Self Assessment on Child Learning Environment

Part A

Reflecting over a child's learning and development as a practitioner is important to be able to gauge a knowledge of the child's potential to learn and exactly how it can be continually increased. The Country wide Council for Curriculum and Assessment (NCCA) developed a curriculum construction, known as Aistear, which facilitates practitioners in early on childhood good care and education (ECCE) adjustments to mirror, identify and assess children's learning. Analysis of the child's learning allows the practitioner to gather a knowledge about how the kid thinks, their skills, and interests.

For a specialist to comprehend and assess a child's thinking, capabilities and interests they need to interact with the kid. Good assessment procedures depend on tuning in, empathising, watching and discussing with the kid (Dunphy, 2008). It is through these types of interactions in each day activities and experiences with the adult and other children that help form a successful learning process for them.

In order to plan and develop appropriate experience that your child will see enjoyable and thrilling, it is important that the specialist has a good diagnosis process in place in the ECCE setting. Through observation the specialist can determine the child's progress and develop a plan to continuously enhance the child's development further. It really is up to the practitioner to interpret the child's learning using the seeks and learning goals layed out by Aistear to then form and plan the learning further. The specialist must observe to note children's progress in all regions of their development including skills, dispositions, attitudes, knowledge and understanding (NCCA, 2009). Development through planning is performed through two examination approaches described in Aistear such as the examination for learning and the diagnosis of learning. Diagnosis for learning will take the way of helping and planning the child's learning through representation and analysis whereas assessment of learning is the procedure of measuring, assessing, analysing and confirming (Daly and Forster cited in Mhic Mhathєna and Taylor, 2012). These approaches use a number of methods of analysis. Each method helps to create portraits of the children's learning and development.

Observation is an integral method in evaluating a child's learning. Watching a child allows the specialist to physically see the child's capacities and document their learning. It allows these to see where in fact the child excels or where they could need further support. Additionally, it may show a specialist how a child interacts in public situations and how they play. While many practitioners utilize this as their main evaluation method it isn't the only one. Through the use of different diagnosis methods the practitioner can develop a bigger picture of an child's learning and development. Aistear outlines the five diagnosis methods; self-assessment, discussions, observations, setting responsibilities and tests (NCCA, 2009).

Self-assessment consists of the kids themselves evaluating their own learning and development. The child can commence to identity their own accomplishments and progress. It really is then up to the specialist to help guide the child and discuss with them about their experience. Discussing and having interactions with the kid allow the practitioner to further examine and gather an improved understanding of the child's learning (NCCA, 2009). By using discussion as an examination method the specialist can gain a much better insight into the child's thinking then they would from just observing, thus allowing the practitioner to offer the appropriate support for the kid. These evaluation methods up to now discussed are very child lead examination. It's the child who shows the specialist their learning and development with the practitioner operating as an observer.

Observation can be adult lead diagnosis as well as establishing tasks and trials. If the specialist needs to accumulate information on certain aspects of the child's learning they could design certain activities to help them accomplish that (NCCA, 2009). Through observing, the adult can design activities which interest and excite the kid to help them further get information they could have set out to obtain. From setting these duties the specialist can help describe and encourage the child to further their learning and development. That is like the assessment method of testing. The assessment should concentrate on talents and also aspects which might need further improvement (Dunphy, 2008). The practitioner complies all they have discovered through observing and discussing with the kid to test the kid on certain aspects of their learning and development, such as sociable abilities. This can allow the practitioners to compare the outcomes with other children of similar age range therefore permitting them to see which children are getting together with their milestones and who may need further assistance. There's a huge necessity for these evaluation methods because without them the practitioner would not be able to understand or have the information had a need to assist the kid appropriately to build up into a well-rounded holistic child.

While using Aistear as a platform to assist with good assessment tactics in ECCE settings the Centre for Early Childhood Development and Education developed the product quality construction Solta, which also helps bring about good assessment techniques. Solta was made to examine and support ECCE adjustments to continually increase the environment that the child learns and evolves. Solta supports the practitioner to reflect upon their own role examining themselves to ensure they are really providing quality experiences for each child (CECDE, 2006). Aswell as reflecting upon themselves is allows the practitioner to assess the surroundings, equipment, curriculum and interactions, every area which assist in children's learning and development. While examining the kid helps create portraits of their learning and development additionally it is important to work with frameworks, such as Solta, to determine the learning environment. Lacking any appropriate educational environment which engages, assists, challenges and will be offering the child different experiences a child won't learn and develop to their full potential.

Part B

Lesson Plan for Spring

Month:

Febuary/March

Weekly Theme:

Plants & Flowers

Type of Placing:

Montessori/Aistear

Room:

Pre-School

Age of Children:

3-5

Rationale for subject matter:

A child brought a bloom to the setting up which prompted the other children to want their own bouquets.

Lesson Plan 1 - Hand Print Flower

Date: 27th Febuary Number of Children: 8

Dispostions developed: Persistance, responsibilty, investigative, Curiousity, Fun, independence.

Rationale for selection of activity: Allow the children to express themselves creatively through visual arts using coloring. Make markings to track record their own idea of flowers.

Long-term purpose: To build up their abilities expressing themselves creatively, communicate their imagination also to refine fine electric motor skills. Develop a connection between plants and spring.

Aistear Link Rules:

WB A3 LG1

COM A4 LG2

ET A3 LG1

Solta Standard: Standard 6: Play Component 6. 5 induces him/her to explore, be creative and use past understanding how to make new so this means.

Material and/or equipment needed: White paper, various color paints, paint brushes.

Plan: To commence the specialist will show how to create a flower using your handprints. The practitioner will color their hand utilizing a paint brush, stamping it in a circular motion across the page then using their fingers to color the other areas of the flower. Once the specialist has demonstrated to the children how to generate the flower, the children are asked to explore the materials and create their own concept of a flower. Children will be able to choose their own colors and solution to create their rose.

Reflection: The activity travelled well as the children actively involved with the thought of the experience, each creating and discovering their own notion of a blossom. They demonstrated interest as they published their practical the webpage at different angles to make markings with the paint. The children each used different solutions to paint the bloom. Some imitated the practitioner while some just used their fingers or the paintbrush. Then i noticed (P) acquired painted squares at the bottom of the webpage and asked them 'what do you make when you did these'. (P) told me 'There rose pots, my mammy has a lot of blossoms in rose pots'. This then acquired one child specifically curious asking me 'where do blossoms develop' and 'how will you make blooms'. I informed them how blossoms grow from seeds either in the ground or they could be planted in a blossom pot. The children then shifted their focus from the painting to the talk and each child shared their idea on how flowers develop.

Critique and Evaluate: As the children all needed their own rose, I arranged them an activity to design their own. They proved self-assurance in their capacity to independently paint their own hands and design their own blossoms with the different methods they those. By placing the children the duty they have demonstrated the aim of the activity, to express themselves creatively by making marks to track record their ideas. Preparing the task enabled the kids to choose their own shades acting after their attention to explore different grades and test out different colours. During the task the children took the business lead through the natural developing opportunity of one child requesting questions about where and how flowers grow. This prompted all the children's interest as each of them moved their concentration from painting to get involved in the discussion. It is important when using the method of setting tasks discussed in Aistear as an examination method that in the years ahead I use their questions about the bloom to continue their interests in planning the next activity.

Lesson Plan 2 - Flower Flower Seeds

Date: 28th FebuaryNumber of children: 8

Dispostions developed: Responsibilty, Curiousity, independence.

Rationale for selection of theme: During painting our own flowers this issue of where and just how do flowers grow was asked. Planting the seeds and physically enjoying the flowers will help supply the children an improved understanding of where and how they expand.

Long-term goal: The children can have a better knowledge of working ideas of where and the way the flowers grow. It will develop the disposition of responsibility as the kids should look after their blossom to make it grow.

Aistear Link Rules:

WB A3 LG5

IB A4 LG4

ET A2 LG3

Solta Standard: Standard 7: Curriculum Element 7. 4. 1 - What strategies do you use in employing the curriculum/programme? - Example being facilitating the children's interest.

Material and/or equipment needed: Flower seeds, blossom pots, land, gloves, side shovel and drinking water.

Plan: The practitioner will show how to flower the rose seed. The children will then get the side shovel taking it in turns to spoon garden soil into their flower pot. Using their finger they'll place a gap in the middle of the soil and place the rose seed in to the gap covering it over. After the seed is planted, the children will then use a jug to drinking water the seed. While planting the specialist will discuss how exactly we care for our flower and what it requires to grow.

Reflection: This activity went really well as the children really engaged and showed interest. They proven great freedom and manipulation skills as they spooned the dirt into the flower pots with great control. (B) have have a problem with spooning to earth into to pot and (S) demonstrated great attention 'I'll help you decide to do it' as she helped (B) to obtain the garden soil in his pot. (S) than continued to go over with the other children what that they had to do next assisting all of them. Once the children got planted their seeds I discussed with them what the plant needed to be able to grow. I asked 'I speculate the actual seed must develop'. (B) said 'you pour water together with it' while (A) contradicted (B) informing them 'No you merely input it in the container'. I then said 'you're both right the seed requires water and garden soil to grow but it addittionally needs sunlight. Where should we position the plants so they can get sun?'. The children looked around the area (S) shouted to everyone 'the sunshine reaches the window look' as they decided we'd place our pots here. (B) then reminded everyone 'we forgot water let's wear it top' the kids took turns watering their herb. I reviewed with them that the vegetable will grow origins and drink water in the soil but this seemed to mistake them especially (B) who maintained revealing everyone that you pour the water on top of the herb.

Critique and Evaluate: The website link with Aistear's approach to assessment using discussions is evident during this activity as the children took converts in talking, tuning in and talking about their ideas with one another. It is also evident as I responded to the children agreeing with both (A) and (B) as we mentioned and I provided feedback in what the flower needed. I also used dialogue to prompt the children to talk about their ideas using an wide open ended question about where was better to place the blossom to get sun therefore aiding the kids in expressing their own views and making their own decisions, which Aistear's Personality and owed learning goals outlines. Through conversing with the children it offers given them the possibility to expand independently knowledge about how to look after materials in their environment and what they need to survive.

Lesson Plan 3 - Test: How plant life drink water using food colouring.

Date: 1st March-3rd March (witnessed the flowers more than a few days. )

Number of Children: 8

Dispostions developed: Investigative, Curiousity, Fun.

Rationale for choice of activity: The children will be able to start to see the food colouring stain the plants as it absorbs this helping them develop thinking skills as they will come to an understanding of plant life absorbing normal water.

Long-term aim: To continue their intrests about blooms and give the kids a much better understanding about how exactly the plants absorb water.

Aistear Link Rules:

WB A3 LG 1

ET A1 LG4

Solta Standard: Standard 8: Planning and Evaluation - Enriching and informing all aspects of practice within the environment requires cycles of observation, planning, action and evaluation, undertaken on a normal basis- the experience planned is from watching and analyzing the children's interests and taking action to plan according to their needs and hobbies.

Material needed: Food colouring, bouquets, jug, and water.

Plan: Under the direction of the practitioner, the childrenwill complete a jug with water and place some plants in the jug. They'll then add food colouring in to the normal water and place the blossoms in an portion of sun rays. With this activity the blossoms have to be observed over a few days to observe the blossom changing shade from absorbing the stained water.

Reflection: The first activity was brief and prompted many curious questions from the kids such as 'why is the water green' 'how will they drink that' 'how will it change colour'. After discussing and answering their questions the kids were eager to go forward and conduct the experiment. They exhibited their freedom as once provided with the materials and instructions in what and how we were heading to do the test, they recognized and enabled each other to carry it out. I then observed the children as they continuously returned to the bouquets that day watching to see if they had changed colorings. The following day, upon entrance the children raced to the bouquets screaming with enthusiasm to notice that one of the leaves experienced green spots onto it. (B) 'look every person its gone renewable' (S) 'the plant drank the green drinking water' (P) 'it wines it from the lower part'. Over another few days the children still continued to obtain interest above the experiment when i observed them exceeding to look sharing it with the other children and even their parents.

Critique and Evaluate: From observing and hearing the kids I noticed how enthusiastic and involved each of them got while talking about and undertaking the experiment. Using observation as an assessment method has allowed me to observe how the children share their thrills and awe using their language, gestures and cosmetic expressions. From going for a step again and observing the kids I could see how the children indicated their sense and thoughts with one another and their exhilaration to involve their parents. Using observation as an diagnosis method has shown me that building on the kid interests to help them seem sensible of the world truly excites them.

(See appendices for photographs of the actions. )

Part C

Using the topic of springtime, the examination of the actions helped to plan further activities predicated on the child's hobbies. Aistear's outlines the top features of good assessment practices which entail collecting, documenting, reflecting and using the information (NCCA, 2009). In each activity, the examination of the experience benefited the kid as it built on the child's past experiences that they shared to support the development of new learning. From collecting and documenting the child's interests, it allowed a portrait of the child's pursuits, capabilities and knowledge to be assessed and used to plan further encounters which would help the child/children develop. From using different methods of diagnosis such as placing a task, discussions and observation it allowed for appropriate activities to be organized in line with the stage of development and pursuits the child/children were at. Observing over a time period during the how crops drink water experiment highlighted how fired up the children received from observing the flower change colour sharing the information with parents. This enables the parent to gain an insight into what the child is considering which may be further developed outside the classroom. In each activity the kids developed the disposition of attention. Their curious nature engaged the children to try the painting, planting and experimenting. The actions also showed proof the children's knowledge developing as while planting the children assumed that pouring water on the top of the bloom helped it to develop were it then became clear during the test that they soaked up water from the bottom. From planning the activities, to observing the kids while implementing them and using Aistear's different assessment methods to track record and think about the experience, it offers a portrait of the child/children which helps the practitioner to constantly provide and enhance future encounters to help develop a all natural child.

References

Centre for Early Childhood Development and Education (CECDE). (2006), Solta: The National Quality Framework for Early Childhood Education. Dublin: Centre for Early Child years Development and Education.

Daly, M and Forster, A. (2012). Aistear: the early childhood curriculum platform. In: Mhic Mhathєna, M. and Taylor, M. , eds. , Early on youth education and care and attention: an launch for students in Ireland. Dublin 12: Gill & Macmillan.

Dunphy, E. (2008). Assisting early learning and development through formative diagnosis: a research paper. Dublin 2, Country wide Council for Curriculum and Analysis (NCCA) Aistear: the first Childhood Curriculum Construction.

Dunphy, E. (2008). Supporting early on learning and development through formative assessment: a research paper: executive Synopsis. Dublin 2, Country wide Council for Curriculum and Diagnosis (NCCA) Aistear: the first Childhood Curriculum Framework.

National Council for Curriculum and Diagnosis (NCCA). (2009) Aistear: THE FIRST Childhood Curriculum Construction: promoting learning and development through analysis. Dublin: NCCA.

National Council for Curriculum and Diagnosis (NCCA). (2009) Aistear: THE FIRST Childhood Curriculum Platform: concepts and designs. Dublin: NCCA.

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