Hiya,
Parents, Children and Practitioners working together can ensure the best outcomes for everyone.
By testing out findings from observations/assessments you are adding weight / proving and evidencing how appropriate, relevant and suitable they are. Where failings may be and how to improve things ..
For the Children to enjoy and gain the most from the provision available .. it is good to talk
A few ways you may be able to test findings, and please feel free to add on to this list ..
Staff meetings, Parent's evenings, chances to chat / arrange appointments informally & formally, making known restrictions of confidentiality & issues of sensitivity - Strategies, procedures & actions to test findings can include - surveys, handout notes - used with care & consideration, professional communication with outside agencies / professional contacts - seminars, Q & A sessions, training courses, workshop activities, asking advice and sharing professional ideas. Open days, Parent help rotas, Fundraising committees, newsletters, feedback - further observations after implementing any changes ..
You could look at how observations can highlight things you can ask parents/ carers about. This helps make sure knowledge of the Children informs - agrees with, disagrees with & adds information to the findings ..
How record keeping & assessment may support Children and Parents and maybe what differences sharing information appropriately may have in opposition to not sharing information. How you can inform agencies of your knowledge / experience of a situation when, if & should the need arise.
My own personal view on involving the Children in their own individual observation & assessments is that it is their observation & assessment you are asking to be part of*. So I'd ask them
, explain what the information is being gathered for, where & who will use it, assess risk - together &/or later, evaluate & reflect personally on the information's value & worth - where it's kept, the relevance and look for others views and opinions. Hopefully all aiming at providing a setting that promotes & safeguards wellbeing, growth and development.
* please note this is personal interpretation & opinion.
Where refusal to be observed has been expressed by a Child or Children, practitioners can look professionally at why, and where necessary take steps to encompass the situation and safeguard those involved.
Asks, such as
'Can I take a photo of your work for the 'At play Gallery' - would they prefer to hang the work itself or maybe they would like to photograph & display it personally - Would they mind if it was put in the Home communications diary or maybe used in a new project .. would they like to help you do this ..
Testing findings could also include using observations/assessments to ask the Children about them ..
Observation may highlight children dodging a camera - Ask if they object to photographs being taken.
Findings may of indicated an issue with photography - once 'tested by being explored, the Child may be able to say if it is or isn't a dislike ..
Parents/Carers consulted on their views & current thinking looked at to ensure best practice ...
Observation highlights prolonged attendance in a singular area - has it been mentioned previously that there is an activity or area of the playroom the Child particularly enjoys...
Observations have identified solitary play - explore findings & possible reasons why ..
If there are questions over expected levels of behaviour that assessment & observation may of been used to evidence - how are the Children involved in any of the processes. Are they informed behaviour may or may not be expected - are Parents/carers asked, kept informed & reassured. Is advice looked for from colleagues and other agencies - Are the Children asked to help resolve situations - is there anything they would prefer to do, someone they would like to be able to go to, maybe provision/ timetabling can adapt to help avoid, explain and resolve any conflict / unexpected reaction. Testing the findings of observations and assesments in this way can help provide a positive environment for everyone to be in.
Assessment helps look at development milestones, interaction, ability and individuality. It can weigh information up against criteria - professional, personal and as a group - most importantly it can help give us the tools to get to know the Children and in turn provide opportunities to support them in play & learning .. sharing findings & testing them by asking helps build our own knowledge and understanding, concepts and ideas .. solutions and decision making procedures, it involves the Children's Parents / Carers and family in their Child's early years setting and hopefully promotes a sense of inclusion ...
This thread is good
Involving parents in developmental records, Children can be involved in this by ensuring that they know what the records are & why they are ..
Hope all this helps a little
xx
303 k3D203 : The importance of involving Children, Families as partners in Observat
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information v helpfull Thanks
information v helpfull Thanks 
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