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Mapping progress

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By Di Chilvers

Advisory consultant in early education

Di Chilvers builds on Part 1 of her brilliant article about observing, assessing and mapping children’s progress through the EYFS.

Observing, assessing and mapping progress

Following the Observation, Assessment and Planning process, described in Part 1, means that you will have gathered an eclectic mix of evidence about a child which ultimately tells the story of their development and learning. For example:
  • Observations
  • Learning Stories
  • Photographs
  • Paintings, drawings, writing
  • Conversations and discussions with the child/children
  • Conversations and discussions with parents/family
  • What you record in your head (though it can’t just be stored here)
  • Play experiences of the child/children
  • Feelings, emotion, well-being and behaviours of the child/children

This is your on-going assessment or Formative Assessment, described in the EYFS Statutory Duty as being:

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Reviews

  1. Anni McTavish
    on 22 September 2016

    clear, concise article

    really interesting article on the development map – it’s both clear, easy to understand and visually appealing. Di highlights the importance of children’s holistic development, and how the practitioners’ assessments have supported them to follow the child’s interests, and build positive links with her family. great!

    5out of 5