Ataques comunes en VoIP

Time sampling

Time samples are used to observe a particular child at regular intervals

throughout a planned period of time, usually on more than one day. This method can be especially useful if there is some concern about the child; perhaps they have suddenly become withdrawn and no longer seem to interact with other children. Your observation can help identify whether there is a major cause for concern, or if the child’s behaviour simply needs monitoring for a short while. As you time sample, you should be as unobtrusive as possible to ensure that you obtain a true record.

By observing a particular activity at regular intervals rather than focusing on a specific child, time sampling observations can also help to identify whether activities or equipment are being under-used or used inappropriately. Time sampling can give accurate information which is easily understood, but it is a time-consuming method and takes a member of staff out of the adult:child ratio equation.

The method:

4

can be used for individual children as well as groups

4

collects ‘open’ data

4

makes it easy for the observer to record the information, although clear focus on timing is needed.

However,

4

help from other practitioners may be needed at times, so all need to be familiar with the aims and method

4

events may be ‘missed’ if the activity occurs outside of the pre-set timings.

Event sampling

As with time sampling, event sampling may necessitate observations being carried out over several days or even longer. Event samples are useful when a child is displaying worrying and/or aggressive behaviour that is having an impact on their own and others’ daily experience within the setting. Event sampling is a useful means of identifying whether any trigger factors initiate the unwanted behaviours. You record each time the behaviour occurs, how long it continues and whether the behaviour had been triggered by anyone or any specific situation.

The advantage of this method is that data are clearly timed and recorded and easily understood but, as with time sampling, the method is also time consuming.

It may also require all staff to be involved in the recording of events.

Event sampling:

4

is straightforward to use

4

collects ‘open’ data

4

allows observer and practitioner to identify and understand a focus of anxiety and plan an intervention

4

needs a pre-prepared template and may require the co-operation of others.

48

If an observation is undertaken to look at particularly serious cases of behaviour disturbance, the event samples may need to be shown to other professionals who become involved with the child’s welfare; they may also visit the setting in order to observe and assess the child for themselves.

Target child

The target child method is one of the most widely used observational techniques.

It was first developed by the Oxford Pre-school Research Project, led by Kathy Sylva, and was originally aimed at identifying which activities and situations helped children to develop their concentration. It is also useful in identifying aspects of socialisation in children and gives opportunities for noting their language, in particular when they initiate conversation.

4

The method can be used for a variety of different purposes and time scales.

4

Once the observer is familiar with the format and codes, it is relatively straightforward to use.

49 Table 1.8 Example of a record sheet for event sampling

Child’s initials ––––––– The concern you have:

Date Time Was reaction Duration of Emotions/behaviour Staff provoked? ‘incident’ displayed observing

4

This method can result in a narrow focus of information but is not limited to

‘closed’ data.

4

Spontaneous use is precluded because pre-prepared templates are needed.

The target child method involves the remembering, understanding and recording of pre-coded information. These codes are recorded in a table under the

following headings:

The coding is set out minute by minute, usually for up to 10 minutes at a time.

The minutes are recorded in the first column of the table.

Activity record

The activity record column is a brief comment on what is happening with the activity being used by the target child. The codes used are:

TC = target child (the child’s name or initials are not used);

C = child; and A = adult.

Social code

The codes in the social code column (who the child is with) are:

SOL = the target child is playing on their own (solitary);

PAIR = the child is with one other person, child or adult;

SG = the target child is within a small group (three to five children); and LG = the target child is within a large group (six or more children).

50

Figure 1.25

Example of a target child record table

Min Activity record Language record Task code Social code

Figure 1.26

An example of an activity record

Min Activity record Language record Task code Social code 1 TC & C on car

mat pushing cars on road

If the target child is playing with the same activity as others but is not interacting with them in any way (parallel play) you would write one of the following codes:

PAIR/P = the target child is playing parallel to one other child;

SG/P = the target child is playing parallel to a small group; or LG/P = the target child is playing parallel to a large group.

If there is an adult interacting with an activity, there would be a circle drawn around the social code (see Figure 1.27).

Task code

The entries in the task code column (what the child is doing) include the following codes:

LMM = large muscle movement;

LSC = large-scale construction;

SSC = small-scale construction;

MAN = manipulation;

SM = structured materials;

PS = problem solving;

SVT = scale-version toys;

IG = informal games;

SINP = social interaction, non-play; and DB = distress behaviour.

There are many more task codes covering the complete range of actions displayed and activities enjoyed by children. Most colleges have complete lists.

51 Figure 1.27 PAIR

An example of activity and social codes

Min Activity record Language record Task code Social code

1 TC & C on car SVT PAIR

mat pushing cars on road

Figure 1.28

An example of task codes Min Activity record Language record Task code Social code

1 TC & C on car SVT PAIR

mat pushing cars on road

Language record

To record language (what the child is saying), you would simply write: TC>C, if the target child is speaking to another child, or TC>A, if they are speaking to an adult.

Uses of the target child method

The target child method can be useful for ‘at a glance’ monitoring of a child’s social development, because a quick look at the social codes will indicate whether the child is mostly playing with others or alone. This information, together with the child’s age, indicates whether they are following the social norms.

The two target child observations A and B, which follow, are good examples of how the intervention of an adult has enabled a child to improve their understanding of the activity that they are using. The sensitive input from the adult in the first example has raised the achievement of the child from what they could achieve alone, to what had been within their potential to achieve. In other words, they were able to work within what Vygotsky called the zone of proximal development.

Checklists

Assessments of children are a routine part of most early years settings and involve the regular observation of children to ascertain what they are currently able to achieve. One such assessment programme is the Sound Learning Pre-school Record System, which includes assessment records for all ages of

pre-school children; the assessments, it suggests, can be completed on monthly, three-monthly or termly bases. However, it must be noted that reliance on checklists alone tends to promote a deficit model, showing what children cannot achieve rather than identifying what they can.

A checklist:

4

is relatively simple and quick to use

4

can be used for one child or adapted to cover or compare several children

52

Figure 1.29

Example of a language record

Min Activity record Language record Task code Social code 1 TC & C on car TC>CSVT ‘That SVT PAIR

mat pushing my car’

cars on road TC> ‘brmm brmm’

TC>C ‘Mine!’

2 3 Cs now All Cs > ‘brumm

playing brmm’ SVT SG

3 A joins them A> ‘What a lot SVT SG

on mat of cars’

TC>A ‘Mine a red car’

53 Min Activity record Language record Task code Social code

1 Dries hands TC> ‘All dry. DA SOL

& cooks tea Nice & dry; PRE

2 Lays table, matching TC> ‘Blue… & PRE SOL coloured cups, a blue. Green…

saucers etc. & a green’, etc.

C arrives &

sits at table.

TC serves tea PRE PAIR/P

3 Eats tea TC> ‘Yummy, PRE Pair/P

Nice tea – Sausage’

4 Crying child TC>C ‘Don’t cry SINP PAIR

arrives Why you cry? I’m a PRE "

mummy. Don’t cry.

Want a sausage?’ " "

C stops crying TC> ‘Eat your " "

sausage’

5 TC washes up PRE SOL

TC leaves home C

& goes to SSC SOL

construction table Tries to build tower (Duplo) – It is top heavy!

6 " " " " "

7 " " " " "

Tower won’t stand A>TC ‘That’s a A joins her tall tower’

TC>A ‘It falling SSC PAIR down. It keep

falling down’

TC>A ‘How can you stop it falling?’

TC>A ‘Don’t know’

TC>A ‘You hold it’

A>TC ‘I could but

8 TC picks up A>TC ‘Could you SSC PAIR

a brick & use any of these considers larger bricks to

help you?’

9 Adds 2 bricks to TC>A ‘I can SSC PAIR

bottom of tower stand it. I can stand it.’

A>TC ‘Well done.

That was a really

Target child observation A

4

can be used on subsequent occasions, as long as the date of each observation is clearly recorded

4

can result in a deficit model as it only records what the child can do, not what they might be near to achieving with support or time

4

requires a pre-prepared template.

For older children within the Foundation Stage, the recording codes are: E = emerging;

W = working on;

C = consolidating; and A = achieved.

Many early years settings, and some local authorities, have developed their own style of recording sheets. For the youngest children, these may reflect the use of the Birth to Three Matters framework; the Foundation Stage Profile may be used for the older children. Ask your current setting what they use.

54

Figure 1.31

Target child observation B Min Activity record Language record Task code Social code

1 Duplo – clipping TC> naming the SSC SG/P yellow bricks colours

together, then green, etc.

2 " " " " "

3 Lines bricks up TC> 1 2 3 4 5 6 SSC SG/P in rows of 6

4 " " " " "

5/6 Builds tower of SSC SG/P

single bricks, It does not balance. TC adds a larger base to tower

7 TC builds another TC> ‘My tower SSC SG/P tower & stands won’t fall’

the 2 towers next to each other.

8 Added large bricks SSC SG/P

to the tops of towers. They remained standing TC very proud of her achievement

55

LEARNING AREA RECORD Communication, Language and Literacy (1)

Name Assessment date

D.O.B. Colour code

E W C A

Enjoys listening to stories, songs, rhymes and conversation between others Incorporates elements of what he/she has seen and heard into her/his everyday play and learning experiences

Enjoys participating in conversations, sharing experience and ideas with others

‘Talks’ to self during play and during imaginative play with figures or puppets

‘Talks’ to miniature figures, or puppets, recreating conversations and experiences Recreates conversations and recounts experiences during imaginative and role play Experiments with mark making equipment such as

pens, pencils, crayons, brushes, sponges, fingers, sticks Incorporates shapes, symbols and letters in his/her free writing

ELG: is able to enjoy listening to and using spoken and written language, and readily turns to it in play and learning

Explores sounds in a variety of ways such as: sounds in the environment sounds made by everyday objects sounds and words made by voices Responds to a range of sounds by: imitating

identifying their source linking to make sound patterns Recreates words she/he hears and incorporates in own language usage

Makes up new nonsense words e.g. rhyming nonsense words ‘cap, hap, dap, zap’

Makes observations such as ‘that sounds like’, ‘that sounds the same as’

Sounds out familiar letters in a simple text Sounds out familiar words in simple text

ELG: Explores and experiments with sounds, words, text

COMMENTS Key to code:

E – Emergency W – Working on C – Consolidating A – Achieved Figure 1.32

Development record for older children

Sociograms

A sociogram gives an ‘at a glance’ record of the social behaviour of a group of children. It can be used to identify friendship groups and secure pair-relationships and also for establishing when a child lacks friends within the setting. The

observers should always be aware how quickly friendship groups change, particularly with children under the age of five, and, for this reason, the method has limited use. The benefit of identifying a relationship concern for a particular child is that strategies can be established to help them to integrate further.

A sociogram:

4

is quite an easy technique to use

4

can be used for looking at a group of children

4

captures a relative ‘moment in time’ rather than giving a long-term perspective

4

requires skilful interpretation.

Longitudinal studies

In a longitudinal study, the observation is carried out at intervals over a considerable length of time. Such studies need written parental permission before starting and involve regular visiting and observing of the child’s development and progress over a pre-set period. A baby study may, for

example, involve weekly visits for three months, whereas a child study is likely to require fortnightly visits for six months or more. Longitudinal studies should be approached in an objective manner, and it is important to ensure the

confidentialityof the family.

The longitudinal approach will enable you to:

4

get to know the child and the impact of their family life on their development

4

understand the needs of the child more fully

4

identify and record changes in the child’s development

4

comment on each area of development and how the rates of development vary

4

chart the child’s development according to a chosen screening process.

The drawbacks of longitudinal studies can be that:

4

visits to a child’s home can sometimes feel intrusive

4

family holidays, illness and visitors can sometimes affect your planning

4

objective observations are not always welcomed by the parents

4

a house move by the family may end your study prematurely.

56

keyword Confidentiality not passing on information inappropriately;

keeping information to yourself, thereby respecting the privacy of others.

remember A longitudinal study of a child will benefit from the inclusion of other

observational methods.

Limitations of methods

There will, of course, be limitations to any of the methods mentioned, some of which have already been highlighted. There is no one ideal method for any situation, and it is important to be aware of the differences between the methods and of the advantages and disadvantages of each one. The table below

summarises the limitations of each method

57 Table 1.9 Comparison of methods

Written records 4 Simple to use

4 Structured 4 More suitable for one child

4 Unstructured 4 Short time span but can be repeated sequentially

4 Snapshots 4 Can provide detailed information about individual

4 Individual child or baby studies 4 Open data

Movement and flow charts (tracking) 4 Closed data

4 Can be used to match interest to provision

4 Gives a full picture of child’s movements or interest 4 Clearer data if used with one child

Time Sampling 4 Open data

4 Can be used for single child or group 4 Pre-set form allows easy collection of data 4 Longer recordings can be made

Event Sampling 4 Open data

4 Simple to use

4 Can identify area of concern 4 Best used with individual children

Target child 4 Mostly open data

4 Simple to use when familiar with method 4 Can be used with one or more children 4 Allows observation over longer periods

Checklists 4 Closed data

4 Easy to use with one or more children 4 Can be used to compare children 4 Can be repeated at intervals

Sociograms 4 Closed data

4 Simple to use

4 Can be used with group of children

Method Limitations

activity activity

(a) With a friend, choose two observational methods and observe the same child or group of children in the same situation.

(b) Compare your findings, looking for similarities and differences.

(c) Which method gave the fuller, and therefore more useful, information?

1.10

In document Propuesta de renovación tecnológica de una red VOZ-TDM a VOZ-IP (página 59-69)