Summary
Contents
Subject index
“This book is written by one of the leading experts on assessment. It contains the deep knowledge and understanding that comes with knowing a subject inside out; but Jan Dubiel’s approach is very practical.” -Professor Tina Bruce CBE, University of Roehampton How we assess our youngest children is a vital part of early years practice. The new edition of Jan Dubiel’s bestselling book offers a clear explanation of the role of assessment in the revised Early Years Foundation Stage (EYFS), and step-by-step guidance for those working with children from birth to five on making and recording observations in practice. Updated throughout the second edition now features: • A brand new chapter on the History of the Baseline Assessment Policy • A companion website including access to SAGE journal articles, child observation videos and examples of completed assessments • Detailed guidance on the new Integrated Health and Education check at age two This book continues to help students and practitioners develop an evidence-based understanding of assessment and an appreciation of what constitutes effective assessment in early years settings.
Significances and Signifiers of Child Development
Significances and Signifiers of Child Development
This chapter will:
- Explore theories of how children learn
- Identify significant and relevant aspects of children’s learning and development
- Examine the relationship between the process and content of children’s learning
In the previous chapters we have explored the nature of assessment and the purposes – appropriate and otherwise – for which it is used. Its function as a key pedagogical behaviour to support, challenge and extend children’s learning and development has been discussed. We have also defined its existence, located within the practitioner’s individual ‘value prism’, and how this shapes and influences decisions and approaches that practitioners ultimately take when engaged in assessment as part of their everyday practice and provision.
I now intend to turn to identifying ...
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