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Observation English Version

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Summary

Core Theme

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.

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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

>> 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

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

Crest please extended yes extended activities. Thank

extended yes extended activities. Thank you so much for that.

you so much for that. Yes miss someone wants to say something.

So what are the famous or most famous observation methods and examples for

observation methods and examples for this?

We have four uh let's say common observation methods in early childhood

observation methods in early childhood education.

education. anecdotal records, running records, time

anecdotal records, running records, time sampling and checklists and scales.

sampling and checklists and scales. Okay, we will see now how things will go

Okay, we will see now how things will go in different way. How I will make my

in different way. How I will make my observation in different way according

observation in different way according to what Miss Summer according to what

to what Miss Summer according to what the nursery manager is telling me or

the nursery manager is telling me or according to what the curriculum telling

according to what the curriculum telling me or according to the need. Of course,

me or according to the need. Of course, according to the need. Yeah. The first

according to the need. Yeah. The first uh type which is the anecdotal uh uh

uh type which is the anecdotal uh uh records. It's a brief or you know as you

records. It's a brief or you know as you are writing a story. Okay. You are um

are writing a story. Okay. You are um let's say describing what you are

let's say describing what you are saying. Okay. Uh Muhammad was playing

saying. Okay. Uh Muhammad was playing with Ahmed and he was trying to contact

with Ahmed and he was trying to contact or to to disc to open a discussion or

or to to disc to open a discussion or conversation with him. He tried to do

conversation with him. He tried to do this one and this one doesn't work. this

this one and this one doesn't work. this one works and he was developing in this

one works and he was developing in this area and he was doing that one and this

area and he was doing that one and this one. So here you are telling as you are

one. So here you are telling as you are telling a story let's say let's see how

telling a story let's say let's see how how how it goes. So I will give you a

how how it goes. So I will give you a clear example of clear idea about it.

You have here one child. Okay. Child name. Okay. His age. The time was 10:15

name. Okay. His age. The time was 10:15 a.m. Uh they were having free playing

a.m. Uh they were having free playing time. Uh he was in the building area or

time. Uh he was in the building area or uh uh construction area wherever what

uh uh construction area wherever what what you are just calling. You will say

what you are just calling. You will say that okay Liam this child carefully

that okay Liam this child carefully stack blocks one by one. Okay. pausing

stack blocks one by one. Okay. pausing to examine uh or examine the tower's

to examine uh or examine the tower's stability. Okay. When it begins to

stability. Okay. When it begins to wobble or when it's you know stand tall,

wobble or when it's you know stand tall, he was clapping his hands or he adjust

he was clapping his hands or he adjust the position. He tries again he was

the position. He tries again he was smiling. So here as you are describing a

smiling. So here as you are describing a scene describing a film or you know a

scene describing a film or you know a scene in the film

scene in the film what are the developmental insights?

what are the developmental insights? Okay. It demonstrates problem solving

Okay. It demonstrates problem solving skills, fine motor development and uh

skills, fine motor development and uh persistence in learning. Okay. So here

persistence in learning. Okay. So here you are describing what happened about

you are describing what happened about the child.

the child. Uh it's very easy to write it down as it

Uh it's very easy to write it down as it is like this. It's very easy to write it

is like this. It's very easy to write it down if you have uh a form like the one

down if you have uh a form like the one that I've showed you. Okay. It's very

that I've showed you. Okay. It's very easy to you know just write it in the

easy to you know just write it in the note and then uh copy it or stick it in

note and then uh copy it or stick it in the child profile whatever the method

the child profile whatever the method your nursery is going to implement.

your nursery is going to implement. Okay. But just try to make it easier for

Okay. But just try to make it easier for yourself uh to try to go more online or

yourself uh to try to go more online or you know uh uh much more smarter so it

you know uh uh much more smarter so it will be less work for you.

will be less work for you. Clear?

Clear? If you have any question before I go to

If you have any question before I go to the next step, please let me know

the next step, please let me know because I need you to 100% understand

because I need you to 100% understand what I'm saying.

Okay. Okay. Perfect. Miss Linda, I like your

Okay. Perfect. Miss Linda, I like your words. Hit two birds with one stone.

words. Hit two birds with one stone. Yeah. Thank you so much for that.

Yeah. Thank you so much for that. Okay.

What is their running record? running record. It means okay I have um Sara for

record. It means okay I have um Sara for example uh I have to observe her

example uh I have to observe her throughout a timeline or throughout the

throughout a timeline or throughout the day. Okay. Uh with a short observations

day. Okay. Uh with a short observations okay for example uh initial engagement

okay for example uh initial engagement Sara approach the home corner selects

Sara approach the home corner selects dress up clothes begin to role play as a

dress up clothes begin to role play as a doctor. Okay. So uh in the uh 10.3

doctor. Okay. So uh in the uh 10.3 invite Tom to be blah blah blah blah

invite Tom to be blah blah blah blah blah for me myself I don't like this

blah for me myself I don't like this observation record as much as yeah you

observation record as much as yeah you know I'm just doing this in a case of uh

know I'm just doing this in a case of uh monitoring behavior uh if I have a

monitoring behavior uh if I have a repeatable behavior for the children

repeatable behavior for the children okay so I need to see how often he is

okay so I need to see how often he is repeating his behavior this one and also

repeating his behavior this one and also the time record timing record I feel

the time record timing record I feel like okay I'm I'm over monitoring one

like okay I'm I'm over monitoring one child for a purpose. I I will not do the

child for a purpose. I I will not do the same with all children. I'm not here to

same with all children. I'm not here to write with the date the the exact time

write with the date the the exact time what exactly they are doing and blah

what exactly they are doing and blah blah blah. I for myself I prefer the uh

blah blah. I for myself I prefer the uh this one. Okay. But here also the

this one. Okay. But here also the purpose is to capture detailed

purpose is to capture detailed communication skills, social negotiation

communication skills, social negotiation abilities and emotional response. Here

abilities and emotional response. Here it's written the the the the

it's written the the the the purpose of what I'm doing. But for me

purpose of what I'm doing. But for me I'm doing this only if I'm monitoring

I'm doing this only if I'm monitoring the child as also this one time

the child as also this one time sampling. This time sampling could be

sampling. This time sampling could be with the time or the date. Okay. The

with the time or the date. Okay. The date also if I'm saying if I'm seeing

date also if I'm saying if I'm seeing that this child is continuously

that this child is continuously repeating a behavior and I need to to

repeating a behavior and I need to to notice if this a sudden behavior or it's

notice if this a sudden behavior or it's a repeatable one. For example, this

a repeatable one. For example, this child is um uh pushing, okay? Or this

child is um uh pushing, okay? Or this child is uh turning turning around

child is uh turning turning around himself. If he does if he does this one

himself. If he does if he does this one once, that's okay, that's fine. But if

once, that's okay, that's fine. But if I'm seeing that okay, I need to monitor

I'm seeing that okay, I need to monitor this behavior. I need to monitor this

this behavior. I need to monitor this progress. I need to monitor how often he

progress. I need to monitor how often he is repeating or I need to monitor the

is repeating or I need to monitor the development. Now he he is sad. Maybe

development. Now he he is sad. Maybe tomorrow he he's shouting after tomorrow

tomorrow he he's shouting after tomorrow he's throwing things out. So these

he's throwing things out. So these things of these kinds of observation the

things of these kinds of observation the time sampling and the uh running

time sampling and the uh running sampling or running observation I'm

sampling or running observation I'm using this one to monitor more than uh

using this one to monitor more than uh evaluating. Okay, I'm just monitoring

evaluating. Okay, I'm just monitoring what is the sequences or the how often

what is the sequences or the how often he is repeating the same action.

Okay. So now we are going to I'm not quite sure if you can see my

I'm not quite sure if you can see my screen.

screen. Okay. Now we are going to watch a video

and then please prepare your notebook, paper, pen because you will take notes

paper, pen because you will take notes about what you will see.

prepare your paper and pen please because we are going to see the video

because we are going to see the video and

and monitor you know it's your time now it's your call as you say or as I said

it's your call as you say or as I said just a few minutes ago it's Uh it's now

just a few minutes ago it's Uh it's now your time to imagine that you are a

your time to imagine that you are a teacher. Monitor the teacher. See what

teacher. Monitor the teacher. See what she's doing now. She is not interrupting

she's doing now. She is not interrupting them. She's just overseeing them.

them. She's just overseeing them. Monitoring them. Okay. You now you will

Monitoring them. Okay. You now you will put yourself

put yourself uh in her place and her shoes as you

uh in her place and her shoes as you say. You will see if you are a teacher

say. You will see if you are a teacher then how you will monitor these three

then how you will monitor these three children.

children. Okay.

Everybody see my screen? >> Perfect. I will mute myself and then

>> Perfect. I will mute myself and then please you start now taking notes about

please you start now taking notes about the three children

the three children uh that you will see now. The the one

uh that you will see now. The the one with the red t-shirts, green t-shirt and

with the red t-shirts, green t-shirt and the white t-shirt. Let's see.

>> What are you making, Anthony? >> A house.

>> A house. >> Oh, okay.

I'm sorry. Some are saying that uh the the screen is black. Can you see the

the screen is black. Can you see the video, ladies?

Can you see the video now? Not clear.

Type uh I I stop it. It's not stopping. I just stop it for uh the purpose of you

I just stop it for uh the purpose of you know.

know. Okay, now it's clear. Perfect. I just

Okay, now it's clear. Perfect. I just stop it to talk to you. Now I will

stop it to talk to you. Now I will return again.

Okay. To to solve this issue, I will share with you the link. So, you can

share with you the link. So, you can click on the link, watch the video, and

click on the link, watch the video, and take your note. Here we go. will take

take your note. Here we go. will take six minutes to do this. So or seven

six minutes to do this. So or seven minutes maximum.

minutes maximum. The link is in the chat box. You can

The link is in the chat box. You can click the link and then directly you can

click the link and then directly you can write your notes.

For those who are watching the recorded video,

video, the link will be sent to you from one of

the link will be sent to you from one of our representatives.

Oh, great. I'm talking to myself. Okay, I wasn't mute. Okay, so now it's

Okay, I wasn't mute. Okay, so now it's your time to share your observation,

your time to share your observation, your notes, your ideas. Uh discuss with

your notes, your ideas. Uh discuss with us. There's no 100% right, no 100%

us. There's no 100% right, no 100% wrong. So it's your opportunity now to

wrong. So it's your opportunity now to share and discuss what you have learned

share and discuss what you have learned or what you have observed. So you can go

or what you have observed. So you can go on Monday inshallah to the nursery to

on Monday inshallah to the nursery to put everything we have discussed today

put everything we have discussed today in practice. Put it in act.

in practice. Put it in act. So I need to hear from you. You can

So I need to hear from you. You can unmute yourself. You can write in the

unmute yourself. You can write in the chat box. Okay. But again I need to hear

chat box. Okay. But again I need to hear your voice. Okay. We overund now. So we

your voice. Okay. We overund now. So we need to hear from you guys. Share with

need to hear from you guys. Share with us your uh observation. What have you

us your uh observation. What have you noticed on the three children? What uh

noticed on the three children? What uh if you if you if you have ever noticed

if you if you if you have ever noticed them developing one of the seven areas

them developing one of the seven areas of development like communication and

of development like communication and language, social personal social emotion

language, social personal social emotion and development, mathematic, maybe

and development, mathematic, maybe expressive art and design, maybe

expressive art and design, maybe understanding the world. So what you

understanding the world. So what you have noticed

have noticed okay thank you so much for those who are

okay thank you so much for those who are sending messages that they are done

sending messages that they are done watching. Perfect. I need you to share

watching. Perfect. I need you to share your observation.

your observation. Anybody wants to share?

Anybody wants to share? Can you tell me what did you notice as a

Can you tell me what did you notice as a teachers

teachers or as sorry as a teacher or as a manager

or as sorry as a teacher or as a manager or as a coord academic coordinator. If

or as a coord academic coordinator. If you see the video so what did you

you see the video so what did you observe?

>> Uh may it's just a short uh you know I >> observation

>> observation >> observation.

>> observation. Yeah, I you know um seeing the three

Yeah, I you know um seeing the three kids for me it's yeah it's very funny

kids for me it's yeah it's very funny and for me uh really the kid have unique

and for me uh really the kid have unique uh individuality as I see it the video

uh individuality as I see it the video >> so the red I have a note

>> so the red I have a note >> the one with red t-shirt

>> the one with red t-shirt >> yeah the red t-shirt at first he was

>> yeah the red t-shirt at first he was very focused on the Lego like he is

very focused on the Lego like he is building like a tall

building like a tall >> tall building like that and the and the

>> tall building like that and the and the other one the white boy, the white uh

other one the white boy, the white uh shirt, he's also very uh very focused on

shirt, he's also very uh very focused on what he is doing. And this green boy,

what he is doing. And this green boy, >> at first he is very like uh he's just

>> at first he is very like uh he's just being funny, but then you know, you can

being funny, but then you know, you can see that

see that >> uh he's showing something that he is

>> uh he's showing something that he is >> uh

>> uh like he wants to Yeah, he wants to seek

like he wants to Yeah, he wants to seek the attention of his friends. Just what

the attention of his friends. Just what I just what I I observed. But later on

I just what I I observed. But later on uh I know that everyone can share these

uh I know that everyone can share these thoughts. For me, this is just a short

thoughts. For me, this is just a short uh short observation.

uh short observation. >> Yeah. So like the the white shirt boy, I

>> Yeah. So like the the white shirt boy, I was so like uh I really like his being

was so like uh I really like his being consistent.

consistent. >> Mhm.

>> Mhm. >> Yeah. Because even the green boy, the

>> Yeah. Because even the green boy, the green t-shirt boy always like making fun

green t-shirt boy always like making fun of him, but he was so patient. He was so

of him, but he was so patient. He was so calm. And then he is uh even if the

calm. And then he is uh even if the green boy just hitting the building

green boy just hitting the building heating but he he was just oh I'm making

heating but he he was just oh I'm making a house and then he's building again and

a house and then he's building again and then and then the red boy is support

then and then the red boy is support he's supporting the green boy being

he's supporting the green boy being funny to the other kids

funny to the other kids >> but then later on but then later on

>> but then later on but then later on these three kids uh shared a very uh

these three kids uh shared a very uh unique uh individualities that uh maybe

unique uh individualities that uh maybe for me I can see it that every child has

for me I can see it that every child has a very unique uh you know abilities to

a very unique uh you know abilities to uh to

uh to >> yes that's that's what I just observe

>> yes that's that's what I just observe but I know everyone observe too much

but I know everyone observe too much yeah

yeah >> that's all yes

>> that's all yes >> okay perfect who else wants to add

>> okay perfect who else wants to add ladies do you do you mind to take a

ladies do you do you mind to take a screenshot and send it to the group of

screenshot and send it to the group of your observations

your observations so we can share it with everyone do you

so we can share it with everyone do you mind if anybody has problem with that

mind if anybody has problem with that kindly let me know now

>> can I share my observation m >> of course of course you can

>> of course of course you can >> uh I I observe in the

now I can't hear you please make sure that you are on on mute

Hi ma'am. Can I share my observation? >> Yes sure.

>> Yes sure. >> Okay. What I from what I observed this

>> Okay. What I from what I observed this is mostly a child lead

is mostly a child lead >> and as we all know each child is unique

>> and as we all know each child is unique in his own way.

in his own way. >> Yes. From what I observe, the child in

>> Yes. From what I observe, the child in the red t-shirt,

the red t-shirt, >> he is uh

>> he is uh unique in his own way. Yes. But he is

unique in his own way. Yes. But he is easily distracted.

easily distracted. >> Okay.

>> Okay. >> And then the one the green the one in

>> And then the one the green the one in the green

the green >> Yeah. has he has a short concentration

>> Yeah. has he has a short concentration span. He cannot concentrate on one

span. He cannot concentrate on one activity or on one play for a long time.

activity or on one play for a long time. >> He's easily Yeah. He cannot focus.

>> He's easily Yeah. He cannot focus. >> Yes.

>> Yes. >> Yeah. And then the one in the white

>> Yeah. And then the one in the white >> Mhm. He has a good a good attention span

>> Mhm. He has a good a good attention span like he concentrates and he also has a

like he concentrates and he also has a good problem solving skills

good problem solving skills >> and also all of these children all of

>> and also all of these children all of them they are all good in socializing

them they are all good in socializing >> that is what I observe for this short

>> that is what I observe for this short time. Thank you ma'am.

time. Thank you ma'am. >> Perfect. Thank you so much. Uh this is

>> Perfect. Thank you so much. Uh this is Mr. Aona.

Mr. Aona. >> Miss Lal.

>> Miss Lal. >> Okay. Thank you so much Miss Lar. Okay

>> Okay. Thank you so much Miss Lar. Okay Mr. Hona can you share yours?

Okay. From your from your uh this one Rahuna, I can't hear you.

Rahuna, I can't hear you. Okay. From your messages that you are

Okay. From your messages that you are sending to the chat. Uh

sending to the chat. Uh there was one uh specific uh observation

there was one uh specific uh observation which I really like. All of you are

which I really like. All of you are saying a very good points by the way.

saying a very good points by the way. Okay. But let's see how we link it to

Okay. But let's see how we link it to the development matters. How we link it

the development matters. How we link it to the things that the children should

to the things that the children should do uh or to their uh you know

do uh or to their uh you know development matters

development matters or milestones or areas of development.

or milestones or areas of development. Let's see.

Okay, Miss Vena, can you please tell me more about your uh observation because

more about your uh observation because you observed here the areas CL which is

you observed here the areas CL which is communication and language PSE M

communication and language PSE M understanding the world of mathematics

understanding the world of mathematics and understanding the world personal

and understanding the world personal social emotional development. So can you

social emotional development. So can you please tell me more about your comment

please tell me more about your comment that you have written in the uh chat

that you have written in the uh chat box?

I can't hear you. Okay. So until she comes back

Okay. So until she comes back here as as

here as as >> No. Can you hear me now?

>> No. Can you hear me now? >> Oh yeah. Great. I can hear you.

>> Oh yeah. Great. I can hear you. >> Yeah. Okay. So, what I wrote

>> Yeah. Okay. So, what I wrote >> communication Yeah. Communication and

>> communication Yeah. Communication and language is they're building vocabulary

language is they're building vocabulary and observer is only extending what she

and observer is only extending what she would hear. She will confirm and she

would hear. She will confirm and she will extend and add more vocabulary.

will extend and add more vocabulary. >> Mhm.

>> Mhm. >> Uh I there is personal, social,

>> Uh I there is personal, social, emotional. They are sharing toys.

emotional. They are sharing toys. >> Mhm.

>> Mhm. and playing together and one is teasing

and playing together and one is teasing a little bit but then they are sharing.

a little bit but then they are sharing. This is their uh way of playing but it

This is their uh way of playing but it shows

shows um support the person also show

um support the person also show emotional development area mathematics

emotional development area mathematics uh actually I'm not sure if they if I

uh actually I'm not sure if they if I heard they're counting but um

heard they're counting but um uh I I put mathematics but actually yeah

uh I I put mathematics but actually yeah they're building big um the observer

they're building big um the observer said oh you're building a big house so

said oh you're building a big house so this is mathematics. Yeah, what I meant

this is mathematics. Yeah, what I meant um

um she's just acknowledging what they are

she's just acknowledging what they are doing. So they would connect this

doing. So they would connect this statement and build the knowledge in

statement and build the knowledge in this area.

this area. >> Mhm.

>> Mhm. >> Uh next was understanding the world that

>> Uh next was understanding the world that I'm building house and then of course

I'm building house and then of course asked um where is the where are the

asked um where is the where are the windows where are the other parts of the

windows where are the other parts of the house. So

house. So >> building more vocabulary and

>> building more vocabulary and communication language skills as she's

communication language skills as she's um giving more information

um giving more information >> to those information that they already

>> to those information that they already know. So the house has a roof has a

know. So the house has a roof has a window has doors and other parts.

window has doors and other parts. >> Yeah. Great. Perfect. So what I like

>> Yeah. Great. Perfect. So what I like Thank you so much miss. What I like uh

Thank you so much miss. What I like uh with Miss Burns Ba sorry. Yeah. that she

with Miss Burns Ba sorry. Yeah. that she linked what she has observed

linked what she has observed to the curriculum areas or uh

to the curriculum areas or uh developmental areas for the children

developmental areas for the children development and progress and education

development and progress and education and blah blah blah. Okay. So your

and blah blah blah. Okay. So your informative uh observation must have an

informative uh observation must have an inclusion or let's say um conclusion.

inclusion or let's say um conclusion. Yeah. So uh I observe that they are

Yeah. So uh I observe that they are playing they are doing this one and that

playing they are doing this one and that one Muhammad doing uh this and that uh

one Muhammad doing uh this and that uh Ahmed is doing that this and that. uh at

Ahmed is doing that this and that. uh at the conclusion. Okay, you have to say

the conclusion. Okay, you have to say that okay this is the developmental uh

that okay this is the developmental uh matters but the they were developing

matters but the they were developing fine motor skills they were developing

fine motor skills they were developing um personal social emotional development

um personal social emotional development maybe Hassan the one with the red

maybe Hassan the one with the red t-shirt or green t-shirt or white

t-shirt or green t-shirt or white t-shirt whatever uh this one needs to

t-shirt whatever uh this one needs to learn more about selfconfidence or about

learn more about selfconfidence or about managing behaviors which is related to

managing behaviors which is related to the personal social emotional

the personal social emotional development so he can manage his

development so he can manage his behaviors as he was just trying to seek

behaviors as he was just trying to seek the others uh you know uh attention as

the others uh you know uh attention as one of you said. So again we are linking

one of you said. So again we are linking what we are observing to their needs and

what we are observing to their needs and to their learning journey and to their

to their learning journey and to their next step. Clear now?

>> Okay. >> Yes. Can I share?

>> Yes. Can I share? >> Sure.

>> Sure. >> Thank you so much.

>> Thank you so much. >> Welcome. So what I noticed all the three

>> Welcome. So what I noticed all the three boys are developing important skills uh

boys are developing important skills uh through their play.

through their play. >> Mhm.

>> Mhm. >> And the child in the green shirt is

>> And the child in the green shirt is strengthening his concentration and

strengthening his concentration and problem solving, fine motor skills.

problem solving, fine motor skills. >> And about the white shirt, the white

>> And about the white shirt, the white shirt boy is practicing social

shirt boy is practicing social interaction, sometimes communication and

interaction, sometimes communication and uh cooperation with peers. And the child

uh cooperation with peers. And the child in red shirt is beginning to develop

in red shirt is beginning to develop attention, a focus and engagement skills

attention, a focus and engagement skills and will benefit from activities that

and will benefit from activities that support these areas.

support these areas. >> But overall the activity help all three

>> But overall the activity help all three children play make progress across the

children play make progress across the cognitive um physical, personal, social

cognitive um physical, personal, social and emotional development and

and emotional development and communication and language according to

communication and language according to the EFS. uh if you are noticing

the EFS. uh if you are noticing according to the EFS

according to the EFS these all can we can notice it

these all can we can notice it >> perfect perfect

>> perfect perfect >> thank you so much for that so much

>> thank you so much for that so much >> yeah thank you so much this is how we

>> yeah thank you so much this is how we need to be uh um of course the like it's

need to be uh um of course the like it's my my my point of view today is to just

my my my point of view today is to just give you an idea

today we know about observation how observation should go of course You

observation should go of course You can't do it 100% perfect from first day

can't do it 100% perfect from first day if you don't have an idea or a clear

if you don't have an idea or a clear idea about your curriculum. If you don't

idea about your curriculum. If you don't know about the areas of development, if

know about the areas of development, if you don't know about the milestones or

you don't know about the milestones or children matters. Okay. So that's why

children matters. Okay. So that's why I'm telling you you have to educate

I'm telling you you have to educate yourself. If you are not yet confident

yourself. If you are not yet confident when it's not it's not you know it's not

when it's not it's not you know it's not um it's not a shame it's not something

um it's not a shame it's not something wrong. It's okay. All of us in the

wrong. It's okay. All of us in the beginning we have and until now

beginning we have and until now sometimes we are struggling. We're still

sometimes we are struggling. We're still struggling because every day we have

struggling because every day we have something new. Everything every day we

something new. Everything every day we are learning something. So I'm just

are learning something. So I'm just refreshing your ideas, your uh

refreshing your ideas, your uh your knowledge to make sure that okay

your knowledge to make sure that okay now I'm a bit confident to do one two

now I'm a bit confident to do one two three and it's important or it's easier

three and it's important or it's easier for me to do things like this and like

for me to do things like this and like that.

that. Okay.

I will show you now the observation sheet

observation sheet by the uh what does it mean

by the uh what does it mean the EFS uh uh updated or most updated

the EFS uh uh updated or most updated version the revised version okay but

version the revised version okay but first of all I will share with you also

first of all I will share with you also uh a link on the group where you can put

uh a link on the group where you can put your feedback about today's session

your feedback about today's session please like our uh LinkedIn page because

please like our uh LinkedIn page because it's still new and we really need your

it's still new and we really need your support. Okay,

support. Okay, now I will share with you the

Okay, here you will find each area of development if you are following the EFS

development if you are following the EFS curriculum. I just need to make sure

curriculum. I just need to make sure that you can all see

that you can all see Okay, perfect.

Okay, perfect. Here you will find every single area. We

Here you will find every single area. We have as we said seven areas of

have as we said seven areas of development. Why we are focusing more on

development. Why we are focusing more on the EIFS? Because most of us are using

the EIFS? Because most of us are using the EFS curriculum and it covers all the

the EFS curriculum and it covers all the again development matters for the

again development matters for the children or development areas of the

children or development areas of the children.

children. You will find here a checkpoint

You will find here a checkpoint observation where things should be done

observation where things should be done by the age of six, by the age of 12, by

by the age of six, by the age of 12, by the age of 18. Here we have checkpoints

the age of 18. Here we have checkpoints like you know stations. Here we have to

like you know stations. Here we have to focus. Here we have to make our

focus. Here we have to make our observation. Here we have to know which

observation. Here we have to know which age can do what things. Okay? And then

age can do what things. Okay? And then here you will find also

here you will find also another area type you will find it here

another area type you will find it here detailed what exactly we can expect the

detailed what exactly we can expect the children doing things or skills that the

children doing things or skills that the children abilities that the children

children abilities that the children have in each age group. So here we have

have in each age group. So here we have birth to three you will find the babies

birth to three you will find the babies toddlers and young learners. Okay. And

toddlers and young learners. Okay. And you can find here your notes about each

you can find here your notes about each child. Here you can add the child name.

child. Here you can add the child name. That's fine. Here you can add general

That's fine. Here you can add general names or general observation about a

names or general observation about a small group of children. So you can

small group of children. So you can write uh one name or one child name or

write uh one name or one child name or you can write a general observation

you can write a general observation about a small group of children. But I

about a small group of children. But I always prefer to have this done by uh

always prefer to have this done by uh you know for each child and you know

you know for each child and you know separately. But this one is very good

separately. But this one is very good for you to know your needs to know what

for you to know your needs to know what are the areas that you need to focus for

are the areas that you need to focus for the children. You will find here birth

the children. You will find here birth to three. Here is the revised version of

to three. Here is the revised version of the EFS framework or child matters. You

the EFS framework or child matters. You will find here the things the children

will find here the things the children need to know about by this age. Okay.

need to know about by this age. Okay. Around six months, does the baby respond

Around six months, does the baby respond to familiar voices? Turn to their own

to familiar voices? Turn to their own name and take turns in conversation with

name and take turns in conversation with with babbling. You know, it's very very

with babbling. You know, it's very very simple, direct to the point. Okay. Does

simple, direct to the point. Okay. Does the baby take turns or not? So if the

the baby take turns or not? So if the child is six months and if um for

child is six months and if um for example his mommy is talking or we are

example his mommy is talking or we are calling his name and he doesn't respond

calling his name and he doesn't respond he doesn't listen to or doesn't give any

he doesn't listen to or doesn't give any response then we have to know that okay

response then we have to know that okay this area we need development in this

this area we need development in this part we may need early intervention if

part we may need early intervention if the child is 12 months old and he still

the child is 12 months old and he still can do these things. Okay, here you will

can do these things. Okay, here you will find a breakdown communication and

find a breakdown communication and language birth to three. Then you will

language birth to three. Then you will go down here. You will find the children

go down here. You will find the children who are

who are 3 to four years old. And also you will

3 to four years old. And also you will find here the checkpoints when you have

find here the checkpoints when you have to check and what are the areas. You

to check and what are the areas. You will find here the things that the child

will find here the things that the child can do in this age group. And after the

can do in this age group. And after the communication and language you will find

communication and language you will find personal, social, emotional development

personal, social, emotional development with the same color coding of the EIFS.

with the same color coding of the EIFS. Okay. Uh you will find also breakdown

Okay. Uh you will find also breakdown for the age group 0 to or birth to

for the age group 0 to or birth to three, three to four. And also you have

three, three to four. And also you have a reception children uh for those who

a reception children uh for those who are four plus. Okay.

are four plus. Okay. And you'll find physical development and

And you'll find physical development and expressive art and design mathematics

expressive art and design mathematics etc. Okay. In each in each area you will

etc. Okay. In each in each area you will find a checkpoint and you will find the

find a checkpoint and you will find the things that the child can do. Uh

things that the child can do. Uh checkpoints you will find it more in the

checkpoints you will find it more in the specific areas. Sorry uh prime areas.

specific areas. Sorry uh prime areas. Okay the three prime areas. The other

Okay the three prime areas. The other ones you will find it detailed what's

ones you will find it detailed what's written. For example let's see let's

written. For example let's see let's take any anything

here for example the literacy. Okay. Birth to three. You have here enjoying

Birth to three. You have here enjoying songs and dreams. Okay. Uh uh you will

songs and dreams. Okay. Uh uh you will find it in three to four.

It's a bit different. Okay. Develop their phological uh

Okay. Develop their phological uh awareness. Okay. Uh spot and suggests.

awareness. Okay. Uh spot and suggests. Okay. count or clap.

So you need to read this one. You need to

you need to read this one. You need to read it to understand it firstly before

read it to understand it firstly before what before make your observation. So

what before make your observation. So you will know what you are expecting the

you will know what you are expecting the child to do. Okay. If you are following

child to do. Okay. If you are following the AFS curriculum and here you can

the AFS curriculum and here you can write whatever notes that you have. Yes,

write whatever notes that you have. Yes, this child can do one, two, three. And

this child can do one, two, three. And with the highlighter, let's say I will

with the highlighter, let's say I will make an a highlighter here.

make an a highlighter here. Okay, with the highlighter, I can just

Okay, with the highlighter, I can just highlight this uh with yellow, this with

highlight this uh with yellow, this with green, and then when the child when the

green, and then when the child when the child is improving or something, I can

child is improving or something, I can write note here. Okay?

write note here. Okay? And keep it keep it as a record for

And keep it keep it as a record for myself.

>> Okay? I can say okay this one is red this one is green this one is the child

this one is green this one is the child is emerging the child is mastering the

is emerging the child is mastering the child is needing support here and here I

child is needing support here and here I can find I can write whatever notes

can find I can write whatever notes whatever

whatever you can write with the date with the

you can write with the date with the with the you know with all the needed

with the you know with all the needed information to keep records for the

information to keep records for the children observation or children

children observation or children checkpoints. So the checkpoints here are

checkpoints. So the checkpoints here are mostly near to the assessment if I call

mostly near to the assessment if I call it as assessment. But again you have

it as assessment. But again you have observation checkpoints here where you

observation checkpoints here where you have to consider not only also the uh uh

have to consider not only also the uh uh matters the the the sorry the the skills

matters the the the sorry the the skills that the child have in each area will

that the child have in each area will help you a lot to plan and will help you

help you a lot to plan and will help you a lot to observe the children nicely.

a lot to observe the children nicely. Okay.

So again, if you need these handouts, please contact our customer

please contact our customer representatives. I can share with you

representatives. I can share with you the link now uh to our group.

I will share with you now the uh group link where you can find the admins. You

link where you can find the admins. You can contact them.

So now we came to the end of our session today. I wish you all enjoyed. I wish it

today. I wish you all enjoyed. I wish it was informative enough. uh it was you

was informative enough. uh it was you know your your ideas also and your uh

know your your ideas also and your uh feedback and your experience knowledge

feedback and your experience knowledge shared shared with us was really really

shared shared with us was really really valuable. Uh thank you so much for your

valuable. Uh thank you so much for your attendance today. I wish you all the

attendance today. I wish you all the best. If you have any uh concern or any

best. If you have any uh concern or any question please let me know now. Write

question please let me know now. Write it in the chat box or send it to us to

it in the chat box or send it to us to info@lip.org.uk.

info@lip.org.uk. I will write it down here in the uh chat

I will write it down here in the uh chat box. info at le.org.uk

if you have a question or you can contact us through the WhatsApp. I will

share with you also the link now. Um and I will be so happy with your feedback.

I will be so happy with your feedback. Please please please make a good or not

Please please please make a good or not good feedback it means any positive

good feedback it means any positive feedback. You can even write negative

feedback. You can even write negative feedback. There's no problem at all. But

feedback. There's no problem at all. But your feedback is really valuable for us.

your feedback is really valuable for us. It shows us how good we were or we are

It shows us how good we were or we are and what are the areas of improvement

and what are the areas of improvement that we need to do.

that we need to do. Okay. So um yeah, thank you so much for

Okay. So um yeah, thank you so much for attending again and uh see you in next

attending again and uh see you in next sessions inshallah. I will share with

sessions inshallah. I will share with you the link so you can join our

you the link so you can join our WhatsApp community

WhatsApp community and you can also send message privately

and you can also send message privately to the admins.

to the admins. So you can request your certificate.

Thank you so much for being here with us today again. We are going to have a

today again. We are going to have a final revision quick revision.

final revision quick revision. Okay.

So what we have learned today? We have learned about the EFS curriculum and

learned about the EFS curriculum and what is the observation, what's the

what is the observation, what's the difference between observation and uh

difference between observation and uh assessment. Uh we reflect on our

assessment. Uh we reflect on our practices. We talked about why it's so

practices. We talked about why it's so important to share observation, how to

important to share observation, how to share observation with the parents and

share observation with the parents and we talk about the famous or most common

we talk about the famous or most common observation techniques that we have in

observation techniques that we have in early years. We have uh discussed about

early years. We have uh discussed about things that or benefits early childhood

things that or benefits early childhood educators will have if they focus on the

educators will have if they focus on the observation and also uh we have

observation and also uh we have discussed about the um planning and how

discussed about the um planning and how we plan accordingly. Okay, thank you so

we plan accordingly. Okay, thank you so much for your time and effort and again

much for your time and effort and again I will be so happy with your feedback on

I will be so happy with your feedback on our LinkedIn page uh and also on our

our LinkedIn page uh and also on our WhatsApp group. See you next time.

WhatsApp group. See you next time. Uh this is summer hani from li

Uh this is summer hani from li international children and youth

international children and youth services. Thank you so much and goodbye.

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