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The process of systematically watching and listening to children and documenting what practitioners see and hear is central to good practice, say Professor Chris Pascal and Professor Tony Bertram.
It's not enough to just watch and record what a child does at play. Mary Evans considers how to make observation true to its purpose.
Nursery World's series on Observation, Assessment & Planning in the Early Years Foundation Stage (EYFS), by Helen Bromley, early years consultant and literacy specialist.
Follow the line of one child's thinking with Terrie Lambert, a family worker at Pen Green Centre, Corby.
A distance learning course examining children's learning could interest graduates, says Karen Faux.
Early years settings can develop their own practice and expertise in harmony with the Early Years Foundation Stage principles. Julian Grenier explains how.
The schemas explored by a child over his two years at nursery are described by Louise King, a family worker at the Pen Green Centre, Northampton.
One boy's schemas are observed by Daryl Ormond, a family worker at Pen Green Nursery, Corby.
A different way of observing children in role play challenges what practitioners offer in the learning environment, says Anne O'Connor.
The many schemas explored by a three-year-old are described by Shelley Bannigan, family worker in the Snug at the Pen Green Nursery in Northamptonshire.
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