As matter of fact correction of these deformations at preschool and school age represents essential difficulties and demands much greater efforts and expenses, than their timely prevention.
High-grade development of a child in the early years setting demands an adequate and qualified psychological and pedagogical support from the professionals possessing corresponding qualification. However, nowadays there is a certain deficiency of such experts (psychologists and teachers) able to work with small children.
Today a great attention is paid to a principle of the account of individuality of each child. This principle predetermines the corresponding approach to education, especially in the age of from 3 till 7 years. At first sight, all children of the same age seem similar to each other, but at detailed observation over each of them, we are able to consider born or got particular features or deviations in their development. Some of them may and should be corrected and, on the contrary, observers should provide the best development to positive qualities of a child.
Not all adults working with children are invo...
Observation is one of the most widespread and accessible method of studying of children in early years setting development. Scientific observation is understood as a specially organized perception of investigated object, process, or phenomenon in natural conditions. "Direct observation of preschool-age children in natural settings is a preferred strategy because it directly measures the behavior of interest does not impose artificial test room demands to which young children are known to be highly reactive, and provides data that are less likely to be distorted by the expectations and biases of parents and caretakers" (Doll & Elliott, 1994).
The principal reasons for observation are to:
determine if the baby/child is developing according to recognized norms
share information with parents or main carer
enable the practitioner in an early years setting to plan effectively for the baby's/child's continuing care and development
share informed, accurate and objective information with other professionals on a need-to-know basis (MacLeod-Brudenell,2004. p. 273).
For maximizing of efficiency of observation it should be long, regular, versatile, objective, and mass. Moreover in order to conduct really efficient and professional observation an observer should collect and fix all data using some kind of observation forms (see sample observation form in annex). The method of observation assumes purposeful and regular perception of an operational experience of children in natural conditions. This method helps to accumulate, to study, and to fix an actual material. It allows the observer to do certain conclusions and to form judgments on this or that problem, and creates ground for certain