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1 One Hundred Languages – Designed, drawn and painted by Alessandra Bonetta a Reggio Child https://www.alessandrabonetta.com/

The Observation Tool Kit

A pedagogical tool to support good practice

in observation, assessment and mapping

children’s progress

Part 2: The Tool Kit Pages

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Development of Speech, language and communication - Possible lines for your development

Key questions for reflection?

Do you know and understand how children’s communication, speech and language typically develops?

Are you aware of the connection between children’s language and cognitive development? (Making the link between talking and thinking)

Do you know that when children communicate (pointing, smiling etc) they are telling us what is going on in their heads and bodies?

Do you know about the importance of serve and return communication and conversations?

How often do you observe babies, toddlers and young children and evaluate their early communication and language skills?

How often do you listen to and record what children say and their conversations?

Do you listen carefully to children to identify those who may be having difficulty with hearing, producing or discriminating between speech sounds etc and take appropriate action?

Are you thinking about how you can support, extend or further develop children’s communication, speech and language and guide others to do the same?

Do you understand how children with EAL learn a new language? How can you support children who are new to English?

Have you heard about the One Hundred Languages a poem written by Loris Malaguzzi? Do you understand what the poem is expressing?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Development of Speech, language and communication - Possible lines for your development

What to read? What to do in practice?

Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage (DCFS 2008) Lighting up Young Brains- How parents, carers and nurseries support children’s brain development in the first five years SAVE THE CHILDREN and The Read On. Get On. campaign (2016) Understanding bilingualism in the early years The National Literacy Trust A very helpful Resource as well as developing your knowledge and understanding of EAL Supporting children learning English as an additional language (DCSF 2007) Nursery World and Early Years Educator Journals frequently have excellent articles about communication and language development (some are subscription

only)

The Meaning Makers: Learning to Talk and Talking to Learn (New Perspectives on Language and Education), Gordon Wells

- Observe, wait and listen (OWL) as much as you can; make notes of some of the conversations you hear (you could try to record them) share with other colleagues to exchange your thinking and develop your practice

- Undertake a self-evaluation e.g. Talk for Reading, ECAT, ICAN - Share each other’s knowledge of communication, speech and language

development – does anyone on the team have a qualification in language development or other early years specialist training? E.g. Psychology, SALT, ECAT, ICAN.

- Make some time each week to discuss children’s talk, reflect on practice, and deepen your knowledge of language development, including talking with parents. Use a large white board to make quick notes of what children say in their conversations and questions. Or Floor Books to document children’s talking

- Develop a Learning Story approach to observation; using narrative observations to show the ‘serve and return’ nature of children’s talk and conversations

- Make time to do lots of singing, rhymes, clapping rhythms etc with babies, toddlers and older children – it underpins their brain development and supports the development of Literacy

On-line resources? Training/CPD

- ECAT (Every Child a Talker) a wealth of materials to use to develop your tool kit e.g. Observing different types of ‘communicators’ (p.11) and observing hot and cold spots for talk (p15)

- The Communication Trust very helpful materials on speech, language and communication development; Early Identification of SCLN and supporting children with SLCN

- Watch Through the eyes of a child 4 short films about children’s communication development from the Communication Trust

- Universally Speaking - Ages and stages of children's communication development

- Talk to your Baby – National Literacy Trust - Talking Point the first stop for information on children’s communication

- Where you can, work together as a team or have a study buddy and develop your tool kits together. This helps you to extend your thinking, get used to talking about children’s SLC development and become more confident

- ICAN Training and Early Intervention The children’s communication charity - National Literacy Trust Early Words Together, Early Words Together at Two - Center on the Developing Child – Harvard University Serve and Return Interactions - REAL – Raising Early Achievement in Literacy; Engaging parents in their children's

early literacy development - Early Years Experience - Sharing information and resources for young children. Lots

of good songs, rhymes and multicultural resources etc - The Australian Parenting Website: Look for sections on Connecting and Communicating

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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A good knowledge of child development – Possible lines for your development

Key questions for reflection?

What knowledge and experience of child development do you already have in your tool kit? (Initial training; on-going training; CPD; experience in practice…)

How often do you observe, listen and document children’s play (child-led), talk and activities?

Do you follow the Observation (Describing), Assessment (Deciding), Planning (What next?) cycle?

Are you aware of the observations you make ‘in the moment’ as you talk and play with children?

Do you ask yourself the question ‘What am I seeing here?’ as you observe?

How do you document your observations of children? (In your head; using photographs; making notes; narrative observations; Learning Stories; snap shots..)

As you observe do you keep an open mind, taking a holistic view of children’s development?

Do you share and discuss your thoughts about children’s development and your observations? (e.g. with your colleagues, other professionals, parents and the children)

N.B It is important to remember that, whilst this aspect focuses specifically on child development, all the other Tools are also part of children’s developmental make-up

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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A good knowledge of child development – Possible lines for your development

What to read? What to do in practice?

- Understanding Child Development: 0-8 Years: Linking Theory and Practice (4th Ed) by Lindon, J (2016), Hodder Education

- I am two! Working effectively with two year olds and their families, Mathieson. K (2013), Early Education www.early-education.org.uk

- Early Years Learning and Development Literature Review important research on the process of children’s development in one place

- Birth to Three Matters: A review of the Literature a great start to understanding the complex development of the under threes

- How children learn - The characteristics of effective early learning, Stewart. N (2011), Early Education www.early-education.org.uk

- Foundations of being: understanding young children's emotional, personal and social development, Manning-Morton. J (2017), Early Education www.early-education.org.uk

- Children thinking mathematically: PSRN essential knowledge for Early Years Practitioners

- Mark Making Matters: Young children making meaning in all areas of learning and development

- Social and Emotional Aspects of Development - Progress Matters: Reviewing and enhancing young children’s development - EYFS Themes and Principles Cards – Are a good starting point for discussion

with your colleagues – see Child Development Overview

- Observe (watch) children in their child-led play as often as possible, keep an open mind and ask the question ‘What do I think is happening here?’

- Take photographs which show a sequence (narrative) of the play, look back at this with your colleagues or observation buddy and discuss what you think is happening. Share them with the children and talk together to gather their perspective

- Share each other’s knowledge of child development – does anyone on the team have an NNEB qualification or other early years specialist training (e.g. Early Childhood Studies, Early Years Professional, Early Years Teacher)? Have others undertaken courses about child development?

- Make some time each week to have an observation discussion together, reflect on practice, deepen your knowledge of child development and develop your observations skills. A great way to top up your tool kit!

- OWL – Observe, Wait, Listen before you join in with the play, make a comment or ask a question

- Think about how many times you actually make observations ‘in the moment’ and use this to support and extend children’s play, talk and thinking

- Create an ‘in the moment’ observation board – use a large white board to make quick notes of children’s play, their conversations and interests

- Develop a Learning Story approach to observation; using narrative observations to show the process of children’s development, thinking and talking

- Use Floor Books – to document children’s development and your own reflections

On-line? Training/CPD

- Early Education www.early-education.org.uk has a wealth of information about children’s development, reading, free resources and training. Become a member to receive updates and direction to exemplary practice

- Center on the Developing Child, Harvard University - Look under the Science section for explanations about children’s developing brains and Executive Functioning and much more

- The Encyclopaedia on Early Childhood Development covers aspects of Education and learning; Behaviour and Health and Nutrition. You can sign up for newsletters http://www.child-encyclopedia.com/

- 8 Things to remember about child development , Harvard University

- Use your observations and shared knowledge of child development to learn together; it’s called a Learning Community. This will help you to become reflective practitioners/teachers whilst at the same time ensuring that you all have a consistent and moderated approach

- Observing Children: Scottish Social Services Council (*excellent resource and training tool)

- Child Development – Explore what you need to know about key aspects of child development and learning Scottish Social Services Council ((*excellent resource and

training tool – links to many tools across the Tool Kit)

- Early Education has various CPD and training opportunities - Have a look at WatchMeGrow for bespoke CPD and training opportunities

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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The Characteristics of Effective Learning - Possible lines for your development

Key questions for reflection? Do you know and understand each strand of the Characteristics of Effective Learning: Playing and Exploring; Active Learning and Creating and Thinking Critically?

Can you see children playing and exploring, learning actively and creating and thinking critically as you observe them?

Did you know that the C of EL are a statutory requirement of the EYFS? (See 1.9). What does this mean for your practice with the children?

What is the difference between HOW children learn and WHAT children learn?

Do you ever wonder what the child is thinking as you observe them in their play? How could you tell?

When you observe and assess children are you looking for the C of EL? E.g. Do you recognise children’s critical thinking when we see it?

How do the C of EL help you to evaluate children’s development, learning and progress?

Do you use the language of the C of EL with the children, with your colleagues and with the parents? E.g. Being curious; concentrating; or trying hard to solve a problem

How do you know when babies and toddlers are being curious and creative?

Have you observed children involved in imaginative play and role play? Can you see how this type of play supports the C of EL?

Did you know how the C of EL are connected to Sustained Shared Thinking; cognitive self-regulation and possibility thinking?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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The Characteristics of Effective Learning - Possible lines for your development

What to read? What to do in practice?

- Playing and exploring – A practical guide to how babies and young children learn, Anni McTavish (2013) Practical Pre-School

- Active Learning – A practical guide to how babies and young children learn, Helen Moylett (2013) Practical Pre-School

- Creating and thinking critically – A practical guide to how babies and young children learn, Di Chilvers (2013) Practical Pre-School

- Characteristics of Effective Early Learning, H Moylett (Ed) (Open University Press 2014)

- How children learn - The characteristics of effective early learning, Nancy Stewart (2011, www.early-education.org.uk)

- Achieving Excellence in the early years: a guide for head teachers, Chilvers et al (2015, www.early-education.org.uk)

- Supporting Creativity and Imagination in the Early Years, Duffy.B (1998 Open University Press)

- Cultivating Creativity in Babies , Toddlers and Young Children, Tina Bruce (2004, Hodder and Stoughton)

- Like Bees not Butterflies – child initiated learning in the early years, Ed S and P Featherstone (2008)

- In your everyday observations do you notice HOW children are learning and what they may be thinking? When you observe children look primarily through the eyes of the C of E – What do you see? Talk about this with your colleagues and share your thinking

- Create displays of the C of EL using photographs, Learning Stories and other documentation to develop a shared understanding across the team of what they look like and mean e.g. We have lots of ideas and interests in our play…..

- Think about your enabling environment and how it supports children’s play and exploration, active learning and creative and critical thinking E.g. Rich imaginative open-ended opportunities for play indoors and outdoors

- Talk together about the kind of questions which support the C of EL. They are often called Possibility Questions as they stretch language and thinking e.g. I wonder what would happen if….? Or What do you think about that? Or Where could we look..?? Put some possibility question prompts around the setting to remind you – try and capture what happens – record what the children say especially their own questions

- Use Floor Books or displays to document ‘Our Interests’; ‘We are fascinated in…’; ‘We are thinking about…..?’. Include narrative learning stories and conversations

On-line resources? Training/CPD

- EYFS Themes and Principles Cards – See Learning and Development Cards

4.1, 4.2, 4.3 A good starting point for discussion with your colleagues - Creative Thinking and Learning Project Anni MacTavish with Sherringham

Nursery School and Children’s Centre - Finding and exploring young children’s fascinations (DCSF 2010) Look out for

Possibility Thinking (p.10) - Learning, Playing and Interacting – Good practice in the EYFS (DCSF 2009) - Tuning in to Two Year Olds – Harrow Council (2014) - Delve into Te Whariki Early Childhood Curriculum On-line there are films,

resources, reading and inspiring examples of practice

- Playing to Learn – A guide to child-led play and its importance for thinking and learning, Di Chilvers (2012) ATL

- Have a look at the Early Education website and the courses/training available locally in branches and nationally

- Center on the Developing child – Harvard University Child Development Core Story - Find out about executive function and self-regulation and how they underpin the

characteristics of effective learning - Celebrating Children’s Learning - Early Years Assessment Materials which focus on

the C of EL. Also a great article on assessment by Julien Grenier - Group together with other settings/schools to make training more affordable and

bring training to you - Te Whariki Early Childhood Curriculum On-line has a professional development and

learning section

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Sustained Shared Thinking (SST) - Possible lines for your development

Key questions for reflection?

Have you heard of Sustained Shared Thinking and do you know what it is?

Are you aware of the elements of SST? E.g. The Characteristics of Effective Learning; Involvement Levels; Cognitive self – regulation; Serve and Return conversations….

When you observe children do you ever wonder what they are thinking about? Can you see any special signs in your observations that show children are thinking?

Have you observed children thinking in their child-led play? What does their involvement in child-led play tell you about their thinking?

Where does the most SST happen? Is there an adult there? Does it involve talk and conversations? Does SST always include talk and conversations?

Have you observed babies and toddlers engaged in SST? What does it look like? What does it tell you about the child/children?

How does observing children playing help you to understand SST and recognise it?

How would you make children’s Sustained Shared Thinking visible in your observations? Have you tried using Learning Story narrative observations to help you do this?

How are you supporting children to develop SST in their play and activities? What strategies can you use?

What type of questions are you using with the children? How many questions do you ask? How many questions do the children ask?

Do you know how possibility questions support and extend SST?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Sustained Shared Thinking (SST) - Possible lines for your development

What to read? What to do in practice?

- Assessing Quality in Early Childhood Education and Care. Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale for 2 – 5 year olds provision, Siraj.I,Kingston.D, Melhuish.E (2015), IOE Press and Trentham Books

- Possibility Thinking and Possibility Questions see Chapter 5 in Characteristics of Effective Early Learning – Helping young children become learners for life, Ed Moylett. H (2014) Open University Press

- Creating and thinking critically – A practical guide to how babies and young children learn, Di Chilvers (2013) Practical Pre-School

- Sustained Shared Thinking in the Early Years – Linking theory to practice, Kathy Brodie ( 2014), David Foulton

- Young Children’s Thinking, Marion Dowling (2013) Sage - Interacting or Interfering – Improving interaction sin the early years, Julie

Fisher ( 2016) Open University Press - Look out for articles in Nursery World and EYE magazines – if you have a

subscription look for the back copies – there will be many

- SST is described as An episode in which two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend’ Siraj-Blatchford (REPEY 2002). Talk about this, together with your colleagues? What does it mean? What would it look like when you observe the child/children? What does it mean for you and your practice?

- Have a look at the EYFS Learning and Development Card (4.3) Discuss this together in a team meeting. What does it tell you about SST? How will you develop opportunities for SST?

- Undertake observations of the children engaged in SST. Talk about them together; this will really help you to understand SST, evaluate your observations and think about next steps

- Follow children’s interests and child-initiated play/activities – this where you will see SST. How will you do this?

- Use the language of thinking with the children – see the C of EL aspect as this is part of SST

On-line resources? Training/CPD

- ‘Serve and return interaction shapes brain circuitry’ Center on the Developing Child, Harvard University, www.developingchild.harvard.edu

- Teaching and play in the early years – a balancing act? Ofsted Thematic Review (July 2015, Ref: 150085) https://www.gov.uk/government/publications/teaching-and-play-in-the-early-years-a-balancing-act

- Finding and exploring young children’s fascinations (DCSF 2010) Look out for Possibility Thinking (p.10)

- Learning, Playing and Interacting – Good practice in the EYFS (DCSF 2009) - Sustained, shared thinking – Early Childhood Australia - Sustained Shared Thinking: The development of 'self' Serve and Return

- SSTEW - Sustained Shared Thinking and Emotional Well-being scale. A measure of the quality of interactions between staff and children in ECEC settings; assessment is across 5 domains: Building Trust: Confidence and Independence; Supporting and Extending Language and Communication; Supporting Emotional Well-being; Supporting Learning and Critical Thinking and Assessing Learning and Language.

- Supporting young children's sustained shared thinking Training materials which exemplify different ways of working with children to support their thinking and children thinking in different ways. See https://www.early-education.org.uk for more details and other materials

- Playing to Learn – A guide to child-led play and its importance for thinking and learning, Di Chilvers (2012) ATL

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Children’s Schema: threads of thinking – Possible lines for your development

Key questions for reflection? - Have you observed children engaged in their schematic play? What did you see?

- What does Schema mean? How does it connect to child development theories?

- How does schematic play support children’s early development?

- Why do you think schema is often referred to as a ‘pattern of behaviour’ or ‘threads of thinking’?

- What does schematic play look like when you are a baby; a toddler or an older child? What does this tell you about children’s thinking and learning?

- What happens to children’s schematic play and thinking as they grow older?

- Could you talk about and describe why schema is an important part of children’s development and learning?

- Do you know how schema connects to children’s mathematical and scientific development?

- How does schematic play and thinking connect to children’s interests and involvement?

- What are the connections to the Characteristics of Effective Learning and Sustained Shared thinking?

- What kind of play materials and experiences would support children’s schema? Why?

What tools do I already have? Where will I place myself on the Tool Kit continuum? Why?

What tools do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Children’s Schema: threads of thinking - Possible lines for your development

What to read? What to do in practice?

Thinking children – Learning about Schemas, A. Meade & P. Cuby ( 2008), Open University Press

Schemas and the characteristics of effective learning, S. Louis (2013 www.early-education.org.uk)

Threads of Thinking, C. Nutbrown, 3rd Ed ( 1994), Sage

Time to Play in Early Childhood Education, T.Bruce (1991), Hodder & Stoughton

Early Childhood Education, T. Bruce, 4th Ed ( 2005), Hodder Arnold

Understanding schemas in young children: how practitioners use schematic behaviour to support learning and development, Early Education, Journal 68 https://www.early-education.org.uk/early-education-journal

Understanding Schemas and Young children from birth to three F. Atherton & C. Nutbrown (2013), Sage

A Guide to understanding Schema – Development Wheel and A Guide to Supporting Schemas , Threads of Success Very helpful to use in practice across the EYFS and with parents/carers

- Observe children over a period of time, look for similarities or threads in their play, drawings, paintings, constructions etc. If their play behaviours are repeated this may be a sign of schematic thinking

- Look for different types of schema so you can build your understanding of the range and complexities. Remember some children may have clusters of schema

- Talk to parents/carers about what you have observed, share Learning Stories. Have they seen their child doing similar things at home?

- Create displays of schematic play using photographs, Learning Stories and other documentation to develop a shared understanding across the team of what they look like and mean e.g. Following children’s threads of thinking

- Remember that schematic play and thinking is the child’s earliest, innate interest. How will you support this interest through play and activities?

- Try introducing heuristic play with toddlers and using loose parts with older children – observe the children as they become involved in their play. What do you see/hear?

- Make some time each week to have an observation discussion together, reflect on practice, deepen your knowledge of schema play and develop your observations skills. A great way to top up your tool kit!

On-line resources? Training/CPD

Schemas: how children learn through play A CBeebies programme with Cathy Nutbrown. Includes helpful reading and video

Schemas in Children’s Play, Clare Caro, Nature Play BLOG

The importance of schemas in every child’s learning, Stella Louis for Community Play Things

Schema, Activities and Learning Opportunities Kathy Brodie

A good place to be two, Community Playthings

What happens in the baby room? , Community Playthings

- Child Development – Explore what you need to know about key aspects of child

development and learning Scottish Social Services Council (*excellent resource and training tool – word search for schema)

- The Power of Schemas – Understanding patterns in your child’s play and behaviour – a guide for families (2015) Book and DVD from Threads of Success and Kent County Council

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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PLAY: understanding the complexities of children’s play, interests and fascinations - Possible lines for your development

Key questions for reflection?

When do children start to play?

How do children learn through play?

Can you explain the value of play?

Why do you think playing and exploring is the first of the Characteristics of effective learning? (see the Observation Tool Kit for a full list)

Do you know what free-flow play actually means? (See Bruce.T in Time to Play – Chapter 4)

What is the difference between free play; play; child-initiated/led play; adult-led play or structured play?

What is heuristic play? How does this type of play (including treasure baskets) engage and support the under threes?

How can you teach new skills, knowledge and understanding through play?

Do you know when to get involved in children’s play and when to stand back and allow children to carry on playing?

Why is imaginative play, particularly symbolic play so important for young children? How does this type of play support later learning in reading, writing and mathematics?

Do you think there is a difference when children play indoors and outdoors? Why?

What does play tell you about children’s interests, ideas and fascinations?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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PLAY: understanding the complexities of children’s play, interests and fascinations - Possible lines for your development

What to read? What to do in practice?

THE POWER OF PLAY a Research Summary on Play and Learning, Dr. Rachel E.

White (2012) for the Minnesota Children’s Museum

Learning, Playing and Interacting – Good practice in the EYFS (DCSF 2009)

Playing and exploring – A practical guide to how babies and young children learn,

Anni MacTavish, (2013) Practical Pre-School Books

Time to Play in early childhood education, Tina Bruce (1991), Hodder &

Stoughton

Learning through play: Babies, Toddlers and the Foundation Years, Tina Bruce

(2001) , Hodder & Stoughton

Early Years Play and Learning – Developing social skills and co-operation, Pat

Broadhead (2004), RoutledgeFalmer

The Excellence of Play (2nd Ed), Janet Moyles ( 1994), Open University Press

- Teaching and play in the early years – a balancing act? Ofsted Thematic Review

(July 2015, Ref: 150085)

- A child’s work the importance of Fantasy Play, Vivien Gussin Paley (2004)

- Observe children playing: on their own; with others; indoors and outdoors. Record

what they say and do using photographs and quick notes. Talk about this together

with your colleagues. How are the children playing? What are they saying? What is

the play telling you about the children?

- Playing and Exploring 4.1 – engagement

Talk together about the points on the card

and your practice – what can you learn about

children’s play? How does this support the

Characteristics of effective learning?

- Create a playing and exploring interactive

display which show the elements of play for

parents

- Set up a play ‘provocation’ e.g. a tunnel of card board boxes, observe the children

and see what happens. Take some photographs. How will you extend the play?

On-line resources? Training/CPD

Learning through play: a review of the evidence – White Paper by the LEGO

Foundation (2017)

Neuroscience and learning through play: a review of the evidence – White Paper

by the LEGO Foundation (2017)

The role of play in children’s development: a review of the evidence – White

Paper by the LEGO Foundation (2017)

Play England – Freedom to play Raising awareness of the importance of play for

families and communities

Vivian Gussin Paley talks about the importance of imagination and play in

children's development (2008)

PEDAL Seminar | A Prescription for Play: Why play fosters social and cognitive

development Cambridge University

Playing to Learn – A guide to child-led play and its importance for thinking and learning, Di Chilvers (2012) ATL

Active Play including role play; outdoor play; the rules of play Community Playthings

Community Playthings films Learning Library and Videos

Going out to play and learn , Marjorie Ouvry, Early Education

PEDAL: Centre for Research on Play in Education, Development & Learning

Play Scotland – Types of play and lots more

Play & Learning – Babies, Toddlers, Preschoolers - The Australian Parenting Website

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Levels of Well-Being - Possible lines for your development

Key questions for reflection?

- What do you already know about this aspect of a child’s development? - What do you think well-being means? How does it connect with children’s personal, social and emotional development? - How do you support children’s well-being, personal, social and emotional development? - Are you aware of how early attachment forms the bedrock of children’s development? - How does your key person role support early and on-going attachment? - How important are relationships in supporting children’s and adult’s well-being? - Have you heard of the Leuven Well-Being Scales? Have you seen the ‘signs’ of well-being as you have observed your children? - How does well-being underpin children’s self-confidence and support the development of positive attitudes and dispositions? - How does well-being support children’s thinking, learning and development? - What is the connection between Involvement and Well-Being? Why is it crucial to focus on both of these dispositions? - How well do you know the child’s family, home culture, language and context?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

Observation and Assessment Tool Kit © From WatchMeGrow and the Development Map™ 2019

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Levels of Well-Being - Possible lines for your development

What to read? What to do in practice?

- Supporting Toddlers’ Wellbeing in Early Years Settings: Strategies and Tools (Helen Sutherland & Yasmin Mukadam. Ed 2018)

- The Wellbeing of Children Under Three, Helen Bradford (2012, Routledge) - Ferre Laevers’ Process-Oriented Monitoring System builds on his ‘well-being’

and ‘involvement’ scales to create a highly sensitive form of assessment (2014), Nursery World

- Self-Esteem and Early Learning (R. Roberts 2002) Paul Chapman Press - Foundations of being: understanding young children's emotional, personal

and social development (Manning-Morton. J. 2017) Early Education - Helping children cope with change (Jennie Lindon 2011) FREE RESOURCE

from Early Education - Early Education Journal: Attachment: Why Secure relationships are

important for young children (Requires membership) - Why Love Matters – how affection shapes a baby’s brain (Gerhardt.S 2004)

- Go back to the EYFS Themes and Commitments; the Unique Child and Positive

Relationships. Think about how these Themes underpin children’s development and

learning

- Make time to observe children and tune into what they are doing and feeling

- Observe your key children and look for signs of well-being and involvement. What

do you see? Use the signs of well-being scale to help you identify and support

children’s emotional well-being. Talk together about this with your colleagues

- Look at the following with your team on a staff development day, staff meeting etc Well-being and involvement Information for practitioners on how to observe and acknowledge indicators of a child’s well-being (Leicestershire County Council. Professional Resources). Talk about it together and try it in practice

- Circle of Security Great article om attachment to read together - Brainwave Trust Aotearoa/New Zealand 2018

On-line resources? Training/CPD

- The Leuven Scales of Involvement and Well-being (pdf) - SICS – Well-being and Involvement in Care Settings: A process- Orientated

Self-Evaluation Instrument (Laevers (Ed) 2005) - Supporting Young Children s Emotional Well-being (Cumbria Council – 2013) - Attachment and Trauma Information and Guidance for early years

practitioners (Education Psychology Service, Western Isles Council 2017) - The Leuven Scales In Practice - Stop using wellbeing and involvement as

another observation checklist (Allingham and Arnerich, 2018) - Making care and education more effective through wellbeing and

involvement. An introduction to Experiential Education (Dr. Ferre Laevers

2015)

- Personal and Social Development, Well-Being and Cultural Diversity (Welsh

Assembly Govt 2008)

- Sociocultural theories: children’s development is a social and cultural process Te Whariki On-Line Ministry of Education New Zealand

Observing Involvement in children from birth to 6 years (A DVD Training Pack), Centre for Experiential Education (Leuven) and Kent County Council (Laevers etc al, 2010)

Effective Early Learning Programme Child Involvement Scale (T. Bertram & C. Pascal)

Young children’s well-being Domains and contexts of development from birth to age 8y (Fauth and Thompson. 2009. NCB) Child Development – Explore what you need to know about key aspects of child development and learning Scottish Social Services Council ((*excellent resource and training

tool – links to many tools across the Tool Kit)

Professor Ferre Laevers talks to Early Years Scotland Short film about the two indicators well-being and involvement (20016) Social and Emotional Aspects of Development (SEAD), Guidance for practitioners working in the EYFS (DCSF 2008) AND Social and Emotional Aspects of Development (SEAD), Trainers Handbook (DCSF, 2008) Child Development – Explore what you need to know about key aspects of child development and learning Scottish Social Services Council ((*excellent resource and training

tool – links to many tools across the Tool Kit)

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Signs of Well-being

Characteristic

What does this mean?

What does this look like?

Openness and

receptivity

• Child is receptive to his/her environment

• Expression is alert, open and direct

• Child is open to others ideas and stimuli

• Child is happy to be with others and does not avoid situations or other people

• Child can accept verbal and non-verbal attention from others e.g. a cuddle, advice, compliments

• Child listens , responds and accepts others ideas

• Child is happy to explore new things

Flexibility

• Child readily adapts to their environment

• Child handles new situations and experiences

• Child is able to consider alternatives

• Child is happy in their surroundings, tries new

things and doesn’t mind change

• Child is happy to negotiate and discuss other ideas

Self-confidence and

Self-esteem

• Child has good self-confidence and is able to

express themselves

• Child has a good level of self-esteem

• Child will face a challenge confidently e.g a new

activity

• Child will try things out and not worry about failing

• Child does not dwell on failure

• Child will look for own challenges at his/her level

• Child is able to admit to admit that there are some things that they cannot do

Being able to defend

oneself, assertiveness

• This signal is closely linked with the previous

one

• Child adopts an assertive attitude to their environment and wants to be respected for who they are

• Child stands up for themselves in a positive way

• Child has a sense of justice and injustice

• Child will ask for things that they want or need

• They will ask for what they want in a positive way

• Child will prevent others from destroying or affecting their play/work

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Characteristic

What does this mean?

What does this look like?

Vitality

• Child is full of life and energy

• Child has a zest for life

• Child is not tired

• Child is eager and alert

• Child has a positive and lively facial expression, alert and happy

• Child’s body posture is good

• Child has a energy and uses this positively

• Child is not tired or yawning or apathetic

Relaxation and inner

peace

• Child is relaxed, their facial expression shows this

• Child’s body is relaxed and not tense

• Speech tempo is normal

• Though relaxed the child still has vitality

• Movements are flexible and smooth

• Child does not bottle up tension or emotions

• Child is able to relax quickly after a demanding or exerting activity

• Child does not overly worry in activities which are demanding

Enjoyment without

restraints

• Child shows enjoyment, is happy and takes pleasure in what they are doing

• Enjoyment is appropriate and not at the expense of others

• There are no restraints on the child’s enjoyment

•

• Child is clearly happy and having fun

• Child shows a lot of enthusiasm and pleasure

• Child may sing or glow with pleasure and ‘sparkle’

Being in touch with

one’s self

• Child is in close contact with inner self e.g. own needs, feelings, thoughts

• Child is at ‘peace’ with themselves

• Child is able to work through their feelings and is

not afraid to deal with them

• Child may have negative or unhappy feelings but can cope with them

• Child is able to communicate their feelings and needs and talk about them with others

Adapted by Di Chilvers from Laevers.F et al ‘A process-orientated child monitoring system for young children

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Levels of Involvement - Possible lines for your development

Key questions for reflection? - What do you think involvement means? How does it connect with children being motivated? - Have you heard of the Leuven Involvement Scales and the five levels of Involvement? - Have you observed children involved in their play and activities? What does it look like? What are the children doing? - Why do you think children become involved? - Are you aware of how involvement is linked to children’s Active Learning (The Characteristics of Effective Learning)? - How does involvement support children’s thinking, learning and development? - What is the connection between Involvement and Well-Being? Why is it crucial to focus on both of these dispositions? - How does concentration; persistence; resilience and motivation connect to Levels of Involvement? - How does Involvement support the development of Sustained Shared Thinking? - How can the Involvement Levels help you to make a professionally involved judgement about children’s progress? - Have you noticed any difference in Involvement Levels between child-led/child-initiated play and adult- directed play and activities?

- What happens to Involvement Levels when the child is following their interests and fascinations? - Could you explain what involvement is all about to another member of your team or a parent?

Date What knowledge and skills do I already have? What knowledge and skills do I need to develop? What are my next steps and actions?

Your reflections:

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Levels of Involvement - Possible lines for your development

What to read? What to do in practice?

- Active Learning – A practical guide to how babies and young children learn, Helen Moylett (2013) Practical Pre-School

- Characteristics of Effective Early Learning, H Moylett (Ed) (Open University Press 2014)

- How children learn - The characteristics of effective early learning, Nancy Stewart (2011, www.early-education.org.uk)

- The Leuven Scales In Practice - Stop using wellbeing and involvement as another observation checklist (Allingham and Arnerich, 2018)

- Making care and education more effective through wellbeing and involvement. An introduction to Experiential Education (Dr. Ferre Laevers 2015)

- Deep-level-learning and the Experiential Approach in Early Childhood and Primary Education (Dr. Ferre Laevers 2005)

- Examining Levels of Involvement in the Early Years: Engaging with children’s possibilities (Annie Woods. Ed. 2016. Routledge)

- Make time to observe children and tune into what they are doing – be fascinated by their play, thinking and ideas

- Observe your key children and look for signs of Active Learning and involvement. What do you see? Take a sequence of photographs and see how involvement progresses. Talk together about this with your colleagues

- Create an Involvement Display with photographs and Learning Stories so that you can share with parents and colleagues what this looks like in practice

- Stand back and observe where children are involved, absorbed and busy. What areas are they in? What are they doing? Is there an adult there? Then look at the spaces where children are not involved and ask yourself why? Do this together as a team and record your findings and reflections

- Find out about children’s interests and listen to their ideas? Does this support deeper levels of involvement?

- Talk together about how you can support and extend children’s involvement. What is your role? What about time, space and the enabling environment?

On-line resources? Training/CPD

- The Leuven Scales of Involvement and Well-being (pdf) - SICS – Well-being and Involvement in Care Settings: A process- Orientated

Self-Evaluation Instrument (Laevers (Ed) 2005) - Well-being and involvement Information for practitioners on how to observe

and acknowledge indicators of a child’s well-being (Leicestershire County Council. Professional Resources)

- Helpful photographs to illustrate The Signs of Involvement Taken from A Celebratory Approach to SEND Assessment in the Early Years (Pengreen)

- Involvement and Wellbeing as a measure of quality learning processes and provision SICS A helpful slide presentation linked to SICs (see above)

- Measuring Up: Ferre Laevers’ Process-Oriented Monitoring System builds on his ‘well-being’ and ‘involvement’ (Nursery World)

- Fir Tree Primary School and Nursery Teaching and Learning in the Early Years Foundation Stage – How a Primary Schools uses the involvement scales

Observing Involvement in children from birth to 6 years (A DVD Training Pack), Centre for Experiential Education (Leuven) and Kent County Council (Laevers etc al, 2010)

Effective Early Learning Programme Child Involvement Scale (T. Bertram & C. Pascal)

A Process-Oriented Child Monitoring System for Young Children (Experiential education series) Ferre Laevers. 2002

How Does Well-being & Involvement Contribute to the Quality of Learning (2017) Short Film

Assessment for Learning: Early Childhood Exemplars is a best practice guide that will help teachers continue to improve the quality of their teaching. Look at the section on 0-6 years Early Learning and the list under Teaching and Learning (right hand side). This is an amazing treasure trove of early years practice

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Signs of Involvement Characteristic/Signal

What does this mean?

What does this look like?

Concentration

• The child’s attention is focussed on one small area or activity

• Child is not easily distracted from deep concentration

Energy

• Child puts a lot of effort and enthusiasm into their activity

• This can be demonstrated physically e.g. talking in a loud voice, pressing hard onto paper etc

• Or by being mentally active

Complexity and

creativity

• Child works to their full capacity – beyond mere routine

• Child is creative in their thinking, their play and their work

• Child responds to the task/activity in their own way

Facial expression and

composure

• These are non-verbal signals

• Child’s expression is focussed and intense

• Child shows interest and is not staring into space, yawning or distracted

Persistence

• Child does not give up easily – they are willing to keep working on something

• Child not easily tempted by other activities

• Child is usually involved in the activity for long periods of time

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Characteristic

What does this mean?

What does this look like?

Precision

• Child shows a lot of care for what they are doing

• Attention to detail is good

• Child is wholeheartedly focussed on what they are doing

Reaction time

• Child is alert and ready to respond

• Child is motivated and keen

• Child responds positively and enthusiastically to new things which occur during their game or which are relevant to the activity

Verbal expression

• Child’s language shows interest and enthusiasm

• Child describes what they have done – they want to put into words what they have found out or experienced

• Child asks to repeat the activity and do it again

Satisfaction

• Child gains pleasure and satisfaction from what they have done or are doing

• This may be implicit and not necessarily verbalised

• Child is proud of what they have undertaken

Adapted by Di Chilvers from Laevers.F et al ‘A process-orientated child monitoring system for young children’