This session focuses on the critical role of observation in early childhood education, emphasizing its distinction from assessment, its practical application within frameworks like the EIFS curriculum, and effective strategies for sharing observations with parents to foster child development and home-school partnerships.
Mind Map
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This is summer hanathi from Lepl
International Children and Youth
Services from the United Kingdom. I'll
be so happy to join you today. Today's
session will be about observation
I wish you all can see my
presentation. Is my presentation is clear?
Okay, perfect. Can you all hear my voice clearly?
>> Okay, so let's have a warm up question.
Please make sure that you're all mute.
>> If you need to participate, just send us
a message on the chat box or just raise
your hand up.
Who knows the differences between
observations and assessments?
Who knows the differences between
observations and assessment?
I need to hear your voice. Again, your
knowledge, your experience is what makes
Who knows who wants to share? Let's say
Okay.
Someone with the name
Okay. Rename yourself guys because the
>> Good morning Summer. Good morning
everyone. you
>> okay for me regarding me what I know
that observation it's the act that you
have to watch to watch the and listen
and notice the behavior and the action
and for of the children. >> Yeah.
>> Yeah.
>> So after you uh observe these things
because when you can't assess anybody if
you don't observe. So observation
observation comes first then you will
assess and write your assessment about
the uh children or whatever you want to
do the assessment for them. >> Mhm.
>> Mhm.
>> And regarding the assessment is the
process of collecting y what did you see
what did you observe
>> you collect all these and put them in
the assessment that you have.
>> Okay regarding the goal what you want to
do what did they do and everything. So
you can put the evaluation for them
after that.
>> Uhhuh. Uhhuh. Perfect. Great. Thank you
so much, Miss
>> Miss Hannah. Uh Miss Zinab said the
observation is collecting information
without judgment. Evaluation is after
observation. Who agree?
Who agreed to what Miss Hannah Miss
Hannah said or what Miss Zab said?
If you want to add or edit, feel free.
perfect. Okay,
you are still writing. Please, if you
can add or share your information, share
your knowledge with us, it will be much
more better. Miss Ali says um assessment
formal or informal and against goals or standards.
standards.
Okay. Who agree
type? Let's let's make it a bit easier.
What comes first? Observation or assessment?
assessment?
What comes first?
>> Sure. Observation.
>> Observation. Miss Hannah said
observation. Okay. Who else?
>> Okay. As long as it's observation I think
think
>> perfect observation most of you are
saying observations okay what we can share
share
>> definitely observation
>> perfect perfect so I think all of you
are saying that observation comes first
and then the assessment yeah
okay anybody has another idea that
assessment come may come before observation
uh okay
How many messages? Okay, done.
What we can share with the parents? Uh,
Okay. Miss Kimmy says, "Observation in
early childhood education is the
systematic process of watching,
listening, and documenting children's behavior."
behavior."
Yes, you're right. Okay.
Okay. Um, you can't miss um I think your
name is
okay
preassessment and post assessment. I
mean what is the most uh important to be
shared with the parents observation or assessment?
want to add. Please unmute yourself please.
>> Uh assessment is uh the one that we have
to share because observation you can
make me you can do many observations
before you do your assessment. So you
can't say that this child is like this
maybe he will be more interact another
day or something like that for this
reason the assessment should go to the
parents not the observation unless
there's a problem with that child so we
can share both with the uh parents
>> perfect perfect okay um any other one
wants to add I need to hear also from
teachers what are you sharing with the
We are sharing both.
>> You are sharing >> observation.
>> observation.
Yes. Observation we are sharing like for
example during the daily uh conversation
or uh
in general you know uh information not
with assessment. assessment. This is the
send uh we are sending end of the
semester and this is like uh we are we
are completing all observation and we
are sending together. So uh both we are sharing.
sharing.
>> Perfect. Thank you so much for that.
Okay. So some of you are sharing only
the assessments. Some of you are sharing
baseline assessment. Okay. Some of them
are or some of you are sharing
assessments and observations. Okay. Um
yeah so let's get started see how we are
going to generally talk about
observations in early childhood
education what we can share to the
parents how to share it with the parents
and why it's so important to take notes
to have the observation done um you know
um on daily basis or uh on the spot.
Okay. If I ask you how many times you
are having your assessment
as early childhood educators,
how many times do you think it's
important to have it? >> Assessment
>> Assessment
like the main one three times end of the semester.
semester.
>> End of semester. >> Yes.
>> Yes.
>> Okay. Who else want to add? When are you
>> oh for us we have
>> per month and per term it depends
>> monthly and
>> monthly and termly.
>> Okay perfect. Miss Zab said each term
and Miss Bessna said each term also. So
most of you are sending a termly
assessment. Yeah.
Perfect. So what about the observation
for those who are sharing observations
with the parents? Uh why do you think we
have to send observations for them if
it's a step-by-step uh notes and recordings?
recordings?
Please unmute yourself and participate.
Why do you think it's important to share
information with the parents such as
observations or daily notes? and how
you're sharing with them this information.
Miss Burger
want to add something.
>> Yes. Um
we are sending
not not only assessment we are sending a
daily information uh for the for the
during the WhatsApp. We are sending
daily information about what we did
during the day and uh if we have any
special information for some parents we
are adding that and also we are sending
information end of the week every Friday
for the parents like uh what we did what
we are planning to do
>> and of course uh we have contact daily
with the parent. This is very important
for us because if you are caring about
the small kids, it's really important to
keep good contact with the parents and
you know uh even be interesting how they
are at home and they are changing
suddenly or something like that. So
contact with parents is really important.
important.
>> Yeah, partnership with the parents is
very very important. Thank you so much
Yes, please just to add to what uh my
colleague just said,
>> we are sending daily
>> like we communicate with the parents
through the uh media photographs that we
did, the activities that we did. So, and
what we observed maybe through the
um media we communicate with them and if
they have any feedback maybe on what the
child is feeling, how the child is
participating in class or his mood or
anything we communicate daily. Then uh
the family like the assessment we
accumulate everything and give back the
parents like teacher and parent meeting
so that we can also communicate on what
we have observed the improvement and how
the child can be helped maybe in the
house or how he can he or she can
improve and also adjust to the nursery.
Thank you.
>> Perfect. Perfect. How I like your point
of view. Thank you so much me. Thank you
so much for sharing your idea. Okay. So
considering that we may have teachers
for the first time you know you remember
when you panic in the beginning what to
do what to not do uh a lot of work a lot
of duties how I will observe every
single child and how how I will take
care of each one of them how I how I
will man monitor their progress their
educational journey their behaviors and
all these stuff. Yeah, you remember all
these things. Today our session just to
make things a bit clear, a bit general
why we have to do things and how and how
to share it with the with the parents.
Uh Miss Latar, am I pronouncing your
name nicely correctly?
>> Good morning everyone. Mhm.
>> Um it daily
uh like daily activities,
communication with the parent and this
uh why we share it because it allow
parents to track their children's
development and milestones and also they
also us what uh like what their children
have improved in or what they are
falling back on to work together to uh
bring out this uniqueness. is in virtual.
virtual.
>> Mhm. Mhm. Perfect. Thank you so much. Okay.
Okay.
>> Ma'am, can I add for that? Um
>> yeah, for for me, ma'am. Yeah, I guess
uh yeah, everything was right.
>> Uh also the right uh word for me is it
is the observation. Is it uh it's really
important uh because it's a useful uh
for collaborative purposes between the
parent, the home,
>> the nursery, the people around who's
taking care of the kid. So I guess it's
very uh important also the observation.
Uh the word for me to uh to make it
specific is being useful as
collaborative purposes. That's all. >> Exactly.
>> Exactly.
>> Very well done. Thank you so much for
that and many many messages in the chat
box all are very very useful and informative.
informative.
Okay. What we are going to discuss today
in our workshop and why we call it
workshop and not a session because
ladies we will be having a practical
part at the end of today's session to
make sure that you are trying at least
to put things in um in its place you
know to try to put this information in
act. Firstly, we will understand the
differences uh as we're going now to
discuss um observations and assessment
and why we do this, why we do that and
then we will see a reflection on the
EIFS which is the early years years
foundation stage as many nurseries in
the United Arab Emirates are following
this curriculum and I think most of you
are following the EIFS curriculum um
also because it's very important to know
about this curriculum to reflect on the
EIFS as from my point interview it's you
know much more not only popular but it
includes everything related to the child
well-being, child progress um uh what
are the areas of development that we are
going to focus and it's important when
you observe something you need to know
the criteria that you are observing uh upon
and then we are going to have as I just
mentioned practical examples practical
um video we are going to show to to
watch together and then we will try as
much as we can or as much as you can you
will try to put on your notes your
observations as a teacher. Okay. And
then at the end we will be having the
Let's see
what are the um chapters that we will be
having. Chapter number one is the
foundation of obser observation in early childhood.
childhood.
What is the basics that you need to
know? Okay, what is the basics that you
need to know about the observations?
Observation means more than watching,
you know. So, um it's it's monitoring,
it's uh noticing, okay? Not only
watching what the children are doing. If
you participated with us in previous
lectures, we have mentioned that you as
a teacher is not only a teacher, you are
a facilitator. Facilitator, it means you
are enabling the environment for the
children. You are supporting, guiding.
But again, you are not forcing anybody.
You are giving the children the lead.
You are giving them space, enough time,
enough materials, enough opportunities
to raise and to explore and to learn.
Okay. So uh for example when you notice
a child quality uh lining up cars uh by
their by them by their color for example
okay you are seeing not just playing
with the car you are seeing the signs of
sorting and categorization okay so I'm
saying that okay or sorry I can see that
this child is having this talent or
having this skill okay this sign of
sorting and cate categorization
which is a uh foundation of math skills.
You know we have seven areas of
development in the EIFS. One of them is
the mathematic development or mathematic
area. The mathematic development or
mathematic area for the children. It
contains everything related to colors,
shapes, numbers, sorting,
categorization, coding. Okay. So when I
see one child is playing with the cars,
sorting them out by the color or sorting
them out by their um uh or is it big or
small or something like that. I'm
noticing a development in the math area
for this child. Okay. So this what we
call it observation. You are watching,
monitoring and linking analyzing the
data that you are seeing by your eye.
Okay. analyze it to um to know at the
end of the day what is the learning goal
what is the uh outcome that the child
had from this activity. Is that clear?
If you have any question please stop me
okay or send to the chat box. I can keep
Okay. So again I'm watching I'm
listening I'm all ears.
Okay before when we start working as
early childhood educators we panic you
know we have this struggling um we were
just noticing and keep the information
in our you know memory and we rely on
this memory. At the end of each term we
are coming with the assessment sheet
which is usually four to five papers.
Okay. Uh ask every child to sit and then
we are ticking the checklist or check uh
uh you know the report and then give
this assessment to the parents. I am
sure that this one is not a 100%
accurate information you will give to
the parents. not 100% accurate
information you have to keep for the
children and also it's a not good
process. So what is the good process to
lead at the end of the day to learning
and development for the children and
also accurate information you give to
the parents and we will not forget to
make the work or to minimize the
workload that you will have as a teacher
because we all know how many tasks that
you have in the morning and throughout
the day. So it's hard for you to keep
everything written like in um a notebook
or something like that. Okay. Uh and
then duplicate the work to rewrite these
information again in the uh uh
application or in the children folder or
uh floor book or something like that.
Whatever the observation method that you
are following, don't rely on your
memory. Don't keep the things in your
head and keep it there for a long time
because usually you are uh responsible
for minimum 10 children to 20 children
or something like that according to your
capacity ratio. So if you think that you
will keep this data accurate and
informative for your assessment
no you it will not work like this. Okay.
So all of us agreed that the observation
is the first seed that you are feeding
your assessment with right. So if I'm
observing what once I observe I have to
take a note. If I have an observation
sheet with me every time in the
classroom out uh uh out out of the
classroom and it's ready to to fill in
easily it will be much more easier for
me if I'm using a tablet or I'm using um
an observational system uh like
application or class dojo or whatever
another application. There are many
applications now like parent app or uh
you know um iicare these applications
already contains the observations
um templates or system okay and it's
very easy for you to tick uh a a box or
to write your note or to take a photo
and attach it to this observation.
So if you are doing this in a daily
basis, who knows what will be the
benefits for you as a teacher. If you
are just keeping your observation
recorded and accurate and you keep it up
to date, what are the benefits that you
will gain as a teacher? Who want to participate?
participate?
Who wants to participate?
Again, it's an interactive workshop. So
we need to hear your voice. We are
mashallah over 120 participants. So we
need to participate
again. If you keep your data recorded,
if you keep your observation up to date
and accurate, what are the benefits that
Uh miss can I share my thoughts? Yeah.
uh as you have um said a while ago that
if a teacher is a um does have a daily
updates of the of the observation, I
guess it will be very useful for the
assessment and uh because you are going
to uh keep tracking the behavior of a
certain student then it will be easier
for you to uh to uh to put all the
details in your assessment and it's a
less workload for you. I guess that's all.
all.
>> Okay, perfect. Thank you so much, Miss
Clea. Miss uh May.
>> Yes, ma'am. Um I will I will want to
share also my thoughts if we have
complete um observations from day one
until now. We have um complete
observations with this um we have the uh
pool data what does the child is doing
from day one to know and what we are
what's this confident to say that what
the full details well informed to the
parents or we've gathered too much
information with that that's all ma'am
>> yeah perfect thank you so much for
sharing your point because if anytime
you know sometimes parents are welcome
Some parents are coming you know uh
suddenly to ask for a meeting or I need
a meeting with my with the teacher of my
child. I need to know what they have
done. Okay. And we have this famous
complaint. What did my child learn? He
is in the nursery for three months and
he's coming only to play and go home.
Okay. So the confident teacher, the
organized one. Yeah. The more organized
you will be, the more confident you will
be also. Yeah. So if I have the
observations the not the notes I will
sit confidently with the parent or with
the manager or the whoever authority
will ask me about the children progress
then I will share okay in this part for
example for the personal social
emotional development the child was in
this point and now he is in that stage
and my next plan my next step plan is
one to three um holding a pencil or
pencil control skills for the physical
development if I'm talking about the um
what they call uh uh fine motor skills
he is developing from this stage to that
st stage and we are going to develop
more much more better later on if I'm
monitoring the progress journey of the
child I will I can tell okay in the
language development your child is
exceeding the uh his age or exceeding
the the the
milestone okay but in this area he still
needs uh support in that area he is on
his age or emerging or some or any other
uh things. So if you have enough
information then you will be much more
confident with the parents to share any
information anytime you will not panic.
Thank you so much Miss Lisa please.
Okay until Miss Lisa comes back. Miss Latar.
Latar.
>> Yes, miss. Uh for my own idea, I think
it helps us to track the development of
the child
>> and also to child is improving or not.
>> Uh and this will help us to plan uh
activities that will support them.
>> Perfect. And it also helped us uh like
uh during our timely assessment
>> to track back our observations and see
if the child has improved or we need to
support the child more.
>> Perfect. Very very very well done. very
very well done. It's a very good point
because um if I'm doing my planning I
have to observe the children then I will
do my plan or I will prepare my plan
accordingly. Why we always say you have
to think or you have to think about your
children individual needs before you put
your plan because you are putting your
plan you're putting your ideas
activities learning goals and learning
corners in the classroom according to
the need of the children according to
their interests or the area of interest
and to support them to transfer you know
from one point to the next point from
one stage to the next stage. So if you
are continuously observing the children
it will be easier for you to choose what
activity much more suitable for the
children and much more effective with
the children and will be much more
productive as well. On the other hand,
the good point that you have mentioned
miss is that if we notice the children
progress, if they are developing or not,
it will be easier for us to early
intervent. You know the early
intervention will help us a lot to know
if the child needs something or needs
support or needs any uh special
educational support then it will be much
easier if the if we notice earlier.
Yeah. So observations make the work of
the teacher easy. You know we always
think that it's okay uh a lot of work we
will uh fill in many um what does it
mean forms and uh uh let's say workloads
and something like that. But again if
you think about it from this perspective
that this will make your whole work in
the nursery much more easier. The most
important thing is to keep an eye on the
children. Okay? To not judge and also to
manage your time, manage your tasks,
manage your uh uh support that you are
giving to the children. As we have just
mentioned before in the child
development uh lecture, we said that or
I said that uh um it's very important to
support as per the urgent need. You are
supporting the children not doing things
for them. So you are there to observe,
to monitor, to oversee, not to do things
for them, not to uh feed them by the by
the spoon, their mouth, not to uh help
them to put their shoes on or not to put
their shoes on. You're just supporting
if they can't even do it, you know. So
while you're there, while you know what
the purpose of your attendance in the
classroom, then it will be easier for
you to do your job. The most important
or common um mistake that many managers
do, they don't tell the teachers why
they are there, what we are expecting
you to do. Okay? So if I if I'm a new
teacher chair and uh I just step in for
the first time in this nursery even if I
have many certification qual
qualifications I have some guides I h or
I need some guidance I need some support
and I need someone to tell me why do you
need me here okay usually in the
interview we are asking teachers okay um
what's your qualifications what's your
experience why did you left your ex
manager or error or ex company. Okay.
But again, we didn't tell you why we
need you. Okay. Usually, we have to
inform people what they or what they are
uh there for, what we are expecting them
to do and what is the purpose of hiring
them. Okay. So in the early childhood
education the purpose of having you as
an adult in the classroom you as a
teacher as a teacher assistant as a
learning support as shadow teacher okay
you are there in the classroom to
support the children and to help them
transfer smoothly from one step to
another step. Okay. To the next step to
support them in their uh weakness points
to support them and to to to monitor
their learning journey progress to also
uh help them to show their talents.
Okay. to show their your their
interests. And this will never happen
without knowing your main duty as uh or
main responsibility as facilitator,
monitor and uh uh practitioner.
Okay? Not only a teacher because some
teachers just stop in the classroom
start for example uh uh writing on the
board uh showing flash cards repeat
after me uh very well done yella let's
dance let's sing and that's it but this
is not the purpose as example just for
example if you went to the doctor okay
this doctor will not push you to be uh
or to to you know uh to feel better. No,
he will just monitor your case. He will
just uh let's say uh diagnose what you
have then he will put a plan for the
treatment. Then he will guide you how to
take these medicine, how to eat
properly, how to play sport or or to
have sport and something something like
that. Okay. Then his main responsibility
is to keep monitoring your case to keep
monitoring if you need some extra
medicine or if you just need to stop
this medicine of or if you just need to
have another thing blah blah blah. So as
the same you are as a teacher there to
support to monitor and to keep data uh recorded.
And this is what we call being fully
engaged without interrupting natural uh
or natural uh play and exploration of
the children. Okay.
If there is anything here need to be
clarified, please let me know. I will
Okay, Miss Kimmy said to foster a strong
homeschool partnership or yeah, parents
partnership uh provide insights into a
child's individual development and
interests, identify potential concerns,
and guide effective and responsible
responsive caregiving at both home and
in the nursery as or in the educational
settings. Yes, you are right. If you
will share the observation and the
assessments with the parents, you just
need to know how and how many or what
the information that you have sent that
you have to send to the parents. Okay?
To not give them over uh you know
overload of information unnecessary
information. uh we are going to talk
about it now but yes you're going your
point is very very important
miss daytoday notes focus or examples of
what the child did in the class focus uh
focuses on what the child enjoy how they
learn and the key moment
okay usually shared information daily chat
chat
okay perfect
So why observation matters? We have
individual understanding to support the
children deeply. Okay. And to have a
deep awareness of each child's unique
development, interests and emerging strengths.
strengths.
We have also responsive teaching color.
So you have informative
uh uh data you can use to plan and to
put your own plan for the children and
you will be having strong relationship
not only with the children but also with
their parents with the uh caregivers
that you are working uh together with
especially if we have seen children okay
or seen children we properly work with
other partners so we are sometimes um
working with their doctor or with the
therapist or something like that. So we
if we have the information kept and
recorded and the observation is accurate
and informative then the treatment uh
strategy will be much more effective for
the children and our work will be much
when talking about the observation.
Okay, you are monitoring every single uh
step or every single uh sign of uh
progress and you are planning
accordingly. Then assessments come to
let's say uh to see if your plan was
effective enough or not. So always
observation comes first. Observation is
an ongoing process like on the spot. If
we have uh uh something we noticed, for
example, we noticed this child uh can't
jump but today he tried to jump on two
feets. Okay. So this a very good
observation point I have to add it to
the physical development uh observation
or assessment for the children. If I can
see that this child can do this so he is
just trying. So in my plan I will put
that okay uh during our outdoor play
area or playtime I will uh give them an
activity with the hula hoop that where
they can jump from one to another one uh
so he will develop this skill at the end
of the month or at the end of the term
usually we have this kind of questions
tick box that you will see I will show
it to you now
where you can find it easily for you
because you have already feedback back
you have already information then it's
easier for you to pick this assessment
or this observation on the spot I will
share you some um examples for the
observation I can't say that there is
one only one observation sheet that we
have to all use yeah it's it depends on
your nursery uh management if it depends
uh system okay observation system. However,
However,
there are some important information
that you have to keep an eye on when you
are uh running your assessment or observation.
observation.
You can't have the observation without
knowing your curriculum
uh uh framework. Yeah. So if we are
talking about the EFS curriculum then
you have to know the framework of the
AIFS curriculum the milestones the uh
skills that each age group have been or
has then accordingly you will observe
for example
um I'm a teacher for two to three years
old and I need to observe the children
so I will take my curriculum plan or
curriculum framework or I will ask the
manager who has to give me this training
uh internally or uh outsource or
something like that just to let me know
what is this curriculum all about. Okay.
So according to my curriculum two to
three years old supposed to say three to
five words. So while I'm observing the
children I'm not asking them to come and
sit with me one on one or one to one and
ask them to repeat some words. No it
doesn't work like this. So how I'm
observing while the children are playing
in the garden playing in the classroom
I'm observing okay what they are saying
to each other how they are uh
participating in the activity how they
are pronouncing the words then I will
take my notes so the first step is to
know the development matters or the
framework of the uh curriculum that I
have what are the milestones of the
progress of the children okay so it
would be easier easier for me to
observe, easier for me to assess them
and easier for me of course to put the
plan to serve their individual needs. I
will show you now the observation EIFS
which is very very general.
Okay. But again I will I will try first
Please let me know if you can see my
No, no,
now we can see it. Perfect.
Perfect. >> Okay.
>> Okay. >> Yes.
>> Yes.
What you can see in this observation
sheet, this observation sheet we can use
it for SED children and you can use it
for any any other children but it's a
specific for five or four areas of
development. sensory and physical. This
is not the efforts curriculum. Okay? I'm
I'm just showing you an example. Now, we
will go to through the other one. Uh
sensory and physical. Uh communication
and interaction, social, emotional and
mental health, cognit cognition and
learning. Okay. Here you can write for
example the name of the child. Uh Muhammad
Muhammad type,
type,
which classroom he is, blah blah blah.
For example, uh Skype classroom uh which
age group 3 to 4.
And here you can write a general note
about the uh uh this area. For example,
today is 20 uh September.
Okay. Uh what is the sensory and
physical blah blah blah? I will write
here any note, any comment generally
that I noticed on this day. Okay. Here
you will find it detailed in this area
sensory and physical. You can see that
it has a breakdown of six or seven
areas. Okay. Now for example I observed
uh right here summer.
Okay. Today is 2020.
So here the date that I have noticed
Okay.
What I've noticed, I will check here the
things that this child u show me, what I
observe, what I noticed when I saw him
uh doing things. For example, if he
demonstrated an understanding of the
five sense, I will say for example, yes.
Okay. If he recognized and uh imitated
familiar sounds, maybe I will say no.
Can he can hear? Yeah. But he can't
recognize the sounds of familiar sounds.
For example, if I make for them an activity
activity
uh where I will let them listen the
sound of the animal and I will show them
the pictures to choose which animal is
this. So he can't recognize these
familiar uh sounds. Okay. So you can
write here the details what exactly you
the
Okay. He cannot or he couldn't uh uh
recognize. Okay. You can write it like
this or you can just write no he needs development
or you can write here like it's
developing like he started to develop
but not yet you know you can write here
okay he can do this yes he can do this
Okay. And as as time goes, okay, you
have this sheet for each child. As time
goes, you are noticing and writing uh or
keeping notes. Okay, this one way of
observation. If you don't have this
application uh the IARE application or
another application for observational
system online, then these sheets could
help. Okay, you can you will find the
communication and interaction. You can
find social and emotional mental health
and you can find the other things and
you can write here the notes on the
child progress. Okay. So this one type
of observational sheet. You have also
here where you have the to write
everything in details. Okay, this one
according to the efforts curriculum you
will find here on the left
the seven areas of development and the
breakdown of each area. Please, if you
don't know what I'm talking about here
in this speech, you have to watch the
EIFS introduction uh revised version or
the EIFS uh curriculum introduction. It
will help you a lot to understand what
all these seven areas all about. Okay?
Because it's very important if you are
following the EIFS curriculum to know
what this curriculum is all about to
know what are these breakdowns. Okay?
So, you will write here the
observation notes. What is the child uh
saying or doing? I noticed that this
child doing one, two, three. And I
notice that he is developing in this
area. I notice that he can't say one
word or two words, but he can't
pronounce the words nicely. I can say
that he can't jump on one leg. I can say
blah blah blah. Okay. Or I can see
sorry, I can see something. So the
observation notes will be written here.
Of course, here is the child name, the
date, the time, and also stuff name or
uh your name as an observer. Okay. Uh
what was the activity that this child is
doing? Uh that was child-led activity.
Child le activity means the child was
taking the lead. For example, um we went
outside to play and then uh it was
raining or something like that. But so
so the child saw that the you know the
dust and the soil comes a bit wet. So he
started to sort them out or to mold them
as a cookies. and then he invited
another friend to come and eat together
or come and play together, come and make
this mold and this dough to to bake the
cookies and something like that. So here
you didn't plan as a as an adult for
this activity. Yeah, the child was the
leader. He was the one who lead the
whole play, the whole game. So uh in the
EFS we have a in the- moment plan or on
the moment plan. When you see the child
started to plan his own activity to play
his own activity here when we call it
childled activity. But when you prepare
the activity for them, you cut things
out, you prepare materials or resources,
you build up a corner in the classroom
or outdoor here where we call it
adultled uh play. Yeah.
So adultled play where you tell them the
instructions uh telling them the notes
the how to play uh ask one to three of
them to come to this area for example
drama area and to pretend that you are
the mother you are the father you are
the child or let's let's uh act the
goldilock story or something like that.
So here we call it adultled play and in
this time it's a planned uh uh play. Okay.
Okay.
Were he uh was he playing in a large
group or small group? Okay. Uh was the
activity planned or unplanned? Was it
indoor or outdoor? Was it childhood
activity or uh adultled activity? Okay.
Do you have an evidence for these? Uh
did you take photo or video or or uh any
notes or any evidence that you have for
the children or not? Then you will write
here what you have observed for the
children and tick the boxes here where
the area touchs the the the observation
that you are talking about. For example,
in this uh cookies game that cookie bake
uh game that the child played or the
child had here uh it's some of them are
physical development because he uses his
fine motor skills or brass motor skills.
he was molding the you know the soil or
the wet dust or something like that. Uh
he used also the personal social
emotional development because he was
trying to build relationship with the
others to he invited another friend to
play with him. Uh he used some
vocabulary like uh cookie dough, cookie
cutters, let's bake, let's buy, sell
something like that. So he was
developing speaking skills in the
communication and language and blah blah
blah etc. Okay. So again if you don't
know what I'm talking about here in this
area about PSTD or personal social
emotional development, communication
development, physical development and
all the seven areas of development for
the children then you have to learn more
about it. Okay. you have to to to let's
say uh pay attention to what uh
what you are teaching the children okay
what you are expected to do so you have
to uh
learn more about the efforts curriculum
if you are following this curriculum the
nursery okay clear
so here are examples of the observation
that I can take for the children once I
have typed some applications
parents application. Okay, where you are
communicating with the parents every
day. You are having in the daily report
at the very end you will find an observation
observation uh
uh
part or or observation uh bar down. Some
teachers are treating this bar as uh see
what we have done today. Okay,
observation is a bit different from uh
daily newsletter or uh daily journal or
something like that. Okay, it's okay to
tell the parents that okay we we had
outdoor playing time, we had uh play-doh
time, the children played with the
blocks, the children uh tried to mold
some shapes and something like that. But
the most important thing with the
observation is to tell them how the
children enjoyed how the children
developed using these activities. For
example, if I will say okay
the children played with the blocks
today in the uh construction area colors
this is what the children has done or
had done. But I can say I can say to the
parents if I'm talking about Muhammad or
talking about Ali or talking about
Michael I will tell them okay Muhammad
today has developed his fine motor
skills while playing with the blocks or
Muhammad today has developed his
mathematic skills when he was sorting
out the blocks by their color. Okay. So
I'm showing them what is the progress
happened to the child. What if the child
didn't learn anything from the activity
or he didn't like it, he didn't enjoy
it. Okay, then I have to think okay
maybe he doesn't like this way maybe he
doesn't like the brush I can tell him to
for example if we are coloring or having
painting activity outdoor maybe he
doesn't like the brush maybe he can use
cotton next time or maybe he can use uh
uh his fingers maybe I can tell the
parents that okay in the in the report
if I need to write any observation to
the parents so they can see try to make
sure that it's positive you choose your
words and you're direct to the point if
It's not necessary to the parents to
know it then no need to tell them the
the information or this observation. But
I'm talking about those who are sending
daily report for the parents. Okay. So
instead of just writing many many
sentences and copy paste to all the
children try to make it a bit individual
or a bit specific for each child. And
okay we had painting time outdoor today.
Muhammad doesn't like to play with the
brush. However he was fabulous in using
his fingers to paint and he enjoyed a
lot. And this is very good uh activity
for him to develop his fine motor skills
and blah blah blah. Okay. So if you are
sharing observations with the parents on
a daily basis as a part of your daily
report that you are sending to the
parents. Okay. Try to make sure that
it's short informative showing what the
progress has done uh for this child and
as well as uh if it's important to be
shared with the parents. This is the
question that you have to ask to
yourself. type. If I have negative
feedback, if I have negative
observation, do I have to share it on
the spot with the parents, please let me
know. Raise your hand up. If you have a negative
negative
uh feedback, a negative observation as a teacher,
teacher,
you have to tell it to the parents
directly on the spot or what is the
>> Yes, please.
>> Yes, dear. If you have a negative
feedback or negative observation on this
children, do you have to send it on a
daily basis or do you have to send it to
the parents directly or what is the
I saw you are unmuting yourself. Okay.
Who wants to participate? Miss Heb Dr.
Uh actually I believe that we even if we
are going to um share any negative
observations first of all we have to
give it a time to have the many
observations until we uh figure out that
it's going to be something that's
happening regularly or only a one-time
thing. Mhm.
>> Another thing is when we communicate uh
the negative observation with parents
after uh checking with uh uh son after
checking with the manager we have to use
always the sandwich technique
>> uh where we uh put a positive uh
observation and then start start with
positive and end with positive and put
the negative in the middle like a sandwich.
sandwich.
>> Yeah. Yeah. Yeah. Yeah. Thank you so
much doctor.
Okay, who wants to add? Very good point,
Miss uh Dr. Hea. Thank you so much for
that. Who wants to add?
If I have a negative feedback, do I have
to share it directly with the parents?
Of course not. because your your point
uh uh your observation could be you know
normal for you. Uh it's normal for you
to see one child two years old um
doesn't speak a lot or he can't
recognize or he can't uh uh pronounce
the words nicely. Okay. Uh and you know
as a teacher that it takes time and you
will plan for them activities and this
is your next step. So the parents when
you s when you when they hear that they
will feel like it's a complaint my child
is not normal my child has a problem I
have to take him to the therapist you
know that that panic will happen just if
you share unnecessary information to the parents
parents
when I have to share negative feedback
with the parents with the sandwich
approach as miss uh uh
Dr. HBA said when I have to share it
when I have evidence when I have
assessments and when I have emerging uh
point or urgent need when I need an
early intervention. Okay. So the child
is left behind the child needs a a
direct support or immersion support in
this point. Okay. So if I'm if I'm as a
teacher, I know that it's normal for the
children to uh to need support in this
area or that area because it's normal.
Nobody is perfect 100%. All the children
need support in each or one of or more
areas. Yeah. But if the child I can feel
that they are
really in need of intervention or really
they are left behind then I have to set
a meeting with the parents. Not only
information will be shared on the uh
daily report or something like that. It
needs a meeting and me as a teacher I
have to talk to my coordinator the
academic coordinator or the SEN
coordinator or the teacher uh head of
teachers or the manager. Yeah. To
cooperate with her share the information
uh sorry share the information and then
take the next step to handle a meeting
or to have a meeting with the uh parents
to share these information. So if you
have an observation the children or the
parents will know about it or it's
important for them to know about it then
you have to share it. If you have an
observation that may uh cause a problem
for the parents and it it might be not
necessary for them to know it then don't
share it. Yeah. It's not about quantity
it's always about quality. Clear? Any
Okay, Miss Bena said uh regarding the
EFS observations, how often it's
recommended to be done per child, per
term or per year. Okay, the EIFS
observation, EIFS consider observation
on the spot. Uh uh it's an ongoing
process. uh it's it's unlike the
assessment which has to be done uh uh on
checkpoints or at the end of the term or
something like that as we will go
through it now. Uh observations must be
on the spot. So uh once you notice
something changed uh changed uh better
or change bad then you have to write
your own observation on it. Uh some nurseries they have uh many types of
nurseries they have uh many types of observation sheets. Yeah. Some some
observation sheets. Yeah. Some some nurseries have uh uh one system one big
nurseries have uh uh one system one big system observation uh on the online. So
system observation uh on the online. So uh the manager can check anytime the
uh the manager can check anytime the parents can check anytime and the
parents can check anytime and the teacher can add and edit uh on the go.
teacher can add and edit uh on the go. Yeah. Uh so observation in the EFS it's
Yeah. Uh so observation in the EFS it's an ongoing process. We can't say that
an ongoing process. We can't say that it's it has to be done for example
it's it has to be done for example daily, weekly or blah blah blah. Of
daily, weekly or blah blah blah. Of course, it has to be per child. However,
course, it has to be per child. However, sum of observations you can uh observe
sum of observations you can uh observe two three children as we will see now
two three children as we will see now also you can observe two or three
also you can observe two or three children
children a time. Okay. Yeah. like small group of
a time. Okay. Yeah. like small group of children and you can write uh uh
children and you can write uh uh your notes on those group small group of
your notes on those group small group of children and just you know uh tag the uh
children and just you know uh tag the uh children names and something like that.
children names and something like that. So again EFS observations or observation
So again EFS observations or observation in the general uh curriculums or early
in the general uh curriculums or early childhood education it's supposed to be
childhood education it's supposed to be an ongoing process not uh daily or you
an ongoing process not uh daily or you know weekly or something like that. Once
know weekly or something like that. Once you notice something, you have to uh
you notice something, you have to uh write it down. What if I didn't notice
write it down. What if I didn't notice something? For example,
one of my colleagues had a good uh uh good practice. She had a sheet. This
good practice. She had a sheet. This sheet contains all the areas of
sheet contains all the areas of development on the top. And on the life
development on the top. And on the life left side, she has all the ner the the
left side, she has all the ner the the children names. Okay. So once she is
children names. Okay. So once she is observing something in one area, she is
observing something in one area, she is coloring this on the spreadsheet. Okay.
coloring this on the spreadsheet. Okay. So for example, I can notice uh or I can
So for example, I can notice uh or I can know that this child I observed him uh
know that this child I observed him uh in the language development. I observed
in the language development. I observed him in the physical development. But for
him in the physical development. But for example, I didn't observe him for the
example, I didn't observe him for the area of understanding the world. I
area of understanding the world. I didn't observe them in the area of
didn't observe them in the area of expressive art and design. I didn't
expressive art and design. I didn't observe them uh in the uh mathematic uh
observe them uh in the uh mathematic uh development. So what I will do is I will
development. So what I will do is I will plan activities for them. So I will give
plan activities for them. So I will give myself opportunity to observe them while
myself opportunity to observe them while they are developing or while they are uh
they are developing or while they are uh uh testing their skills in this area.
uh testing their skills in this area. Okay. So this sheet will be very
Okay. So this sheet will be very helpful. Okay. I will try to make one
helpful. Okay. I will try to make one for you also. You can take it with the
for you also. You can take it with the handouts if you wish. So this is very
handouts if you wish. So this is very important for me to know if am I
important for me to know if am I observing all the children in the seven
observing all the children in the seven areas of development if I'm following
areas of development if I'm following the AFS curriculum am I covering all
the AFS curriculum am I covering all these or I'm just a teacher focusing on
these or I'm just a teacher focusing on physical development communication and
physical development communication and language and that's it because some
language and that's it because some teachers I saw them personally they are
teachers I saw them personally they are only focusing on the children uh
only focusing on the children uh communication and language and they are
communication and language and they are neglecting or ignoring all the six other
neglecting or ignoring all the six other areas of development. Yeah. So it's
areas of development. Yeah. So it's important to know what exactly I'm
important to know what exactly I'm observing the children uh or what what
observing the children uh or what what are the areas that I'm observing the
are the areas that I'm observing the children or in okay Missine said I I
children or in okay Missine said I I think I have to observe more to find out
think I have to observe more to find out it's daily or just for one time if I
it's daily or just for one time if I have all the evidence and need help
have all the evidence and need help urgently I should inform the parents in
urgently I should inform the parents in a good way explaining more positive
a good way explaining more positive feedback yes but also So be accurate
feedback yes but also So be accurate like we are not just telling we are
like we are not just telling we are telling the truth but in a sandwich
telling the truth but in a sandwich approach as Dr. uh Hiba said okay so
approach as Dr. uh Hiba said okay so tell the truth again with the
tell the truth again with the cooperation or with the collaboration
cooperation or with the collaboration with the manager and your head of
with the manager and your head of teachers. Yes I agree with you Mis good
teachers. Yes I agree with you Mis good point.
Okay uh Miss Vena said a good question. Can learning journals serve the purpose
Can learning journals serve the purpose as observation
as observation type some uh learning journals or let's
type some uh learning journals or let's say floor book or any other way of uh
say floor book or any other way of uh keeping uh data of the children while
keeping uh data of the children while they are playing while they are um
they are playing while they are um developing skills and something like
developing skills and something like that it's a good point to ask yourself
that it's a good point to ask yourself why I'm doing things what's the purpose
why I'm doing things what's the purpose of the journal ber or or learning
of the journal ber or or learning journal
journal learning jer
learning jer learning journal is to keep the progress
learning journal is to keep the progress recorded. Yeah. But it doesn't light for
recorded. Yeah. But it doesn't light for you what is the next step or you are not
you what is the next step or you are not clearly writing the weakness points or
clearly writing the weakness points or let's say the the areas that needs
let's say the the areas that needs development. You are not clearly right
development. You are not clearly right that okay this child can't hold the
that okay this child can't hold the pencil properly uh uh uh in this age. So
pencil properly uh uh uh in this age. So I will plan for him another activity uh
I will plan for him another activity uh next week about for example uh grapping
next week about for example uh grapping or squeezing or something like that and
or squeezing or something like that and then next week you are going to check if
then next week you are going to check if this work if this works or not. So
this work if this works or not. So sometimes learning journals of course
sometimes learning journals of course will help you in the observation but you
will help you in the observation but you can't rely on the learning journals
can't rely on the learning journals only. Okay. Uh especially when it comes
only. Okay. Uh especially when it comes to the uh areas of development. Learning
to the uh areas of development. Learning journal is a bit general um showing
journal is a bit general um showing positive things but uh observation is
positive things but uh observation is much more detailed and direct to the
much more detailed and direct to the point. Uh you can touch exactly where is
point. Uh you can touch exactly where is the needed support.
the needed support. Okay,
for the second chapter of today's uh workshop or session the UFS curriculum
workshop or session the UFS curriculum and the observation.
and the observation. Now here again if you remember the UFS
Now here again if you remember the UFS curriculum or the framework of the uh
curriculum or the framework of the uh UFS the observation um is just a part of
UFS the observation um is just a part of one circle. Okay, we plan, assess,
one circle. Okay, we plan, assess, observe. Usually we start with
observe. Usually we start with observing. We are what what what the
observing. We are what what what the children are doing now. Usually we have
children are doing now. Usually we have this uh entry assessment or baseline
this uh entry assessment or baseline assessment. What do you call it? Uh
assessment. What do you call it? Uh according to your nursery uh it's fine.
according to your nursery uh it's fine. And then we see how the child is uh now
And then we see how the child is uh now uh what are they doing right now once
uh what are they doing right now once they enter the nursery. Okay. Then we
they enter the nursery. Okay. Then we observe what they are doing.
observe what they are doing. Understanding their learning and
Understanding their learning and development through careful watching.
development through careful watching. According to that we are planning using
According to that we are planning using the observation that we have okay to
the observation that we have okay to inform responsive teaching strategies.
inform responsive teaching strategies. And after we plan for the activity and
And after we plan for the activity and uh we we we have already planned the
uh we we we have already planned the activity and the children participate in
activity and the children participate in the activity we come again to assess if
the activity we come again to assess if this activity or this plan was
this activity or this plan was beneficial to the children or was um
beneficial to the children or was um helpful for the children or not. Okay.
helpful for the children or not. Okay. So again we are observing planning
So again we are observing planning assessing this is the circle of what we
assessing this is the circle of what we are always doing.
are always doing. clear type. Uh we have uh guidance
clear type. Uh we have uh guidance guidance uh highlights for the EIFS
guidance uh highlights for the EIFS curriculum especially the uh revised
curriculum especially the uh revised version. Okay. And the handouts also
version. Okay. And the handouts also will be available as well. So we have
will be available as well. So we have mandatory observation. Practitioners
mandatory observation. Practitioners must observe children regularly to
must observe children regularly to understand their individual needs,
understand their individual needs, interests and development progress.
interests and development progress. We have EIFSP
We have EIFSP integration where we observe
integration where we observe observations directly inform the early
observations directly inform the early childhood or early years foundation
childhood or early years foundation states profile ensuring accur accurate
states profile ensuring accur accurate development tracking. This one you can't
development tracking. This one you can't use uh uh if you don't want you can use
use uh uh if you don't want you can use your own system to keep data in uh
your own system to keep data in uh recorded as just said some nurseries
recorded as just said some nurseries have an application some system has or
have an application some system has or some nurseries has another system
some nurseries has another system nurseries in the United Kingdom they
nurseries in the United Kingdom they have already
have already system like addict and something like
system like addict and something like that and we here we have to mention the
that and we here we have to mention the ASQ3 uh assessment we have to mention
ASQ3 uh assessment we have to mention the uh uh addict addict system uh uh
the uh uh addict addict system uh uh ESUS system where you have to monitor
ESUS system where you have to monitor the children and to see their assessment
the children and to see their assessment and blah blah blah and this one will be
and blah blah blah and this one will be another activ or sorry another session
another activ or sorry another session we'll talk about it once we have a full
we'll talk about it once we have a full information about it when it will be
information about it when it will be implemented 100% and how uh how how you
implemented 100% and how uh how how you will be trained as a teachers to fill in
will be trained as a teachers to fill in these kinds of assessments online
these kinds of assessments online but again it's an assessment uh uh and
but again it's an assessment uh uh and entry and assessment and observation
entry and assessment and observation tracker and something like that it's a
tracker and something like that it's a system of tracking the develop ment of
system of tracking the develop ment of the children
the children uh holistic learning to focus on both
uh holistic learning to focus on both prime and specific areas. And again if
prime and specific areas. And again if if you remember during the EFS
if you remember during the EFS curriculum introduction lesson or
curriculum introduction lesson or session we were talking about seven
session we were talking about seven areas of development uh three prime
areas of development uh three prime areas and four specific areas. Okay. So
areas and four specific areas. Okay. So uh you are focusing focusing in your
uh you are focusing focusing in your observation on both prime and specific
observation on both prime and specific areas of uh learning through systematic
areas of uh learning through systematic purposeful uh observation uh practice.
purposeful uh observation uh practice. Okay.
Now we will use the observations to plan for our uh um activities and for our you
for our uh um activities and for our you know day-to-day activities and blah blah
know day-to-day activities and blah blah blah.
blah. First step is to tailor your activity
First step is to tailor your activity according to the children needs. you
according to the children needs. you know now that the children need one two
know now that the children need one two or three um Muhammad needs development
or three um Muhammad needs development in the uh physical development area uh
in the uh physical development area uh he can't pronounce his name so he needs
he can't pronounce his name so he needs also
also uh support in the language area so I
uh support in the language area so I will prepare this activity for Muhammad
will prepare this activity for Muhammad and S and blah blah blah and put them in
and S and blah blah blah and put them in a small groups that's why the EFS
a small groups that's why the EFS curriculum or many other curriculums in
curriculum or many other curriculums in the early childhood working on a small
the early childhood working on a small group sometimes it will help okay uh not
group sometimes it will help okay uh not only one to one or I will sit in front
only one to one or I will sit in front of the child and you know push him to
of the child and you know push him to learn or push him to be educated. Yeah.
learn or push him to be educated. Yeah. So uh if I see or if I notice that I
So uh if I see or if I notice that I have two three children uh has a common
have two three children uh has a common needs then I will tailor an activity for
needs then I will tailor an activity for them for this group activity and then I
them for this group activity and then I will make the observation for this group
will make the observation for this group activity on the spot.
activity on the spot. Think about the next step or the of the
Think about the next step or the of the children. Okay. Identify specific
children. Okay. Identify specific developmental co goals and learning
developmental co goals and learning opportunities for each child. Tell us if
opportunities for each child. Tell us if if this child is 3 years old and I can
if this child is 3 years old and I can see in his in the in the tracker that
see in his in the in the tracker that okay this child 3 years old he can say
okay this child 3 years old he can say three words or five words. If the child
three words or five words. If the child is saying three words to five words then
is saying three words to five words then I will put them in the fridge. I will
I will put them in the fridge. I will keep them until we go to four years old.
keep them until we go to four years old. Of course not. What I will do is I will
Of course not. What I will do is I will prepare them and support them to go for
prepare them and support them to go for their next step to show their talent to
their next step to show their talent to exceed their limits. So I will not put
exceed their limits. So I will not put any child on the weight list or the
any child on the weight list or the waiting room until I finish with the
waiting room until I finish with the other children. No, I'm just focusing on
other children. No, I'm just focusing on all the children and how to develop them
all the children and how to develop them all to take them from one step to
all to take them from one step to another step.
another step. Okay. And finally support social,
Okay. And finally support social, emotional, cognitive and physical growth
emotional, cognitive and physical growth through integrated planning. What does
through integrated planning. What does it mean integrated planning? Who can
it mean integrated planning? Who can tell me?
tell me? What we mean with the integrated
What we mean with the integrated planning?
Hello. Hello managers. I need to hear from you here
from you here and teachers as well.
and teachers as well. Future managers. Yeah.
Future managers. Yeah. Okay. What do we What do we mean with
Okay. What do we What do we mean with the integrated planning?
Let's see. I can see some are writing. Okay.
Who knows what is the integrated planning?
>> Miss Rebecca please. >> Yes please. when with what I know about
>> Yes please. when with what I know about integrated is planning. If for example
integrated is planning. If for example you are planning for
you are planning for uh math activity like counting and you
uh math activity like counting and you can integrate maybe uh personal social
can integrate maybe uh personal social skills into it by helping the child also
skills into it by helping the child also socialize with his friends by bringing
socialize with his friends by bringing them together or like example Ahmed is
them together or like example Ahmed is going to count
going to count >> who is interested in counting with
>> who is interested in counting with Ahmed.
Ahmed. >> So that though he's learning how to
>> So that though he's learning how to count,
count, >> he's still learning how to share, how to
>> he's still learning how to share, how to play with others. So when you are
play with others. So when you are planning, you can plan.
planning, you can plan. >> You mean blended. You blend two or three
>> You mean blended. You blend two or three purposes for
purposes for >> Yes, please.
>> Yes, please. >> Yes. Okay.
>> Yes. Okay. >> Or you integrate them. Yes. Thank you.
>> Or you integrate them. Yes. Thank you. >> I like your idea. Thank you so much. But
>> I like your idea. Thank you so much. But again again how to plan integrate
again again how to plan integrate planning. Miss Zab said uh trying to
planning. Miss Zab said uh trying to combine one activity and use different
combine one activity and use different skills math and English. Yes, it's the
skills math and English. Yes, it's the same point of Miss Rebecca. Yeah, thank
same point of Miss Rebecca. Yeah, thank you so much.
you so much. And
And please
please strategic approach. Miss Annie said Miss
strategic approach. Miss Annie said Miss Amina said it's a plan that connects all
Amina said it's a plan that connects all areas together.
areas together. integrated not blending. Yes. Okay. Miss
integrated not blending. Yes. Okay. Miss Amir uh Miss Chamber Bureau says it
Amir uh Miss Chamber Bureau says it means planning activities in a way that
means planning activities in a way that connects different areas of living.
connects different areas of living. Okay. The same. Thank you. Miss Linda im
Okay. The same. Thank you. Miss Linda im immersion planning.
immersion planning. Can you please clarify? I need more
Can you please clarify? I need more details about it.
details about it. And systematic approach to ensure that
And systematic approach to ensure that early childhood education and
early childhood education and development. Okay. famous laser said
development. Okay. famous laser said it's the approach that connects all
it's the approach that connects all areas of learning approach. Okay. Yes.
areas of learning approach. Okay. Yes. Okay. Perfect.
Okay. Perfect. Approach or or let's say we can blend
Approach or or let's say we can blend more than one area. Okay. to support
more than one area. Okay. to support different needs. Yeah. In in the same
different needs. Yeah. In in the same activity as as you just mentioned or you
activity as as you just mentioned or you know when you have a supermarket
know when you have a supermarket activity for the children or uh dukan or
activity for the children or uh dukan or what do you call this one salon shop or
what do you call this one salon shop or something like that you are developing
something like that you are developing their uh social emotional development.
their uh social emotional development. You are developing their mathematic uh
You are developing their mathematic uh uh development. You are developing their
uh development. You are developing their uh communication language area as well.
uh communication language area as well. But integrated planning also means to uh
But integrated planning also means to uh you know continuously uh put this
you know continuously uh put this activity or repeat the same idea or same
activity or repeat the same idea or same uh purpose same learning goal okay to be
uh purpose same learning goal okay to be integrated in your planning for example
integrated in your planning for example if I'm talking about teaching ill
if I'm talking about teaching ill children numbers okay so I will not only
children numbers okay so I will not only put uh mathematic area in my classroom
put uh mathematic area in my classroom and that's it No, I can just make it as
and that's it No, I can just make it as an integrated planning for me. During
an integrated planning for me. During the circle time, we will dance and count
the circle time, we will dance and count clap our hands from one to 10. Uh during
clap our hands from one to 10. Uh during our when we are going to the garden, we
our when we are going to the garden, we are going to count the stairs and clap
are going to count the stairs and clap one two three or even count the stairs.
one two three or even count the stairs. That's it without clapping. Okay. Um if
That's it without clapping. Okay. Um if we are playing outdoor, if we are doing
we are playing outdoor, if we are doing this,
this, >> so again,
what happened? Please make sure that you are all muted.
are all muted. Okay? Because I
so again it will be integrated in all the or most of the activities that you
the or most of the activities that you are doing. So instead of doing activity
are doing. So instead of doing activity once no it will be integrated in your
once no it will be integrated in your planning and it will be part of your uh
planning and it will be part of your uh you know work. So you are supporting
you know work. So you are supporting this area or this need in different ways
this area or this need in different ways along your day. Okay. So consistency
along your day. Okay. So consistency consistency and uh uh you know
consistency and uh uh you know repeatable things sometimes is very
repeatable things sometimes is very important for the children as well. Miss
important for the children as well. Miss Crest please
