT (CONT’D)

Observation of children:

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Evaluation and analysis of how theory related to practice:

How has this experience helped you understand how to provide appropriate play for children?:

This is an accurate record and evaluation.

Signed: Mentor: ______Date: ______

Tutor: ______Date: ______

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TASK 4 - LOG REPORT

Theory in focus:

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Tutor: ______Date: ______

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TASK 4 - LOG REPORT

Theory in focus:

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Tutor: ______Date: ______

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TASK 4 - LOG REPORT

Theory in focus:

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Tutor: ______Date: ______

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TASK 5

OUTCOME 2 Show how a curriculum framework can be used to inform the planning process in an early education and childcare setting (in the case of playwork, an appropriate model of play).

Using an appropriate curriculum framework and in consultation with your mentor and the children in your care, devise experiences for the children. Plan them in a minimum of 6 LOG Reports which should be implemented, then evaluated using the following pro-forma. Your work must cover at least two age ranges and must include an outdoor activity.

INTEGRATION OF OTHER UNITS NB This task can be integrated with Working with Children 0-3 and 3-5.

College Tutor’s Signature: ______

Student’s Signature: ______

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GUIDELINES FOR COMPLETING TASK 5

Planning will involve: • Consultation with your mentor/staff team plans • Identifying the needs of the children and responding to these • Context; Content; Process How will you introduce the activity? What do you hope the children will gain? • Knowledge of and adherence to, the policies and procedures in the setting • Awareness of risk - health and safety checks • Preparation of activities - you know what you aim to do - have through it through • The provision of appropriate, adequate resources - materials; equipment; space • Scope for choice, experimentation and exploration • Flexibility and adaptability - as the children become involved in the activity and devise their own ideas; take ownership of the activity! Points to ponder: • Have you planned for variety, stimulation, fun • Is the activity inviting to the children? • What will you do if the children aren’t interested? • Were there any unexpected difficulties you had to deal with?

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Implementation will involve: • Responding to and participating with, the children appropriately • Being sensitive to the needs and abilities of the children • Setting boundaries - being a good role model - promoting positive behaviour • Ensuring all children have equality of opportunity; equally valued and supported; resource and their use, should reflect positive images and avoid stereotypes • Being aware of health and safety at all times Evaluation: • Was the experience suitable for the age/stage of the children? • What was good/not so good about the experience? • What would you do differently and why? • What interaction took place with the children? Write about your role in the activity. • What did the children gain from the experience? • How would you develop this experience (for the next time)?

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TASK 5 NB Cover two age ranges and include an outdoor activity Why was this experience selected? In order to provide an opportunity to: eg: develop relationships; consolidate previous learning; practise skills Was this experience planned in consultation with mentor, children or from observation? State which one How did this affect your planning? • Refer back to your monthly plan and state if it meant a change to this • You’ve planned to cover certain key aspects of the curriculum here • You are changing this as your mentor has asked you to reinforce a particular aspect or because children have become very focused on a particular activity and you want to pursue this interest or you have noted (in your observations) that children are needing to practise this skill or to be further challenged in this area. Which aspects of the curriculum does this experience focus on and why? • Refer to key aspects in the C.F. and choose a particular focus from the list eg: C & L as this exp provides ample opportunity for having fun with language. Type of play • Free Flow - children have control of the play • Structured - the adult directs the play; shapes the play activities • Physical; Creative; Imaginative; Problem-solving; Cultural; Environmental • Solitary - unaware of others’ needs; in own private world • Parallel - alongside but not with each other • Associative - communicating with each other • Co-operative - accommodating one another; making rules; inventing roles

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Outline where exp. will take place and any required alterations to envt. • Outdoors Maybe set up an Obstacle Course - different positioning of equipment • Indoors - area of playroom eg: Home Corner Maybe the Home Corner becomes a shop - different resources required Implementation • Step-by-step guide to what happened Risk Assessment • Awareness of space and comfort; need for protective clothing; hand washing etc. Resources required • List and show awareness of quantity required; availability of; may need to shop for Evaluation • Refer back to the Key Aspect focus - did you extend the ch’s learning? How?

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HNC EARLY EDUCATION AND CHILDCARE - TASK 5 In consultation with your trainer, devise a monthly plan which you should implement with the children in your care. Show a progression within the experiences you plan. It is mandatory to include an outdoor activity.

Age range: Age range:

D AY , D AT E & D AY , D AT E & C URRI C UL U M A S PE CT C URRI C UL U M A S PE CT D E S CRI P T I O N O F D E S CRI PT I O N O F EXPE RI E NCE E XP E RI E N CE

Week 1 Week 1

Week 2 Week 2

Week 3 Week 3

Week 4 Week 4

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TASK 5

OUTCOME 2

NAME: ______

PLANNED EXPERIENCE: ______

Why was this experience selected?

Was this experience planned in consultation with mentor, children or from observation?

How did this affect your planning?

Which aspects of the curriculum does this experience focus on and why?

Type of play:

Outline where experience will take place and any required alterations to environment.

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LOG REPORT (2)

Implementation of experience: (Include role of all adults involved).

Risk assessment issues you have identified

Resources required: (Include any you may have to produce).

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Evaluation of planned experience: (Comment on all aspects of planning mentioned above).

Comments:

Tutor’s Signature: ______Date: ______

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TASK 5

OUTCOME 2

NAME: ______

Type of play:

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LOG REPORT (2)

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Comments:

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TASK 5

OUTCOME 2

NAME: ______

Type of play:

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LOG REPORT (2)

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Comments:

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TASK 5

OUTCOME 2

NAME: ______

Type of play:

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LOG REPORT (2)

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Comments:

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TASK 5

OUTCOME 2

NAME: ______

Type of play:

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LOG REPORT (2)

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Comments:

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TASK 5

OUTCOME 2

NAME: ______

Type of play:

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LOG REPORT (2)

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Comments:

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TASK 6

OUTCOMES 2 & 3 Identify and demonstrate how appropriate skills are used to create a nurturing and stimulating learning and/or play environment.

In your work placement complete 6 accounts of practice. These should reflect your own role and the roles of other adults in promoting a positive learning environment. Select your accounts from the following:

• Meeting with carer/parents (if appropriate) • Planning session (minimum of 2 max. 4 • Team meeting (min. 1) REPORTS • Meeting supervisor/mentor (min 1)

• Use of specific resources • The outdoor environment LOGS * • The production of resources • Purchasing small items to facilitate activities

* You may have already done this in a LOG. You can refer to it in your account.

Use the following pro forma to complete these accounts.

In writing your accounts, try to be aware of the specific roles and attitudes of staff and the importance of teamwork and time management.

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TASK 6

OUTCOME 3 - ACCOUNTS OF PRACTICE - (DO MINIMUM OF 6)

Subject of report:

Summary of discussion/experience or actions:

What was your role in this?

Describe the different roles of the other adults present:

Comment on the teamwork involved:

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How did this meeting experience or your actions support the child’s learning opportunities?

How did your role contribute in promoting a positive learning environment?

Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 6

Subject of report:

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Mentor: ______Date: ______

Tutor: ______Date: ______

Comments:

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TASK 7

OUTCOME 4 Now that your placement is drawing to a close, try to reflect on your professional development and progression. Evaluate your own contribution in creating a nurturing and professional service for children. Show how you have become a valuable member of the staff team. You must complete a self analytical, personal statement. Reflect and describe how your actions and behaviours have impacted on the following: • Developing the play environment • Observation and planning • Working with others • Interacting and communicating with children • Ability to use appropriate skills in specific contexts Keep in mind that reference should be made to particular policies of the workplace, team dynamics and collaboration with other team members, parents and carers. Also describe the professional responsibilities you have to your workplace and how your actions affect others.

Tutor: ______Date: ______

Student: ______Date ______

Comments:

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GUIDELINES FOR TASK 7 • Self analytical, personal statement in the form of an essay • Reflecting on your personal and professional development and progression whilst in placement throughout the year • Personal and professional responsibilities - how your actions affect others • Evaluating the contribution you have made to the provision for the children • Evaluating the contribution you have made to the staff team You must cover all the following points: • How your actions and behaviour have made an impact on developing the play/ learning environment; the practical skills and qualities you display.... Role Play; Story Telling; Music & Movement; Outdoors Play; Patience; Perseverance; Consistency; Sense of Humour; Good Role Model • Curriculum Framework - key areas/aspects of development • Observations in the playroom - consequent responsive planning of experiences. Your interaction and communication with the children • Working together - being a team member Your interaction and communication with the staff and respect parents • Respect for partnership with parents/carers - how important this is • Reference to knowledge of the placement’s policies and procedures. Awareness and understanding that these must be adhered to at all times. Health & Safety; P.P.B.; Child Protection; Equal Opportunities. These may be a helpful reminder for examples of what you have accomplished: • Tasks • Diary Pages • Progress Indicators

Please note this should be a substantial piece of writing; not just a few sentences.

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CRITERIA FOR PROGRESS INDICATOR AND FINAL PLACEMENT REPORT 1. Attendance - All absences should be reported to placement by 9.00 am. Any unexplained or frequent absences should be reported to the Placement Co- ordinator at the College. The student has an attendance sheet as part of the workplace folder and we would ask that this be signed on a daily basis by placement staff. 2. Time-keeping - The student is expected to adhere to the times agreed with placement. NB. It is anticipated that the student will be asked to keep College hours ie: 9.00 am - 4.00 pm or a suitable alternative eg: 8.30 am - 3.30 pm. 3. Interaction with children - The student should interact sensitively and appropriately with the children in her care. 4. Uses observation effectively - Uses observation effectively to identify children’s needs and uses this knowledge in planning. 5. Consultation with staff - Student consults regularly and appropriately with staff team members. 6. Team membership - The student should work towards becoming an active participant in all aspects of placement and be willing to attend planning meetings etc., as appropriate. 7. Understands the importance of using a curriculum framework when planning a balanced range of experiences for the children. 8. Understands the adult’s role in planning, providing, evaluating and extending experiences for children and is becoming an active participant in all aspects. 9. Professional development - Student is aware of the importance of self-e valuation and this is evident in tasks performed and analysis of work carried out. Making a positive contribution in creating a nurturing and professional service for the children.

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HNC: PLACEMENT PROGRESS INDICATOR To be completed at the end of each month, discussed with student and checked by the College class tutor.

Student’s Name: ______Placement: ______

Please use grades to assess student: E E E E E E E E E E T T T T T D D D D D

HS Highly Satisfactory; A A A A A A A A A A D D D D D R R R R R

S Satisfactory; D Developing; G G G G G U Unsatisfactory 1. Professional standard of attendance

2. Professional standard of timekeeping

3. Interaction with children

4. Uses observation effectively

5. Consultation with staff regarding planning 6. Team membership

7. Understands the importance of using a curriculum framework when planning 8. Understands the adult’s role in planning providing, evaluating and extending 9. Professional development and Progression. Contribution to creating a nurturing and Professional service for children Signature Signature Signature Signature Signature Supervisor

Mentor

Student

College Class Tutor

External Assessor

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HNC: INTERIM REPORT Student’s Name: ______OVERALL CATEGORY Placement: ______(Please circle and initial as appropriate) This report should be completed by student’s mentor HS Highly Satisfactory; and should reflect the Progress Indicator which has been S Satisfactory; completed on a monthly basis. D Developing; U Unsatisfactory Please circle appropriate grade and comment if required.

No. Grade Criteria Comments from Supervisor 1 HS S D Professional standard of attendance U 2 HS S D Professional standard of timekeeping U 3 HS S D Interaction with children U 4 HS S D Uses observation effectively U 5 HS S D Consultation with staff regarding U planning

6 HS S D Team membership U 7 HS S D Understands the importance of using a U curriculum framework when planning

8 HS S D Understands the adult’s role in U planning, providing, evaluating and extending 9 HS S D Professional development and U progression. Contribution to creating a nurturing and professional service for children • To be overall in the satisfactory category the student must have 7 Satisfactories • If the student’s performance is unsatisfactory in any aspect of the Interim Report, the student will be given a second attempt in another placement.

Supervisor’s Signature: ______

Tutor’s Signature: ______

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HNC: END OF PLACEMENT REPORT

Student’s Name: ______OVERALL CATEGORY (Please circle and initial as Placement: ______appropriate) HS Highly Satisfactory; This report should be completed by student’s mentor S Satisfactory; and should reflect the Progress Indicator which has D Developing; been completed on a monthly basis. U Unsatisfactory

Please circle appropriate grade and comment if required.

No. Grade Criteria Comments from Supervisor 1 HS S D Professional standard of attendance U 2 HS S D Professional standard of timekeeping U 3 HS S D Interaction with children U 4 HS S D Uses observation effectively U 5 HS S D Consultation with staff regarding U planning

6 HS S D Team membership U 7 HS S D Understands the importance of using a U curriculum framework when planning

8 HS S D Understands the adult’s role in U planning, providing, evaluating and extending 9 HS S D Professional development and U progression. Contribution to creating a nurturing and professional service for children • To be overall in the Satisfactory/Highly Satisfactory category the student must have 7 Satisfactories/Highly Satisfactories.

Supervisor’s Signature: ______

Tutor’s Signature: ______

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