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Leuven (Personal learning (Child that determines the activity - follow the…
Leuven
Personal learning
Child that determines the activity - follow the child, sometimes I have to work with other children which interferes with the observation
open mind - watch, tune into the child's experience - was not able to do this
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personal ideas and values can affect my experience and assessment - maybe he needed to rest after an intense work when I saw him being idle
went everywhere but AEL and did not try any recently presented activities nor asked for a new one to be presented, although looked into the Maths boxes
In/WB
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Laever's diagram of education (2012) - between the teacher's input and the child's 'output', there's the child's experience in the setting - wb, in (what's going on in the child as an immediate response to the educational conditions created by the adult)
to find out more about a child and the activities, materials and contexts that meet his abilities and interests.
Involvement
a quality that can by recognized by concentration and persistence, characterised by motivation, interest, openness to stimuli, intensity of experience both at the sensory and cognitive level, deep satisfaction and a strong flow of energy. - csikszentmihalyi flow
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to see, recognise and foster the characteristisc of effective learning (engages in playing and exploring, motivated and resilient, enjoys own achievements) - EYFS
Wellbeing
measure how settled children are in the setting - indication that their needs are met - Maslow's hierarchy
embedded in the interactions that children have with adults, children, setting, family - shows the quality of the environment
Curve of work
to observe and record children's involvement with the activities and people in the favourable environment
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engagement rises and falls during the work cycle - according to the pictures, B is not fully normalised, 'false fatige'?- phil
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