GCSE Child Development How to make your child

GCSE Child Development How to make your child study brilliant!

Planning for lessons § w/b 18 th January § All visits carried out and ready to be written up. § Exam paper 2013 § w/b 25 th January § Write up all visits – child study assessed § Hand in exam paper on Thursday 28 th

Planning for lessons § w/b 1 st February § Complete details for each visit based on feedback § Exam paper 2014 § w/b 8 th February § Discuss final evaluation § Hand in exam paper on Thursday 11 th

Planning for lessons § w/b 22 nd February § Bring final evaluation and write up § Exam paper 2015 § w/b 29 th February § Complete child study § Hand in exam paper on Thursday 3 rd March Hand in Child Study on 8 th March

Quick wins § Every time you use a checklist you must say where you saw the child do the activity. § You must justify why you chose the task you are doing – look at Gracie example. § You must link research to the rest of your study, eg if you found out your child has a swing but not a slide, that may help your aims and expectations. § Follow checklists and note what to avoid on next few slides. § In your aim link to PIES – which are you observing? And research, why did you choose the activity?

Quick Wins § Additional Research for Visit – how will research help visit? Things like collecting recipes, Visiting where you will go with child, interview the parents. § Don’t just base expectations on milestones, base on activity, and what you know about the child. § Use correct terminology such as ‘parallel play’ § Evaluate each PIES Devt after each visit – use Gracie as an example. Also evaluate what stage child has gone through for that activity eg drawing. § Se phrases such as ‘according to Brennand & Hall…’

Quick Wins § Jessica – C grade § Gracie High B / A grade A* 56/60 A 52/60 B 44/60 C 36/60 D 28/60

Possible format for Child Study § Introductory visit § Choosing an AQA child study task § Research planning and research § Analysis and evaluation of research § Planning for visits (including additional research) § The four planned visits § Overall evaluation of study

Introductory Visit • Complete this before choosing a task • Carry out simple activities to help observations • Give personal opinions • Support observations and opinions with quotes and references specialist terms • Include a conclusion Try to avoid: • Too much irrelevant background information • Using checklists without supporting comments • Including copied background information on PIES

Planning Research • Decide on and plan your own research • Think about the purpose of the child study • Consider what you need to find out and why • Consider where you will gather information from • Include both primary and secondary research.

Research § State what you are doing and why before each main piece of research • Concentrate on the approximate age of the child • Constantly link research to child • Give own ideas and opinions • Use different methods of presentation Try to avoid: • Too much irrelevant research • Duplicating information

Analysis of Research § Analyse each main piece of research • Link analysis to aims • Highlight the most important information • Clearly use research to identify and justify activities for two visits Try to avoid: • Simply summarising what was done, why and how.

Visits plan § Provide a simple plan • Include activities and possible aims • Indicate which are task related visits Try to avoid: • Too much detail! • Retrospective planning • Basing all the visits on the Child Study Task.

For each visit § Activities and aims § Additional planning & research § Expectation § Observations § Evaluations

Activities and aims • Identify main areas of development to aim to focus on • Base these on the activities • Give reasons – link to previous research if relevant • Cover each area of development at some stage Try to avoid: • Too much repetition of the same developmental areas. • Too similar activities • ‘Testing milestones’ rather than using activities

Additional Research Explain what you are doing and why • Use/refer back to original research • Relate any extra research to child • Be concise and selective Try to avoid: • Too much research

Expectations • Where possible refer to research and planning • Refer to previous observations • Support with quotes, references, technical terms etc. • Be realistic about what aspects of development and milestones activities might encourage Try to avoid: • Using unrealistic copied milestones as expectations for all visits • Repetition – both of milestones and expectations

Observations Record the whole visit • Think about types of play seen as well as PIES • Include sufficient information to enable detailed evaluations • Use appropriate annotated photos • Include annotated examples of child’s work • Concentrate on the child

Evaluation of Visits • Evaluate all four areas of development in each visit • Concentrate initially on the stated aims • Link evaluation to expectations • Comment on any change or progress seen • Comment on success of research and activities • Include a brief conclusion. Try to avoid: • “S/he showed fine motor skills when. . . . ” • Only evaluating the expectations.

Checklist for Visit evaluations § Physical development § Intellectual development § Emotional development § Social development § Change & progression § Links to expectations § A comment on research & activities § Conclusion

Final evaluation Evaluate all areas of development play and learning • Include comments on value of research and activities • Identify change and progression • Give personal opinions • Compare to expected milestones Try to avoid: • Re-writing previous evaluations • Re-evaluating the research • Self-evaluation