THE FIRST ACTIVITY, EVENT OR SITUATION
|Candidate |Candidate No | |Provider |Assessor |
Please use this proforma to report on your first situation. In the right-hand column, you should record the principal standards that you think that you have evidenced by this activity: use the reference numbers S1-S39.
|5.1a Brief description of the activity, event or situation | |Recognising a child with advanced abilities and supporting the staff and his parents to challenge and further his development. |
|5.2a Your analysis of the activity, event or situation | Std | |I was introduced to this child by staff as “the clever one” and soon noticed that they often asked the child | | |closed-ended questions such as “what colour is that?” or “how many can you see?”, as they seemed fascinated that the | | |child knew the correct answers. Following a specific observation of the child’s cognitive development, I concluded | | |that, in terms of the development matters statements, he was exhibiting confidence to cognition that is related to the |S10 | |later stages of his age range. Although the practitioners recognised that the child was “advanced”, no personalised | | |provision had been put in place to challenge his accomplished cognitive ability. I conducted further observations and | | |found that the child had high levels of concentration but that the resources and activities provided him with limited | | |scope to be enjoyable or sustainable. I discussed this matter with the manager of the setting who was keen for me to | | |conduct an Early Literacy Test and further ‘official’ judgments of the child’s skills using the EYFS assessment | | |software J2SL. After further investigation of the child’s Learning Journey it was apparent that the child’s parents | | |had often asked the practitioners to concentrate on developing his writing and alphabet knowledge. The child was often| | |taken away from his peers to do worksheets and writing tasks. He was obviously accustomed to this type of activity as | | |he conducted the Early Literacy Test with no fuss. However, whilst conducting the test with him I noticed how much he | | |longed to be back playing with his friends, frequently looking towards the door and asking “what’s that sound?” in | | |reference to the children playing. I understood that he would rather be playing with his friends so I let him go back | | |into the room. | | | | | |I decided that this child needed challenging in a way that meant he could engage in the same activities as his peers, | | |eliminating exclusion and isolation. It was noted in his Learning Journey that as a toddler he found it difficult to | | |socialise and play with children his own age. I felt the best way to improve the provision for this child was to | | |introduce the practitioners to Sustained Shared Thinking. Whilst playing with his friends, I encouraged the | | |practitioners to ask the child more open-ended questions such as “what do you think will happen if…” or “why do you |S27 | |think that happened?”. The child was therefore able to continue developing his critical thinking skills, whilst |...
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