University Report: Assessment Planning in Early Years Settings

This report delves into the critical aspects of assessment planning within early years settings. It begins by emphasizing the importance of a child-centered model, highlighting the role of observations in understanding individual child development. The report further explores how these observations inform planning, including the use of baseline assessments to determine a child's learning needs and the evaluation of outcomes. The influence of theories of play and development, particularly Piaget's theory of cognitive development, on assessment practices is also analyzed. This report provides a comprehensive overview of the key components of effective assessment planning in early childhood education, emphasizing the interconnectedness of observation, planning, and theoretical frameworks.

Assessment Planning In Early
Years Settings

TABLE OF CONTENTS
1.2 Requirement of child centred model of assessment and planning........................................1
1.3 Analysis of observations and assessments informing planning............................................1
1.5 Impact of theories of play and development on assessment.................................................1
REFERENCES................................................................................................................................2

1.2 Requirement of child centred model of assessment and planning
There is a huge requirement of child centred model because it allows them in their
development. Observation plays the major role in this model that can help in analysing
individuality of child (Bjorklund and Causey, 2017). On that basis, it can be further evaluated
that whether the child has developed properly and is capable enough of planning and deciding
basic facts of life. By means of various activities such as communicating with the child or
playing with them, observations can be taken. It helps parents and guardians in getting an insight
to needs of child and therefore, they can complete the same.
1.3 Analysis of observations and assessments informing planning
The collected information is pull together by effective practitioners in their observation in
order to determine aspects of development and learning in child. While making judgement about
child needs and progress in different areas of development. Observations helps to inform
planning that it helps to take time about what is seen and heard. Baseline assessment support
planning that assessment helps to determine development and learning needs of child. Outcomes
hold an important role because these are actually considered as the analysis of all factors
involved. Therefore, outcomes can help in making an evaluation about the success rate of the
processes (Ray, Armstrong and Jayne, 2015). Along with the positive factors, negative ones also
get analysed from the same. So, on that basis, planning can be initiated. Different ways to modify
the loopholes can be involved while planning of objectives. So, outcomes play an important role
in the process of planning.
1.5 Impact of theories of play and development on assessment
There are various theories of development and play that influence much positive on the
processing of functions of life. Also, it has some impact on assessment. Piaget theory influencing
on assessment is discussed as below:
Piaget's theory
Piaget theory of cognitive development explains how a child construct mental model of
the world. Thus, it supports observation and assessment towards child development and learning
needs. Observations and Baseline assessment helps to inform planning that it helps to take time
about what is seen and heard and also to determine development and learning needs. These are
used in terms of observing behaviour, attitude and activities of children.
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This theory focuses on the development of intelligence of an individual. There are four
stages of Piaget theory which involves sensorimotor, pre operational, concrete operational and
formal procedures (Foster, 2015). It focuses on the fact that children when analyse and explore
external environment, they tend to construct an increased understanding and knowledge.
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REFERENCES
Books and Journals
Bjorklund, D. F. and Causey, K. B., 2017. Children's thinking: Cognitive development and
individual differences. Sage Publications.
Foster, M., 2015. A new model: the family and child centered care model. Nursing Praxis in
New Zealand. 31(3). p.4.
Ray, D.C., Armstrong, S. A. and Jayne, K. M., 2015. Child‐centered play therapy in the schools:
Review and meta‐analysis. Psychology in the Schools. 52(2). pp.107-123.
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