The need to assess the verbal and social interaction of Thomas following a small phonic interventions group was noted as the priority of the second observation. Therefore a detailed narrative observation was chosen to enable the evaluation of Thomas with regards to interaction both verbally and nonverbal; during child initiated activities within the morning session. It was also intended to highlight any improvement in language acquisition and understanding, in both first and second language, made over the previous weeks. However Stevens (2013) warns of the practitioner who focuses purely on the learning outcome of the observation missing vital information which may arise. Conversely Hayes (2014) highlights how focused observations allow for
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Goldschmeid & Jackson (2004) refers to the key person facilitating confidence and self esteem by enabling better relationships between practitioner, parent and child. Daly, Byers, Taylor (2004) also refer to Banduras theory with regards to good role modelling, positive vocabulary, gesture and pictorial rule prompts which help to increase the child’s self-esteem. In addition Panfile & Laible (2012) discuss security through Bowlby’s ‘attachment’ theory, enabling the child to regulate behaviour and facilitating an ability to empathise with peers. However Ainsworth(1967), as cited in Flanagen(2008), though agreeing with the principle of attachment believe that the child not only has a paternal/maternal attachment but many others through quality interaction. This was shown in observation two when Thomas although with his phonics group practitioner and not the class teacher was able interact and take turns while playing with the …show more content…
However through the positive actions of the practitioner Thomas showed signs of security by being able to independently use pre-representational skills to map out the story (Appendix 3), as noted within the EYFS ‘being imaginative’ 40-60+ months (EE, 2012. P46). Callaghan (2008. p27) refers to the child who has obtained an understanding of symbolic representation then beginning to use the ‘perceptual similarities’ to form and discuss the images drawn. Furthermore during observation two Thomas then placed initial sounds of words from the story around the picture. Brock and Rankin (2008) highlight how literacy equates to fifty percent of the early learning goals, therefore the importance by the practitioner to provide engaging activities such as stories and role plays within which the child can mark-make/write for a purpose is essential. Such mark making for literacy is highlighted by Corbett and Strong (2011) who refer to ‘talk for writing’ referring to the child being able to relay the story in a detailed sequential way through pictures, actions and communication. This was noted in observation two when Thomas was able convey the story in the correct order through the detailed pictures, enabling detailed communication about each of the three types of
Goldschmeid & Jackson (2004) refers to the key person facilitating confidence and self esteem by enabling better relationships between practitioner, parent and child. Daly, Byers, Taylor (2004) also refer to Banduras theory with regards to good role modelling, positive vocabulary, gesture and pictorial rule prompts which help to increase the child’s self-esteem. In addition Panfile & Laible (2012) discuss security through Bowlby’s ‘attachment’ theory, enabling the child to regulate behaviour and facilitating an ability to empathise with peers. However Ainsworth(1967), as cited in Flanagen(2008), though agreeing with the principle of attachment believe that the child not only has a paternal/maternal attachment but many others through quality interaction. This was shown in observation two when Thomas although with his phonics group practitioner and not the class teacher was able interact and take turns while playing with the …show more content…
However through the positive actions of the practitioner Thomas showed signs of security by being able to independently use pre-representational skills to map out the story (Appendix 3), as noted within the EYFS ‘being imaginative’ 40-60+ months (EE, 2012. P46). Callaghan (2008. p27) refers to the child who has obtained an understanding of symbolic representation then beginning to use the ‘perceptual similarities’ to form and discuss the images drawn. Furthermore during observation two Thomas then placed initial sounds of words from the story around the picture. Brock and Rankin (2008) highlight how literacy equates to fifty percent of the early learning goals, therefore the importance by the practitioner to provide engaging activities such as stories and role plays within which the child can mark-make/write for a purpose is essential. Such mark making for literacy is highlighted by Corbett and Strong (2011) who refer to ‘talk for writing’ referring to the child being able to relay the story in a detailed sequential way through pictures, actions and communication. This was noted in observation two when Thomas was able convey the story in the correct order through the detailed pictures, enabling detailed communication about each of the three types of