10 articles in this category

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  Recording learning, not tracking progress (Part 3)

  by Helen Edwards on August 16, 2021

  In Part Three of this series of articles on Observations, Dr Helen Edwards offers open ended questions that can support your narrative observations in the Specific Areas of Learning.   

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  Observing in an Early Years Environment

  by Ben Case on January 29, 2020

  Ben gets us thinking about what we are observing and who we are observing for. 

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  Observational Assessment and paperwork – how much is enough?

  by Kate Cahill on March 29, 2018

  It would seem that many years after the first publication of a statutory EYFS Framework, we are still grappling with one key question: how much paperwork is actually enough?

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  Everything You Need To Know About Observation - and Why We Do It

  by Michaela Machan on November 23, 2016

  As a student getting to grips with the world of early years, the word ‘observation’ filled me with fear and trepidation.  I knew it was important but what exactly, was it that I was being asked to do? I didn’t walk around with my eyes shut so why wer…

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  Recording learning, not tracking progress (Part 2)

  by Helen Edwards on October 23, 2020

  In Part Two of this series of articles on Observations, Dr Helen Edwards offers open ended questions that can support your narrative observations in the Prime Areas of Learning.   

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  Observing and evaluating children’s well-being

  by FSF Rebecca and Jane Evans on February 27, 2018

  What is well-being and what does it look like? The Foundation Stage Forum has been working with national trauma, wellness and resilience expert Jane Evans to work out what exactly the Early Years Foundation Stage asks us to do.

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  An observations and assessments walkthrough

  by FSF Rebecca on March 29, 2017

  In this article we look in detail at two observations and explain, in depth, how we assess and allocate refinements to what we are seeing.  From the article, you will learn how you can use information gathered from observations, in conjunction with t…

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• 

  Recording learning, not tracking progress (Part 1)

  by Helen Edwards on October 19, 2020

  In Part One of this series of articles on Observations, Dr Helen Edwards brings together some of the research on the why and how of making observations, and explores an opportunity for a change in the way we document and record children's learning,…

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  Are you observing your learning environment as much as you are observi…

  by Elizabeth Jarman on June 11, 2019

  Elizabeth Jarman shares some Frequently Asked Questions and her responses to them in this piece to get you reflecting on your learning environment and how it can shape the experiences of the children in your setting. 

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  Observing and assessing extended tutorial for Tapestry users

  by FSF Rebecca on March 27, 2017

  In this article we look in detail at two observations and explain, in depth, how we assess and allocate refinements to what we are seeing.  From the article, you will learn how we, at Tapestry, use information gathered from observations, in conjunc…

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