Observing Children In The Primary Classroom Rle Edu O

In a sequence of observations of six children aged 5-11 in six different state schools this book offers a slice of classroom life, a microcosm of the educational scene. Since the book was first written there have been many changes in the curriculum, structure, governance and funding of British primary schools, as well as in the language used to describe these changes. But Observing Children in the Primary Classroom remains as valid now as earlier, as a lively and entertaining indicator of children’s daily school experience. We see the reception class of an infants’ school through the eyes of Mike, a lively five-year-old traveller boy. Six-year-old Rashda, a girl of Asian heritage, grapples with English as a Second Language at her multi-ethnic city school. Slow-learner David finds school life rather overpowering, despite receiving expert extra help. Lucy, eight, is a star in everything she does at her Roman Catholic school, while Lorraine, one year older, is cheerful but utterly bewildered. Finally, Peter, organises his work in an open-plan setting and makes some surprising choices.

Observing children is a fundamental aspect of learning to teach and a vital component of primary English teaching. Observing Primary Literacy focuses on observing children and teachers in the primary classroom. Its purpose is to enable trainee teachers to make sense of what they observe in classrooms. This book aims to help make explicit the reasons for the professional decisions teachers make before and during lessons, as well as encouraging critical and reflective thought on key aspects of primary English. Using a detailed examination of real-life case studies, Margaret Perkins provides a framework for understanding the literacy learning processes of primary-age children and how this can inform good teaching practice. She demonstrates to readers how to re-focus on children's learning and develop a critically informed approach to literacy in the modern primary classroom. This is essential reading for all students studying primary English on primary initial teacher education courses including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and employment-based routes into teaching. It is also useful for practising teachers who wish to develop their understanding and practice of literacy teaching. Dr Margaret Perkins is Senior Lecturer at the University of Reading.

Systematic observation is essential for educators to evaluate properly the effectiveness of curricula and to address the problems of individual students. This new third edition emphasizes early childhood, and focuses on those skills that will enable the observer to make appropriate, valid inferences and to arrive at decisions based on objective observation data gathered in natural learning environments and diverse educational settings. Includes new focuses on: Procedures for observing environmental factors that affect learning and behavior The importance of understanding the cultural and linguistic characteristics of children’s learning environmentsThe key role of observation in the assessment processThe forms of observation, with illustrative examplesThe exploration of reliability, sampling behavior, recording formats, summarizing observational outcomes, and validity Using photographs, sample worksheets, a simple format, and straight-forward language, the authors cite fascinating real-life examples from early childhood that can be applied to a variety of classroom experiences. “The Classroom Observer provides the foundation for learning how to watch children in systematic and child-focused ways. The authors make the critical and often underappreciated point that keen insight into children’s development may be learned, and that while many early childhood educators already watch children, much can be gained from systematic observation. I believe that this book provides a basis for critical reflection upon one’s own observation skills.” —From the Foreword by Jeanne Brooks-Gunn

This revised edition of "Classroom Observation of Primary School Children" is based on case studies of particular children and teachers and is designed to be used for school-based in-service training and in college, polytechnic university-based initial-training.

This fully revised second edition of Observing, Assessing and Planning for Children in the Early Years provides a detailed analysis of what is meant by the observation of young learners and why this is so vital to early years practitioners and students. In this accessible and insightful text, Sandra Smidt examines the various theories of how young children develop and learn, which have been put forward by thinkers and writers across time and place so the reader has a genuinely global view of early childhood. She then highlights how important it is for practitioners in schools, nurseries and settings to think carefully about what they have seen and heard in light of what they, as adults, already know about the children and their learning. Also included in this text is a helpful ‘Try Your Hand’ section where readers are invited to make their own judgements about what they have read, as well as a section on observing and assessing not only the nursery-aged children but also babies and toddlers.

This thoroughly revised and updated fourth edition outlines methods for keeping records that provide a realistic picture of a child's interactions and experiences in the classroom. Numerous records of teachers' observations of children from birth to age 8, some retained from previous editions, some newly added to reflect today's early childhood settings, enrich this work and make it concrete, accessible, and fun to read.

The nature of classroom practice is undergoing change as more and more adults are being brought into classrooms in response to such trends as parental involvement and the integration of children with special educational needs. The parents, teachers, ancillary staff and support workers comprising these new groups probabley fail to recognise themselves as teams, but nonetheless they are characterised by the same stresses which mark teamwork in any oter setting. This book is a guide to working together as an effective team, designed to show that they are part of a team, and employ strategies to minimise chances of failure. Gary Thomas identifies key areas of concern, including poor communication, status barriers and inadequate role definition, and offers guidelines for dealing with these stresses and tensions in teamwork.

This is a key text that enables students to appreciate and understand the central role of observation in understanding, planning for and educating early years children. It explores the theoretical background to child observation and links it back to practice. Recent important research in the field of child observation is highlighted and ethical implications of research in early childhood are considered. This is essential for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for Early Years Teacher candidates. Updated in line with recent policy and legislation changes A new chapter on observation documentation in the multi-modal age Includes new material and case studies that explores the essential elements of child observation across the world Research chapter re-written to make it more accessible for all students More case studies throughout linking theory to practice.