Are a range of rhymes and songs included Y 3, 4, 6 including counting rhymes, alphabet N – rhymes, rhymes from a range of cultural traditions? Do the session leaders model/teach the Y 7 actions to parents and children? How do N they do this? Are sessions flexible, adapting as required Y 2,7 to the needs of parents and children? N I.e. if children seem to be losing interest does the leader move on to the next song Are children comfortable moving around Y 2,7 freely? N Are session leaders reassuring to parents Y 3 if children don’t join in or wander off or N cry? Do session leaders recommend books to Y 6 parents and encourage them to borrow N books? Do children and adults have the Y 2, 7 opportunity to choose rhymes? N How are suggestions acknowledged? Are rhyme/song words available for Y 6 people who don’t know them how are N – they used? Outcome 2: Rhyme time builds the Response Observations relationship between parent and child
Are a range of rhymes and songs included – including counting rhymes, alphabet rhymes, rhymes from a range of cultural traditions? Y N 3, 4, 6 Do the session leaders model/teach the actions to parents and children? How do they do this? Y N 7 Are sessions flexible, adapting as required to the needs of parents and children? I.e. if children seem to be losing interest does the leader move on to the next song Y N 2,7 Are children comfortable moving around freely? Y N 2,7 Are session leaders reassuring to parents if children don’t join in or wander off or cry? Y N 3 Do session leaders recommend books to parents and encourage them to borrow books? Y N 6 Do children and adults have the opportunity to choose rhymes? How are suggestions acknowledged? Y N 2, 7 Are rhyme/song words available for people who don’t know them – how are they used? Y N 6 Outcome 2: Rhyme time builds the relationship between parent and child Response Observations
2%20Observation%20Schedule%20quality%20principles%20rhyme%20time%20Nov%202017.docx