developing child

1. Understand how to plan to
meet the needs of the
developing child
Unit 3.8
Session 1

2. Starter Activity
Board blast why do we observe?

3. Why do we observe
and assess children
Check a child’s
overall development
See if a child is progressing
To help planning
To evaluate
activities,
routines or strategies
used with
children
To report to
other
professionals
To report to
parents
To resolve a
particular
problem.
To learn about
individual needs
Reference: Penny Tassoni

4. Learning outcomes
 Identify why we observe children
 Explain why the early years practitioner plans to meet
the needs of individual children
 Identify the differences between objective and
subjective statements when completing observations
 Describe the approaches to planning to meet the needs
of individual needs of children

5. Why does the early years
practitioner plan to meet the
needs of the individual children
 Discuss with your partner what you have seen in your
setting
 Task to support with 1.1 find out how your setting uses
observations to support planning?

6. Refer to your copy of the EYFS
Development matters framework

7. Task
 Reflect on the planning cycle of EYFS
 Why does the early years practitioner plan to meet the
needs of individual children?
 What examples have you seen from placement?
 Discuss and note the reasons why we plan to meet the
needs of the children from the following clip:-
 https://www.youtube.com/watch?v=jNMsEEWxr_I

8. Planning for children’s individual
needs
 To understand more about child’s needs and interests
 Recognise what children’s needs and interests are to
enable them to plan resources, play opportunities and
activities for them.
 Remember as children’s interests, needs and stage of
development change then the need to observe children
may vary frequently
 To ensure you gain the support needed for early
intervention, gaining extra support for the child or use
observations to enable you to make a referal

9. Observing involves

10. Say what
you see

11. Write what
you see

12. Subjectivity/objectivity
Can you define these terms?
Write them into a glossary
Subjectivity is…..
Objectivity is….

13. Being objective when recording
From the following statements , choose the most objective.
1. Mary is crying , her face is
screwed up and she is
rubbing her eyes.
2. Mary is unhappy & tired.

14. From the following statements , choose the most objective.
1. Jack is in a temper.
2. Jack is thumping his fist
on the back of the chair.
He is screwing up his eyes &
turning his back to the
teacher.

15. Subjective Objective
Harry is
angry
She picks
up the
pencil with
her left
hand
Alice is
upset
He puts the
spade in the
sandpit
John cries
loudly
Beau is
nervous
May lifts her
spoon to her
mouth
Tim stamps
his feet

16. Conclusions

17. Approaches to planning 1.2
 As a large group produce a time line of activities
and resources you could plan over an academic
year remember to include faiths and festivals
 From this long term plan consider what you
would plan in the medium term
 September – December, Group 1
 January – March, Group 2
 April – July, Group 3
 From your medium term planning and Teddy Tots
observations use your activity plan to plan for
your key child Claire task 6 Oracle (2.4), 2.5

18. Task 6 (assessment criteria 2.4
and 2.5)
 Read this case study
 Claire is five years old. She has recently moved to the school
to join the reception class. The teacher has asked for
observations of Claire that can support planning in the class
and therefore meet Claire’s short term needs. Records of the
assessment profile received from Claire’s previous school
have shown that Claire was making good progress across all
of the areas of the Early Years Foundation Stage and the
teacher is keen that this transition does not affect her
progress.
 Reflect on the case study to:
 devise a plan to meet Claire’s needs
 explain why the early years practitioner involves others in
planning for the next steps of Claire’s development.

19. Approaches to planning 1.2
 Individual Education plans
 Individual learning plans
 Free flow
 Adult and child led
 Reflect on your planning have you considered these
when planning?
 Highlight what activities are free flow
 When would you consider individual needs of the
children?

20. Understand how to plan to
meet the needs of the
developing child
Unit 3.8
Session 2

21. Starter Activity
What do you see?

22. Learning outcomes
 Identify current frameworks to adhere to when
planning for the needs of children
 Explain planning in relation to current frameworks
 Describe information the early years practitioner
requires to be able to plan to meet the needs of
individual children
 Explain the reasons for identifying children’s needs,
interests and stage of development prior to planning
 Explain the role of observation in planning
 Describe the reasons for tracking children’s progress

23. Explain planning in relation to
current frameworks
 Formative summative assessment
 completing short meaningful observations these will be
put into the child's learning journal
 These observations will be assessed against the early
learning goals to track child’s development
 Range of child / adult led activities
 2 year checks
 Encourage play activities to meet the seven areas of the
EYFS
 Group discussion what have you seen in your
placements?

24. Describe information the early
years practitioner requires to be
able to plan to meet the needs of
individual children 2.1
 Join with your partner from Teddy Tots
 Discuss what you need to consider when meeting the
needs of the individual child

25. Explain the reasons for
identifying children’s needs,
interests and stage of
development prior to planning
 Work in pairs write on your post it notes the reasons
why you need to identify children’s needs and interests
prior to planning?
 Feedback to the group.

26. Task
 Use the planning cycle and your copy of the EYFS to
enable you to explain the role of observation in planning
 Board blast your findings

27. Describe reasons for tracking
children’s progress
 The EYFS requires practitioners to be able to
demonstrate how children make progress in their
learning and development. It is therefore important that
their progress is tracked and reviewed regularly
throughout the EYFS.
 Read the ways in which child’s progress is tracked for
both formative and summative assessment
 What have you seen in placement?
 Why is it important to track a child’s progress?
 True / false activity

28. Child centred planning

29. Work in
partnership
Additional
needs would
be
supported
Child will
progress
and
develop
Inclusive
environment
Child will
be
engaged

30. Selective attention test
https://www.youtube.com/watch?v=vJG698U2Mvo
Remember when planning for observation ensure you are
seeing the whole picture!!

31. Task
 Make links to unit 11
 Complete Teddy Tots portfolio’s to date
 Complete assignment tasks to date
 Unit 3.8 Assignment due 22/5/15

32. Unit 3.8 Assignment Support
22/5/15
 1.1 – Explain at least 3 ways the early years practitioner plans to meet
individual need of children
 1.2 - Write a paragraph describing approaches to planning to meet
individual need of children, covering both long term and short term.
 1.3 - Write a paragraph explaining planning in relation to current
frameworks (adding the planning cycle and relating to the EYFS)
 2.1 – Describe at least 3 types of information the early years
practitioner requires to be able to plan to meet the needs of children
 2.2 – Explain at least 4 reasons for identifying children’s needs,
interests and stage if development prior to planning.
 2.3 - Write a paragraph to explain the role of observation in planning
 2.4 – Create a plan to meet the needs of an individual child. Completed
during lesson – Link to case study task 6
 2.5 – Explain at least 2 reasons why a practitioner involves others in
planning for the next steps of children’s development. Completed
during lesson – Link to case study task 6
 2.6 – Describe at least 3 reasons for tracking children’s progress