CHAPTER 11 (PROFESSIONAL PRACTICES)

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CHAPTER 11 (PROFESSIONAL PRACTICES) by Mind Map: CHAPTER 11 (PROFESSIONAL PRACTICES)

1. EYLF PLANNING CYCLE (p. 324)

1.1. * OBSERVING * QUESTIONING * PLANNING * ACTING * REFLECTING AND EVALUATING

2. OBSERVING CHILDREN (see p. 324)

2.1. * USE DESCRIPTIVE LANGUAGE!! * RECORD WHAT YOU SEE- DO NOT INTERPRET!! (p. 335)

2.2. RUNNING RECORDS (p. 324-325)

2.2.1. Detailed description of everything that happens in the order that it happens

2.2.1.1. PRESENT tense,

2.3. ANECDOTAL RECORD (P. 325)

2.3.1. Brief narrative account of a specific incident or an interesting event traditionally focused on a single child or area of development (e.g. physical, cognitive)

2.3.1.1. PAST tense

2.4. CHECKLIST (p. 326)

2.4.1. List of specific traits or behaviours and observer is looking for

2.4.1.1. Completed over a period of time: useful for developmental milestones

2.5. TIME SAMPLES (p. 328)

2.5.1. Observing children for specified period of time during the day (e.g every 30 minutes) to see what they are doing or what behaviour they are displaying, and perhaps at what time of the day the behaviour is more common

2.6. EVENT SAMPLES (p. 326-327)

2.6.1. Brief narratives written preceding and following a specified behaviour; useful for identifying the causes and possible consequences for certain behaviours and interactions

2.6.2. ABC technique: * ANTECEDENT * BEHAVIOUR * CONSEQUENCE

2.7. WORK SAMPLES (p. 330)

2.7.1. A sample of a child's work usually collected and collated with different samples of the same child's work

2.8. LEARNING STORIES (p. 330)

2.8.1. Tells a story about the child, the setting, the child's interactions and their processing of learning, and is written in an interesting and engaging way

2.8.1.1. Describe children's learning, review their learning and decide what's next to further support children's learning

2.9. STORY DICTATION (p. 332)

2.9.1. When an observer listens to a child telling a story or describing an event and writes down word for word what the child says

2.9.1.1. Children's language development and early literacy skills

2.10. PHOTOGRAPHS (p. 332-333)

2.10.1. Combined with other observation methods

2.11. PORTFOLOIOS

2.11.1. Individual and systematic collection of documents that reflect what children do in the early childhood setting. Emphisise both process of learning and products

2.12. CHOOSING OBSERVATION METHOD (pp. 334-335)

2.12.1. * Depend on what behaviour you want to observe * Whether you are collecting info for a child or an entire group

2.12.2. FORMATIVE ASSESSMENT and SUMMATIVE ASSESSMENT

3. QUESTIONING OBSERVATIONS (pp. 337-338)

3.1. Children's learning from birth to 5 should be assessed in relation to EYFL's five learning and developmental OUTCOMES: * IDENTITY * COMMUNITY * WELLBEING * LEARNING * COMMUNICATION

3.2. THE IMPORTANCE OF COLLABORATION IN ANALYSIS

3.3. USING PROFESSIONAL KNOWLEDGE TO ASSESS CHILDREN

3.3.1. One of the 3 PROFESSIONAL STANDARDS for Australian teachers (AITSL, 2011)