Early Years Educator Level 3
Longitudinal Child Study
Contents
Information and instructions regarding your child study
Introduction
Copy of parent/carer permission letter
My Unique Story
All About Me
Front Sheet
Activity Planning Sheet & Evaluation
Front Sheet – Checklist Observation – Evaluation
Front Sheet – Narrative Observation – Evaluation
Front Sheet - Snap Shot/WOW Moments – Evaluation
Front Sheet – Time Sample – Evaluation
Front Sheet – Target Child – Evaluation
Tracking Method/Flow Diagram – Evaluation
Critical Evaluation/Reflective Account
INFORMATION & INSTRUCTIONS ABOUT THE CHILD STUDY
1. Choose a child within your setting that you can observe and plan for.
(Tip Ensure that you pick a child who is attending the days you are there and has good
attendance.)
2. Write a letter to the parents informing them of your intention and to gain permission
(letter needs to be included in your study).
3. Talk to the key person to find out any relevant information you need to know. e.g
background, interests of the child etc. (This will go in All About Me).
4. Complete the “All about Me” part of the booklet, link up the Prime and Specific areas to
Development Matters.
5. Choose a development area of focus for the study: cognitive, physical, personal, social
and emotional or speech, language and communication.
6. Carry out observations using different methods (examples provided). You must use at
least two different methods across each study and a minimum of four across the two
studies.
7. Evaluate all observations against Development Matters and identify the child’s next steps
and any areas of concern.
8. Plan activities to promote children’s development, based on your observations and
identified next steps. One activity needs to be observed by your assessor. Please ensure
that each activity is PLANNED FOR, IMPLEMENTED AND EVALUATED.
9. Present all your information in a thin plastic folder.
METHODS OF OBSERVATION
Time Sample
Check List
Narrative
Tracking
Target child
WOW Moments (at least six must be
carried out for this to be counted as an
observation)
Permission Letter
Obtain signed permission from parents to observe their child in your placement setting. Include a copy of
this in your Child Study pack.
Your permission letter must include the following:
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Information about you, the course that you are on and the purpose of the study
How you will maintain confidentiality
An explanation of how the study will be uploaded to Ecordia and used towards your electronic
portfolio
That it will be seen by your assessor/ lecturer/college staff and possibly someone from the
awarding body
That no pictures of the child or sensitive information will be used in the Child Study.
Early Years Foundation Stage
A Learning Journey All About Me
“My experiences between birth and five have a major impact on my future
life chances “
My name is…………………………………………………………….
I was born on ………………………….
I started here on………………………………… and my Key Person is ……………………………
My photo
My Photo
Through observation and knowledge of individual children Key Persons must identify
how children learn.
Playing and exploring – engagement
Finding out and exploring is when the child uses open-ended, hands-on experiences which arise
from curiosity. These provide the basis on which the child builds concepts, tests ideas and finds out
how things work.
Using what they know in their play refers to how a child uses imaginative play to understand,
explore and embed ideas. Using their imaginative play to recreate experiences.
Being willing to have a go, refers to a child using their particular interests to initiate activity
ideas, look for challenges and opportunities within new experiences and to take risks. The child
demonstrates a ‘have a go’ attitude and uses new opportunities to learn.
Active learning – motivation
Being involved and concentrating describes how absorbed and focused the child is on their chosen
activity.
Keeping on trying is concerned with the need to strive to overcome challenges. To be persistent
and build on basic skills which maintains resilience.
Enjoy achieving what they set out to do describe the personal reward a child gets when they
achieve their own goal and builds on their natural motivation to obtain long term success rather
than just looking for approval from others.
Creating and thinking critically – thinking
Having their own ideas involves the child using their imagination and creativity to take on
challenges and explore how these problems could be solved and how their ideas can be implemented.
Using what they already know to learn new things is concerned with the way children link and
develop concepts to different activities. It is also how children develop an understanding of
sequences, cause and effect and how they build on these thoughts through description and
scientific thoughts.
Choosing ways to do things and finding new ways involves children making choices, and decisions
in an organised way when undertaking new goal-directed activities or tasks. It involves the child
working out what to do, and how to change what they do, to achieve.
Introduction
Please introduce your child study with a written piece explaining the area of focus for the
study and the age of the child used in this study.
(Area of focus can be Physical or PSED for child study 1 and Speech, Language & Communication or Cognitive for child study 2)
The Unique Child
“All About Me”
These memory prompts are to be used in conjunction with your registration form
to support the Key Person’s initial discussion with parents/carers. Information from
this discussion will form an important part of my Learning Journey.
 I have been previously cared for inside/outside my home by
 My routine for nappy changing, sleep patterns, feeding, playing is
 My favourite toy or comforter is
 I make friends easily / I am quite shy
 I am / am not confident around new people and situations
 My method of communication is
 At home my family’s language is
 I can also speak
 My family culture / religion is
 My favourite books, DVDs, rhymes, CDs or stories are
 The people important to me are
 I have these pets at home
 I might need help with
 More helpful information about me:
My Current Interests and Achievements
My Name is ……………………………………
I am ………………. Years and ………………..
My family has noticed that
My key person has noticed that
I am interested in
I am interested in
PRIME AREAS
Personal Social & Emotional Development
Developmental Stage
Months
PRIME AREAS
Communication and Language
Developmental Stage
Months
PRIME AREAS
Physical Development
Developmental Stage
Months
This is what my family feels about my progress
Specific Area
Expressive Arts and Design:
Specific Area
Understanding the World:
Specific Area
Mathematics:
Specific Area
Literacy
Key Person Comments
Key Person Signature ……………………………………………………..
Date ……………………………….
Parent Signature
Date ……………………………….
………………………………………………………
Experiences and Opportunities to Support my
Development and Learning
Communication &
Language
Physical Development
Personal Social
Emotional Development
Understanding the
World
My Next Steps
Are:
Literacy
Mathematics:
Expressive Art and Design
At home I can:
Signed Parent/ Carer …………………………………………………………………………….
Date ………………………………………………
Signed Key Person ……………………………………………………………………………….
Date ……………………………………………..
Early Years Foundation Stage
Activity Planning Sheet
Date:
Activity
Target Children:
Resources:
Adult role / Strategies / Scaffolding:
Health & Safety / Enabling Environment
Links to EYFS Outcomes / Stages Relevant to Activity:
Personal, Social & Emotional Development
Understanding of the World
Communication & Language Development
Mathematics
Physical Development
Literacy
E.A.D
Links to theoretical and philosophical approaches.
Differentiation / Additional Needs including gifted and talented.
Evaluation of Activity (to be extended through reflection of own role, children’s learning promoted, theoretical
perspectives) (additional sheets can be used.)
Conclusion – child’s stage of development:
Recommendations/next steps:
Personal Learning:
Further references/theories:
Learner/Observer name:
Signature:
Assessor/Tutor/Supervisor name:
Signature:
Feedback:
Evaluation of activity (additional sheet)
Front Sheet
Name of Observer:
Checklist
PIN:
Name of Child:
Date of Observation:
Exact Age of Child:
Child Identifier(e.g. “Child A”)
Years
Months
Gender:
Time Observation Started:
Time Observation Finished:
Method Used:
Number of Children:
Aim of Observation:
Brief Description of Observation Setting:
Observation Verified by:
Number of Adults:
Checklist- example (please edit to fit the age and area of focus for your study)
Name
Skill
Yes
No
Evidence
Can climb confidently
and attempt to pull
themselves onto the
climbing (22-36)
Can run skillfully and
negotiate the space
around them (30-50)
Can travel with
confidence and skill
under, over and through
balancing climbing
equipment (40-60)
Show increasing control
over an object (e.g
pushing, catching and
kicking) (40-60)
Can tell an adult if they
are hungry/tired or if
they need to rest or play
(30-50)
Can jump off an object
and land appropriately
(40-60)
Please report the findings from this “checklist”. You may type this or write it in pen on lined paper.
Conclusion: (Including expected developmental stages)
Evaluation: (Linked to current framework and theoretical perspectives)
Recommendation: (Next steps)
Personal learning:
Front Sheet
Name of Observer:
Written Narrative
PIN:
Name of Child:
Date of Observation:
Exact Age of Child:
Child Identifier (e.g. “Child A”)
Years
Months
Gender:
Time Observation Started:
Time Observation Finished:
Method Used:
Number of Children:
Aim of Observation:
Brief Description of Observation Setting:
Observation Verified by:
Observation:
Number of Adults:
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Summative Assessment
What are the needs of this child?
(Relate to the area of development you have observed. The child’s development stage, interest, need, holistic
development)
Next steps for the child
Learner Name:
Learner Signature:
Tutor / Assessor / Supervisor Name:
Tutor / Assessor / Supervisor Signature
Tutor/Assessor/Supervisor Feedback:
Front Sheet
Name of Observer:
Snap shot / WOW moments
PIN:
Name of Child:
Date of Observation:
Exact Age of Child:
Child Identifier (e.g. “Child A”)
Years
Months
Gender:
Time Observation Started:
Time Observation Finished:
Method Used:
Number of Children:
Aim of Observation:
Brief Description of Observation Setting:
Observation Verified by:
Number of Adults:
Snap Shot Observations
WOW Moments (Stick post it notes in Boxes or write wow moment- Date Observations)
Link wow moments to EYFS areas
Please report the findings from your WOW Moment Observations. You may type this or write them in pen on lined
paper.
Conclusion:
Evaluation:
Recommendation:
Personal learning:
Front Sheet
Name of Observer:
Time sample Observation
Name of Child:
Date of Observation:
Exact Age of Child:
Years
Months
Gender:
Time Observation Started:
Time Observation Finished:
Method Used:
Number of Children:
Aim of Observation:
Brief Description of Observation Setting:
Observation Verified by:
Number of Adults:
Time Sample Observation
Date
Name of Child _____________________________________________ Initials of the Observer
Time
Activity detail
Talk/Interaction
Please report the findings from this “Time Sample observation”. You may type this or write it in pen on lined paper.
Conclusion:
Evaluation:
Recommendation:
Personal learning:
Front Sheet
Name of Observer:
Target Child
Name of Child:
Date of Observation:
Exact Age of Child:
Years
Months
Gender:
Time Observation Started:
Time Observation Finished:
Method Used:
Number of Children:
Aim of Observation:
Brief Description of Observation Setting:
Observation Verified by:
Number of Adults:
Target Child Observation
Mins
1
2
3
4
5
6
7
8
9
10
Child’s Activity
Language
Social e.g.
LG/SG/Sol
Please report the findings from this “Target Child” observation. You may type this or write it in pen on lined paper.
Conclusion:
Evaluation:
Recommendation:
Personal learning:
Tracking Method – Flow diagram
One observation for the Indoor area. One observation for the outdoor area. Tour are observing the provision (not
the children)
This observation can be used to record the amount of time a child/children spend on an activity of their choice,
safety in a work setting or use of equipment.
Reasons for use:
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To investigate the play areas preferred by children
To see how many times a child/children visit the area
To keep track of the use of different areas
To redesign the areas and resources for the children
For example if you want to use tracking to see if children are active in the day you can track where they go (e.g.
tunnel area, climbing frame etc).
Also if the nursery staff are changing areas of the environment they can investigate the most popular areas visited
each day. Thy can also use tracking observations and see what area was the least visited e.g. the Lego area and
enrich this area by introducing different construction materials.
You need to evaluate this and observe which areas the child/children use less frequently and how you are going to
remedy this. See the example above.
KEY Adult present A
Adult present some of the time A
Lego area
Construction
Dolls house
A
Messy
Play
Book
area
A
Role play area
A
Please report the findings from this “Tracking Method/Flow Diagram” observation. You may type this or write it in
pen on lined paper.
Conclusion:
Evaluation:
Recommendation:
Critical evaluation
You need to reflect on, and critically evaluate what has been learnt by completing the longitudinal study
and how it has helped to meet the needs of the child, as well as enhanced learning for the early years
practitioner. Your critical evaluation will need to be a minimum of 1,000 words and should not exceed
1500 words.
Your critical evaluation (reflection) must start by discussing how the study can be used as an
assessment tool and the benefits of completing a longitudinal study for the child, the practitioner and
others involved with the child. Please write up about process of carrying out the study and the area of
focus for the study and then include the following:
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Detailed information to show how the Longitudinal Study has been used.
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Give details and critically evaluates how the Longitudinal Study has been used as an assessment
tool.
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Identify advantages as well as any gaps in the information provided by the Longitudinal Study
and critically evaluate in relation to the benefits for:
the child
the early years practitioner
others involved in the care and education of the child who is the focus of the
Longitudinal Study.
Please then include all of the following in your critical evaluation referring to theory and supporting
with research:
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Child’s development stage, interest and need
Reflect on your own role throughout the study
Choice of assessment methods (include advantages and disadvantages)
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Links to current frameworks
Links to theoretical/philosophical perspectives
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How partnership working was promoted
Reflect on the child’s holistic development
The part played by the environment
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How play was used for learning and development.
Please see checklist of completion for further guidance on how to meet these criteria.