One of the requirements of the EYFS has always been to observe children and gage their progress against the areas of Learning. Observation should tell you what stage your children have reached in terms of development and will help you plan activities to challenge their current capabilities. Parents naturally observe their children but in an informal way, and it doesn't necessarily lead them to challenge their children.
There are two key modes of observing children. The first, formal mode, is to watch them for a period of time as they play in their setting. Watch what they do, what they say, how they solve problems, and make a record. Doing this on a frequent basis will let you notice patterns emerging and help you plan progress. The other mode of observation is simply noticing particular moments that strike you as funny, special, amazing. Young children are constantly amazing us, perhaps they do something in the way that you do, or say something that you would nomally do; maybe they achieve something that you really didn't think they could do, a baby rolling over, pulling a cushion off a sofa, pulling themselves up to a standing position. Note these moments too and again you will see patterns emerging over time.
Using ToucanLearn's Daily Diary, you can keep a permanent record of progress and come back to it over time. If you are a childminder, share the Diary back with parents and that way they can log in at any moment and see how their child is progressing, and what they are doing.
We've progressed a long way from the Victorian days when children were best kept our of sight and out of mind, but the sad truth is that modern living often means that your children spend more time with a childminder than they do with you. Are you kept informed of how your children are doing, and do you have a good idea of their progress?
The government's Early Years Foundation Stage (EYFS) requires for child minders, carers and nursery teachers actively to keep records of every child's progress. Make sure that you are getting the level of information you want about your children and how they are developing. If you aren't hearing enough, then ask for more - if you feel your childminder is being too diligent, then they will be delighted to be asked to reign back a bit and tell you just what you want to hear!
At ToucanLearn, every child receives their own Daily Diary designed especially for childminders to share information with parents. By sharing the Daily Diary you can stay informed about what your children are doing every day. This service can be used for free, but premium members can also upload photos to keep a photographic record of everything they do too.
We know from feedback that we receive about our service that many parents are able to view what their children are doing throughout the day - they can see pictures of new artwork once it has been uploaded, and they can read what their little ones are making, doing and eating during the day. Here at ToucanLearn we're dedicated to helping working parents share as much information about their children as they can. If you don't feel you are getting the information you want from your childminder, why not ask them to start posting a Daily Diary in ToucanLearn? Our FREE service means they don't even have to spend a penny to do so!
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Sign up FREE to ToucanLearn to follow our activity based learning programme for babies, toddlers and children. We offer hundreds of fun learning craft, games and activities - every activity is aimed at the capabilities of your specific children. Download custom activity sheets, and log their progress in each child's unique Daily Diary!
You'll also find sticker and reward charts, certificates, number and letter practice. Every activity links into the Early Years Foundation Stage (EYFS) areas of learning and development.
Fill in our Daily Diary to log progress against the EYFS and add photo entries instantly simply by sending them straight from your phone. You can share diaries back with parents or childminders so that everyone can enjoy watching your children develop.
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