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Monday, 12 September 2011 14:08

intro notes

Written by David Sheppard
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WHY OBSERVE?

•Safety

•Physical Health

•Assistance

•Discover Interests

•Learning Styles and Teaching Strategies

•Curriculum Planning

•Communication with the Child

•Guidance

•Measure Progress

•Assessment

•Evaluation

•Referral

•Communication with the Family

•Self-Reflection of Teaching Methods

•Accountability

Why Write It Down?

•TO REMEMBER

•To Compare

•To Amplify Later

•To Catch and Preserve Details

•To Serve as a Literacy Role Model

•To Document

Why Use Different Methods?

Tools Specific to the Job:

        Narrative

        Criterion Reference

        Quantitative

        Work Samples

PORTFOLIOS

INFORMATION FROM:

Family – Family information

Child – Work Samples, drawings, audio or video tapes, photographs

Program Personnel – Formal written observations, developmental checklists

Previous Teachers – Records passed on

Referral Agents – Therapies (with family consent)

WHAT’S NOT IN THE PORTFOLIO?

•Medical history

•Referral agents’ notes on child that are not accompanied by a release from the family to the classroom teacher

•Suspected child abuse reports

WHO CAN READ THE PORTFOLIO?

•Child

•Family of the child

•School personnel with a “need to know”

•File Access Log – Anyone reading the form should sign, date, and state reason for reading

WEEK BY WEEK PLAN


The Ecological View of the Child

Urie Bronfenbrenner – Human Ecology

Influences on the Child Extending Outward

Genetics

Family

Neighborhood

School

Community

•Age

•Class

•Race/Ethnicity

•Time in History

•Government

•World Events

• 

ETHICS OF DOCUMENTATION

•CONFIDENTIALITY

•Accuracy