The importance of achieving a holistic overview of the skills, perceptions and attitudes of the child is paramount when gaining an understanding of the developmental levels (EE, 2012), thus enabling the pedagogy to plan and provide a stimulating environment within which the individual child can learn.
To obtain such information Howe & Davies (2010) concurred by Bradley et al (2011) refer to the Montessori theory highlighting the importance of observing the child in a variety of naturalistic situations, whether it be teacher-directed or child-led to observe consolidation of an ability. Therefore to maximise knowledge and understanding of Thomas’s development by the practitioner, an observational ‘Time sample’ during child-led activities was undertaken to identify the participation, abilities and interest of Thomas. However Mukherji & Albon (2012) warn of the importance of training by the observer, to prevent bias of life experiences influencing perceptive outcome of such …show more content…
However Paige-Smith and Craft (2011) dispute how without critical reflection by the pedagogy, with regards to study and theory which enables a greater knowledge and understanding of development, coupled with parental observation; early identification is hindered. This is further highlighted by Wieringa (2011) who discusses the importance of Schön’s (1983) theory of ‘reflection-in-action’ using the knowledge gained by the practitioner to influence changes needed in provision. Therefore following the analysis of observation one and further discussions with parent/ teacher with regards to Thomas’s first and second language acquisition, allowing for a more holistic overview (Hayes, 2014); interventions were put into place for Thomas to promote confidence and speech through specific small group
To obtain such information Howe & Davies (2010) concurred by Bradley et al (2011) refer to the Montessori theory highlighting the importance of observing the child in a variety of naturalistic situations, whether it be teacher-directed or child-led to observe consolidation of an ability. Therefore to maximise knowledge and understanding of Thomas’s development by the practitioner, an observational ‘Time sample’ during child-led activities was undertaken to identify the participation, abilities and interest of Thomas. However Mukherji & Albon (2012) warn of the importance of training by the observer, to prevent bias of life experiences influencing perceptive outcome of such …show more content…
However Paige-Smith and Craft (2011) dispute how without critical reflection by the pedagogy, with regards to study and theory which enables a greater knowledge and understanding of development, coupled with parental observation; early identification is hindered. This is further highlighted by Wieringa (2011) who discusses the importance of Schön’s (1983) theory of ‘reflection-in-action’ using the knowledge gained by the practitioner to influence changes needed in provision. Therefore following the analysis of observation one and further discussions with parent/ teacher with regards to Thomas’s first and second language acquisition, allowing for a more holistic overview (Hayes, 2014); interventions were put into place for Thomas to promote confidence and speech through specific small group