- Sue Allingham
- Nicola Brinning
This chapter is built around the policy contexts of Wales and England. This immediately requires a definition of terms, which we seek to do through prac- tice examples throughout the chapter. With an emphasis on observation in the moment and practitioner reflection, we consider how observation-informed assessment should be prioritised over prescribed assessments which can obscure the fascinations of individual children as they learn holistically. Case study material highlights the effectiveness of assessing though naturalistic observation, and the important role of parents in their children’s assessments.
- To offer a language for early assessment and observation of learning, with ways of defining current terms
- To encourage reflection on practice and provision across the sector
- To discuss and develop thinking about observation and assessment through case study examples.
Cree, J. and Robb, M. (2021) The Essential Guide to Forest School and Nature Pedagogy. London: Routledge.
White, J. (2015) Every Child a Mover: A Practical Guide to Providing Young Children with the Physical Opportunities They Need. London: Early Education.