This module is designed to complement the Professional Development Placement (1) module, and the assessment for the module will require students to have access to children in the early years setting.The module will introduce students to a range of sensitive observation, monitoring, assessment and recording methods used in a range of child care contexts. Students will apply their theoretical knowledge of child development, and their practical hands on experience to the observation and assessment process.
Students will investigate the importance of collaborating effectively with parents and other professionals to the accurate assessment of children's individual needs and the unique child.
Students will reflect upon the ethical, professional and cultural issues and how these can affect the way people perceive and interpret the behaviour of others, including data protection and confidentiality.
Students will consider the importance of involving children in the assessment of their own learning and development and how this can inform responses to the implications for future practice and planning.

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place.

Summative Assessment

1. Portfolio of 4 observations (Total wordage 3,000) (Weighting 100%)
(LO,s 1,2,3,4,5)

To complete assessment students will be required to be undertaking Professional Placement Module (1) alongside.

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, presentations, tutorials, interactive workshops and peer group discussion which will allow students to share ideas and experiences and will encourage reflection and evaluation. A key aspect of the learning strategy is what will take place in the community and on placement through engagement with the other professionals, children and their families.
Students will be encouraged to engage with learning technologies including the use of Blackboard.

Hobart, C. and Frankel, (2004) A Practical Guide to Child Observation and Assessment, (3rd ed), London, Nelson-Thornes
Fawcett, M., (1996), Learning Through Child Observation, Oxford, Jessica Kingsley Publishers.
Lindon, J., (2005), Understanding Child Development, Abingdon, Hodder Arnold.
MacNaughton, G., Rolfe,S. and Siraj-Blatchford,I., (2001), Doing Early Childhood Research, Buckingham, OUP.
Paige-Smith, A. and Craft, A., (2008), Developing Reflective Practice in the Early Years, Maidenhead, OUP
Riddall-Leech, (2009), How to Observe Children, Oxford, Heinemann
Willan, J., Parker-Rees and Savage, J., (2004), Early Childhood Studies, Exeter, Learning Matters Ltd.

Multi media classroom resources, learning resource centre, internet and access to tutor. Access to children in context.