Observation, Assessment and Planning

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Articles and guides to all aspects of the Observation, Assessment & Planning strand of the Early Years Foundation Stage framework.

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Learning & Development: Assessment - Quality time

The SSTEW scale has been developed to assess the quality of early childhood education and care. Denise Kingston and Professor Iram Siraj of the Institute of Education explain.

Latest Observation, Assessment & Planning

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EYFS Best Practice: All about ... Peer mentoring

A home-grown approach to peer mentoring at a nursery school and children's centre in London is improving practice, as well as making work more satisfying for the team. Headteacher...

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Learning & Development: Observation - See here

History, and the Child Study Movement in particular, can provide some important learning about observation and record keeping. Tina Bruce, Stella Louis and Georgie McCall offer some...

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A Unique Child: Child Development - All in the mindset

The work of Carol Dweck tells us that encouraging a particular way of thinking - that talent and intelligence are not 'fixed' - can make all the difference to how children learn....

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Learning & Development: Assessment - Measuring up

Ferre Laevers' Process-Oriented Monitoring System builds on his 'well-being' and 'involvement' scales to create a highly sensitive form of assessment. Jan Dubiel takes a look at how...

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Learning & Development: Accountability - Measuring up

It is only right that early years educators are accountable, but how do you measure performance and learning? Jan Dubiel explains how one project is helping practitioners to assess...

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Learning & Development: World cup - Goal!

An early years sports coach reveals how he has used the World Cup to improve planning for physical development. Lala Manners reports.

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Learning & Development: Physical Development - Winning out?

What impact do male practitioners have on the design and delivery of Physical Development? Dr Lala Manners shares the findings from a series of interviews with early years practitioners....


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