Pre-Birth to Three guidance (2.3 - Education Scotland

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42 Signpost to Research – Transitions This international review of transitions concepts and research informs practitioners about rights-based early childhood policies and practices. It does not focus specifically on pre-birth to three practice, but rather on the underlying conceptualisations about transitions in early childhood. Vogler, P, Crivello, G and Woodhead, M (2008) Early childhood transitions research: A review of concepts, theory, and practice. Working Paper No. 48. The Hague, The Netherlands: Bernard van Leer Foundation. www.bernardvanleer.org/Early_childhood_transitions_research_A_review_of_ concepts_theory_and_practice See also Scottish Government (2008) Growing Up in Scotland, Research Findings No.2/2008: Experiences of pre-school education. PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES TRANSITIONS
OBSERVATION, ASSESSMENT AND PLANNING Observation, Assessment and Planning Babies and young children are individuals, each with their own unique talents and abilities. Effective staff within early years settings seek to ensure that learning experiences, routines and activities build on information provided by parents and start with children’s needs and interests. 16 Planning begins with skilful and purposeful observation of children, and this enables staff to draw conclusions and plan next steps. Assessing children in terms of their progress and needs is an ongoing process and is integral to planning, observation and implementation. By using this information effectively, staff, parents and children, where appropriate, can create and maintain plans which help to provide a focused and individualised approach. Making Observations Making meaningful observations enables staff to get to know individual children well, ensuring that they are well placed to plan and provide for children’s individual needs and interests. Observing children is a fundamental aspect of day-to-day practice and is the cornerstone of high quality early years provision. Adults, including staff and parents, should have a shared understanding of, and commitment to, the need for ongoing observations in supporting and promoting children’s learning and development. Observations take place naturally during everyday activities and interactions. Whilst some observations may relate to a need to find out about children, resources or spaces in a general way, other observations may be specifically targeted for particular reasons. When making observations, staff can avoid being judgemental or biased in their interpretations by constantly checking that they are documenting an accurate picture of what they actually see. This record therefore should reflect, for example, the child’s actual behaviour or responses rather than one which is influenced by staff assumptions or preconceived ideas. Knowing when and how to share observations appropriately with colleagues, parents and other service providers is often a key challenge for staff working in early years settings. This is nevertheless a most important priority which has to be considered in a way that ensures the child’s needs are at the centre of all decision making, in line with the vision, values and principles of Getting it right for every child (Scottish Government, 2008a). 16 See section on Transitions WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 43
Page 1 and 2: Pre-Birth to Three Positive Outcome
Page 3 and 4: Pre-Birth to Three Positive Outcome
Page 5 and 6: Contents Ministerial Foreword 7 Int
Page 7 and 8: MINISTERIAL FOREWORD Ministerial Fo
Page 9 and 10: INTRODUCTION Introduction There is
Page 11 and 12: INTRODUCTION Many countries are loo
Page 13 and 14: INTRODUCTION Recognising that all a
Page 15 and 16: THE IMPORTANCE OF THE EARLY YEARS T
Page 17 and 18: USING RESEARCH TO INFORM PRACTICE U
Page 19 and 20: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 27 and 28: NINE FEATURES OF THE KEY PRINCIPLES
Page 29 and 30: ROLE OF STAFF Role of Staff Staff w
Page 31 and 32: ROLE OF STAFF Key Person The key pe
Page 33 and 34: ROLE OF STAFF Reflection and Action
Page 35 and 36: ATTACHMENTS Attachments Responsive
Page 37 and 38: ATTACHMENTS The National Scientific
Page 39 and 40: TRANSITIONS Transitions Transitions
Page 41: TRANSITIONS • being closely obser
Page 45 and 46: OBSERVATION, ASSESSMENT AND PLANNIN
Page 47 and 48: OBSERVATION, ASSESSMENT AND PLANNIN
Page 49 and 50: PARTNERSHIP WORKING Partnership Wor
Page 51 and 52: PARTNERSHIP WORKING Partnerships Ac
Page 53 and 54: PARTNERSHIP WORKING Reflection and
Page 55 and 56: HEALTH AND WELLBEING Health and Wel
Page 57 and 58: HEALTH AND WELLBEING The Scottish G
Page 59 and 60: HEALTH AND WELLBEING Case Study - H
Page 61 and 62: LITERACY AND NUMERACY Literacy and
Page 63 and 64: LITERACY AND NUMERACY Case Study -
Page 65 and 66: ENVIRONMENTS Environments The envir
Page 67 and 68: ENVIRONMENTS Environments and Resou
Page 69 and 70: ENVIRONMENTS Case Study - Environme
Page 71 and 72: PLAY Play For many years, there has
Page 73 and 74: PLAY Planning and Supporting Play B
Page 75 and 76: PLAY Play and Risk Opportunities fo
Page 77 and 78: PLAY Case Study - Play Joe is 28 mo
Page 79 and 80: REFERENCES AND FURTHER READING Refe
Page 81 and 82: REFERENCES AND FURTHER READING Podm
Page 84: Learning and Teaching Scotland The

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