Nursery.
Early Years Workshop visits Canterbury Cross Nursery at Handsworth in Birmingham, to concentrate on observation and assessment. This predominantly Muslim setting takes children with around ten home languages. The topic is Mary, Mary, a garden theme. Teacher Jane tells a story about planting seeds, w...
| Corporate Author: | |
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| Format: | Video |
| Language: | English |
| Language Notes: | This edition in English. |
| Published: |
[London] :
Teachers TV/UK Dept. of Education,
2005.
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| Series: | Early years workshop ;
3-4 Education in video |
| Subjects: | |
| Online Access: | Connect to this streaming video (Alexander Street Press) |
| Summary: | Early Years Workshop visits Canterbury Cross Nursery at Handsworth in Birmingham, to concentrate on observation and assessment. This predominantly Muslim setting takes children with around ten home languages. The topic is Mary, Mary, a garden theme. Teacher Jane tells a story about planting seeds, with bilingual support. The programme follows Amani, a four year old girl, during the fre-flow play session. She is a bubbly child and has a determination to access all the activities. She writes her name independently and plants a seed at the soil tray but in doing so snatches a spade, creates a hedgehog from clay and takes in the role play corner. Fatima, four, is a quiet, considered learner. She takes the story starter book to read to the class puppet. The programme dwells on a construction activity which is the starting point for an extended assessment. In Nursery 2, the assessment opportunities are analysed, so there is little commentary in this programme. Sheila Sage, Primary Adviser with responsibility for Early Years in Worcestershire, is joined by Ged Cotton, an infant school headteacher from Hove and previously team leader for Early Years at QCA and Diane Rich, Early Years consultant and author, and special guest Jane Hackett, nursery teacher. The panel looks at the value of multilingual staff in inner city settings. They look at the informal observations Jane makes of Amani and discuss how those observations can inform the next steps in learning. They discuss the value of making quick notes and how these can feed into a child's profile. In response to the detailed observation of Fatima, the panel give hints on how best to record the learning, including those things you should note down and those that it's not important to note. The tensions some practitioners feel about the value of standing back and observing play rather than being part of it are also discussed. |
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| Item Description: | Title from resource description page (viewed Mar. 5, 2012). |
| Physical Description: | 1 online resource (31 min.). |