Evaluating Early Years Practice in Your School focuses on raising Early Years practitioners' confidence so that they worry less and achieve more. Linked to the teaching standards and the Ofsted framework, this invaluable guide looks at ways that teachers can evaluate their own EYFS practice to reduce unnecessary workload and allow for more 'hands-on' teaching and learning. Should children in Reception classes attend school assemblies? Should young children be taught to write in nursery? Should practitioners' plans be based on young children's specific interests or should they look to meet the needs of individuals entering Early Years settings with speech and language delay or autism? Early Years specialist Ann Langston considers all of these questions and more to present simple solutions for teachers and leaders on what to plan, what assessments are needed and how to approach teaching and learning. With chapters on observation and assessment, continuous provision, outdoor learning, transition, and internal and external evaluation, this book is ideal for all Early Years practitioners and leaders looking at ways to reflect on their approach to teaching and feel confident about their own judgements and the effectiveness of their practice.

The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

Evaluating Early Years Practice in Your School focuses on raising Early Years practitioners' confidence so that they worry less and achieve more. Linked to the teaching standards and the Ofsted framework, this invaluable guide looks at ways that teachers can evaluate their own EYFS practice to reduce unnecessary workload and allow for more 'hands-on' teaching and learning. Should children in Reception classes attend school assemblies? Should young children be taught to write in nursery? Should practitioners' plans be based on young children's specific interests or should they look to meet the needs of individuals entering Early Years settings with speech and language delay or autism? Early Years specialist Ann Langston considers all of these questions and more to present simple solutions for teachers and leaders on what to plan, what assessments are needed and how to approach teaching and learning. With chapters on observation and assessment, continuous provision, outdoor learning, transition, and internal and external evaluation, this book is ideal for all Early Years practitioners and leaders looking at ways to reflect on their approach to teaching and feel confident about their own judgements and the effectiveness of their practice.

Now its fourth edition, Planning an Appropriate Curriculum in the Early Years offers a comprehensive guide for early years practitioners and students on how to plan and implement a suitable curriculum for the children in an Early Years setting. It examines the key roles and responsibilities of practitioners working in Early Years settings and those with responsibility for leading and managing provision for EYFS in primary schools. Completely revised and updated in line with the Statutory Framework for the Early Years Foundation Stage, latest research evidence and OFSTED requirements, this book covers the following aspects of the Early Years including: what we mean by planning an appropriate curriculum in the early years; transition from nursery to school and into Year 1; defining quality learning and play in the early years assessment procedures and examples; integration of two-year-olds into school; the role played by parents and carers in children’s learning and development; the ways in which vulnerable children are provided for; examples of planning material developed by practitioners. With case studies of good practice and questions for reflective practice and group work, this timely fourth edition will be welcomed by students and practitioners looking to provide high quality and effective learning experiences for the under-fives.

"This book is written by one of the leading experts on assessment. It contains the deep knowledge and understanding that comes with knowing a subject inside out; but Jan Dubiel’s approach is very practical." -Professor Tina Bruce CBE, University of Roehampton How we assess our youngest children is a vital part of early years practice. The new edition of Jan Dubiel’s bestselling book offers a clear explanation of the role of assessment in the revised Early Years Foundation Stage (EYFS), and step-by-step guidance for those working with children from birth to five on making and recording observations in practice. Updated throughout the second edition now features: A brand new chapter on the History of the Baseline Assessment Policy A companion website including access to SAGE journal articles, child observation videos and examples of completed assessments Detailed guidance on the new Integrated Health and Education check at age two This book continues to help students and practitioners develop an evidence-based understanding of assessment and an appreciation of what constitutes effective assessment in early years settings.

For Assessment courses in Early Childhood Education. One of the most accessible and practical textbooks available on assessing young children from infancy through age 8. It provides the full range of types of assessment and how, when, and why to use them. An excellent introduction to assessing young children, Assessment in Early Childhood Education continues with the inclusion of all types of assessments that can be used with infants and young children. Key changes and updates to this edition include: updated and streamlined figures, examples, and models of assessment that aid pre-service teachers to learn how to apply the principles of quality assessments; new activities at the end of the chapters provide opportunities for students to apply their own performance activities to demonstrate understanding of chapter contents; the effects of No Child Left Behind have been updated; newly revised information on children from diverse cultures and languages and children with disabilities has been added; and information on new and current trends toward accountability are discussed, as well as the impact of high-stakes testing.

With the revision of the EYFS, Personal, Social and Emotional Development (PSED) became one of the three Prime Areas of learning. This book seeks to provide valuable guidance for practitioners across the entire Early Years provision. This is a practical tool that will enable practitioners to be innovative and exciting whilst meeting their targets. It includes suggestions for parents to try out at home, and a variety of ideas to inspire adult-led learning.