Observation with ELECT A Closer Look 1 Hélène Pouliot-Cleare

Activity 1.It’s easy to do observations when I … 2. It’s a challenge sometimes because … Hélène Pouliot-Cleare The one thing I would like to know about it … Write it on Post-it

Assessment, Observation & Documentation (ELECT p. 80) WHAT ?  « Assessment is viewed as the gathering of evidence through observing what the child can do, say and apply over time. »  « The primary purpose is to support curriculum planning that is based on where the child is at and what interests the child. » Hélène Pouliot-Cleare 3

ASSESSMENT ELECT P. 80 WHAT? « Continuous assessment through observation and documentation of each child’s development is an essential part of the professional practice in early childhood settings. This is the child’s right and it is crucial to delivery of programs that promote child development. » Hélène Pouliot-Cleare Consultante 4

Why assess? ELECT p. 79 To observe, document and support children’s development. To identify possible developmental problems. To support reciprocal communications with parents and be sensitive to the cultural and community context of children’s lives. Hélène Pouliot-Cleare 5

WHY ASSESS ? ELECT p. 79 « Quality early childhood settings use ongoing assessments and systematic evaluations to gather information on children’s learning and development and the quality of the program. » By assessing all children thoughtfully, sensitively and systematically, the early childhood educator:  identifies each child’s unique interests, personality,  learning style, strengths, needs and progress.  is sensitive to individual and cultural diversity.  uses this information to plan curriculum to best  meet the needs of each child. Hélène Pouliot-Cleare 6

Why assess? Needs (scaffolding) Social Emotional Language Cognitive (observation sheet) Physical Interests What does child do naturally play with or work on? Which center or activity are favourites? Which skills are mastered? Hélène Pouliot-Cleare 7

Hélène Pouliot-Cleare 8 Why assess? ELECT p. 80, 83 Systematic assessment help to identify children who may be experiencing developmental difficulties and may need additional developmental assessment and specific interventions. Formal and informal assessment tools must be developmentally, culturally and linguistically appropriate.

Discover trends Scaffolding (Vygotsky) To plan according to needs and interests and discover solutions to various situations that arise. Why assess? Hélène Pouliot-Cleare 9

Emergent Learning  Study the following pictures.  Note what skills appear to be acquired. Hélène Pouliot-Cleare 10

Emergent Learning Hélène Pouliot-Cleare 11

Emergent Learning Observation with the Continuum  Look at photo again and use the continuum to help focus your observations.  Have your observations changed and how?  Observation sheets ( Hélène Pouliot-Cleare 12

Emergent Learning Hélène Pouliot-Cleare 13

Observations Strengths: seeing self as “doer” who is powerful, recognizing self in mirror Needs: palmar grasp, exploring functions, balancing, climbing Progress: focusing attention, making choices and avoiding distractions, coordination Hélène Pouliot-Cleare Social Emotional Communication Cognitive Physical 14

Tips for Effective Observation Slide from Aimée Wolanski How?  observe daily  target 2 – 4 children per day to observe  date each entry; write down the exact time  write down exact comments  record during an event or shortly after it  discuss with team members Hélène Pouliot-Cleare 15

Tips for Effective Observation Slide from Aimée Wolanski How? Create a portfolio for each child  Observation sheets  Learning stories ELECT p. 81  Childrens creations and work  Photos, videos  Sticky notes and at-a-glance sheets  Binder with colour-coded dividers Hélène Pouliot-Cleare 16

Chunk and Chew Some Questions to Think About... (ASCY) 1.How might ELECT help you in your observation/ documentation of children? 2. How might it be useful in communicating with colleagues/related professionals/parents? Hélène Pouliot-Cleare 17