Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.15: Use longitudinal studies to observe, assess and plan for children’s needs
Learning outcome: Be able to use observations to assess and plan for the developmental needs of children in line with current frameworks
Assessment criteria: Devise plans which meet the developmental needs and interests of children
Following an observation and assessment, Early Years practitioners will then use this data to make plans to meet the developmental needs and interests of a child.
This is in line with the EYFS which states that: “The EYFS seeks to provide a secure foundation through planning for the learning and development of each individual child, and assessing and reviewing what they have learned regularly“
When making these plans, practitioners will take into account the child’s age, stage of development and any specific needs they may have.
The plans will be designed to challenge and motivate the child and provide them with opportunities to learn new skills.
Practitioners will also work closely with parents/carers to ensure that the plans meet the needs of the child, and that they are kept up to date with their child’s progress.
When planning an activity, it should have a specific aim. For example, a block-building game could have the goal of helping a child learn to count to ten, in line with the associated Early Learning Goal for Mathematics. As well as linking the activity to current frameworks, you should also reference any theoretical perspectives that are relevant.
The practitioner should describe the activity and how it will help achieve the stated aim. This will help anyone else that is involved understand how to carry out the activity. It is also useful to include information about the role of yourself and others before, during and after the activity, as well as details such as the time it will take to set the activity up and any resources that will be required.
Practitioners may need to tailor or adapt activities for each individual child, dependent on their specific needs. This helps to ensure that the activity is appropriate for the child and that equality and inclusion are considered.