http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Clapham Manor Children's Centre understands the importance of assessing the children to ensure that they are developing and progressing to their full potential. We follow Tammy as she uses complementary forms of observation and record-keeping including extended narrative notes and photographs in order to track and monitor several children's progress. The Hall Day Nursery uses an extended written form of assessment, a PLOD (Possible Lines of Development). We follow Jess as she observes Oliver to inform his PLOD. At the Clifton Children's Centre as well as the more formal methods of assessment they are also using video cameras to record observations. The programme follows Claire as she records Millie playing in the rain. The centre also edits the footage so only pivotal moments are kept to form a record for other practitioners and the parents. The programme also looks at how the cumulative information from assessments is used to support and improve the whole setting.
A close examination of three complementary forms of assessment. Following assessments without commentary, you can make your own analysis. Each is followed by the comments of the featured experienced practitioners. At The Hall Day Nursery Oliver plays in the sand and then takes part in a focused number-matching activity. His key person, Jess is observing him throughout the activities and following the sequence we hear from Jess about what she recorded and what was important. At the Clifton Children's Centre Millie is playing in the rain. We follow her and Claire her key person as she records her using a video camera. Claire tells us what was important from what she observed. At Evesham Nursery, Romeo has taken part in a role-play activity where Karen, his key person, observed him. We follow Karen's conversation with Romeo as they discuss the role-play and Karen conducts an assessment. We hear from Karen as she explains the process of the assessment.
Title from resource description page (viewed Mar. 5, 2012).
[London] : Teachers TV/UK Dept. of Education, 2009 publisher catalog number