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How children learn part 2: Why assessment needs to reflect an understanding of this

Practice
While they might be complex, children’s learning behaviours need to be established and understood as part of an early years curriculum, explains Jan Dubiel. They also need to inform an approach to assessment.
One question to ask is where, how and if assessment of learning behaviours should take place
One question to ask is where, how and if assessment of learning behaviours should take place

Supporting the development and progression of learning behaviours exists as a symbiosis with more distinct and descrete learning domains. Indeed, it is not possible for either to exist independently of each other.

In order to think creatively, for example, it is necessary for the appropriate knowledge and skills regarding the processes of expression and representation to be secured. Equally, having functional skills that are not used creatively render them ineffective and ultimately redundant. As these different aspects support, enhance and enrich each other, it builds a sustainable and potent model for a child’s progression and competence. This, in turn, naturally lends itself to a holistic and interrelated pedagogy, often moving seamlessly between and enabling both entities simultaneously.

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