Guest Posted August 12, 2005 Posted August 12, 2005 Hi again! I am really interested in your views about trackers. Are they useful or a waste of time? If you don't use them, how do you show which areas of the curriculum have been accessed during free play?
Beau Posted August 14, 2005 Posted August 14, 2005 Anne, Sorry to appear a little thick, but what do you mean by trackers? I'm not a teacher so excuse me if this is obvious!
Guest Posted August 14, 2005 Posted August 14, 2005 Anne, Sorry to appear a little thick, but what do you mean by trackers? I'm not a teacher so excuse me if this is obvious! 36367[/snapback] Hi, thanks for your reply! I was beginning to think I was doing something wrong!! By a tracker, I mean a way of recording what children are choosing in their free play.
Sue R Posted August 14, 2005 Posted August 14, 2005 Me again!!! I seem to remember a topic which included this ages ago... Maybe someone - Carol, now she's back???? - might find it and put in a link for you, otherwise, I'll have a go at finding it, but "I might be gone for some time", as the indomitable Captain Oates said..... Sue
hali Posted August 14, 2005 Posted August 14, 2005 My staff tend to use them when we have children that have just settled but to be honest im not sure they are of any use!!!!
Guest Posted August 15, 2005 Posted August 15, 2005 I agree with Hali, I did a "tracking observation" once which included all children and staff, it showed clearly that when staff start to move around, and not sit with children, the children lose focus and move around too. The symbolic representation of the tracking obs was quite emphatic because the page looked like spaghetti junction with all the different movements compared to the few lines drawn when all were seated. ( does this make sense ) Peggy
Running Bunny Posted August 15, 2005 Posted August 15, 2005 I have come across settings that use a form of self-registration by the children every time they enter a new area or zone. On the wall or clipboard, the children mark themselves in (using ticks next to their name/picture) and at the end of the session, the staff can analyse where the children have visited and, probably more importantly where they haven't visited and can think why this is so? This also helps when certain areas have limits on numbers of children i..e. sand/water as children can easily see how many are 'signed in' and can work out if there is space (mathematical problem solving plus point for Ofsted?!)
Guest Posted August 16, 2005 Posted August 16, 2005 I have come across settings that use a form of self-registration by the children every time they enter a new area or zone. On the wall or clipboard, the children mark themselves in (using ticks next to their name/picture) and at the end of the session, the staff can analyse where the children have visited and, probably more importantly where they haven't visited and can think why this is so? This also helps when certain areas have limits on numbers of children i..e. sand/water as children can easily see how many are 'signed in' and can work out if there is space (mathematical problem solving plus point for Ofsted?!) 36402[/snapback] I like the sound of this as we use self-registration anyway so the existing children are used to this way of working.
Guest Posted August 16, 2005 Posted August 16, 2005 Hi again!I am really interested in your views about trackers. Are they useful or a waste of time? If you don't use them, how do you show which areas of the curriculum have been accessed during free play? 36305[/snapback]
Guest Posted August 16, 2005 Posted August 16, 2005 Hi, We track any children causing us concern. mainly for SEN, "crazy kids" or "avoiders" we then try to include them in next day planning if there is a need. I personally feel 10 min bursts during the free play part offer valuable insight Goose
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