Page 7 - LESSION 16.pmd

Administration and Management of An ECCE Centre

INTEXT QUESTIONS 16.2
Notes
Match column A with column B
Column A Column B

(a) Supervision (i) mentor

(b) Monitoring (ii) partnership of mutual benefits
(c) Mentoring (iii) mentee’s total development
(d) Teacher (iv) continuous review of programme
(e) Mentor focuses on (v) regular collection and analysis of information

16.4 NEED AND IMPOTANCE OF RECORDS AND TYPES OF
RECORDS MAINTAINED AT ECCE CENTRE

Records are the documented information generated, collected or received in the
starting, conduct or completion of an activity. They comprise sufficient content,
context and structure to provide proof or evidence of the activity. Specifically,
school record are a unified, comprehensive collection of documentation concerning
all services provided to children. This may include intake information, assessment(s),
all secure information regarding children, etc.

It is critical to keep record to refine strategies because records can help you spot
gaps and suggest improvements. Keeping record will also make it easier to
construct formal and informal reports on the progress of children.
All children develop and communicate in a different way. To plan effectively for
all children, it is necessary that staff document and keep records. These help them
to get further understanding of children’s thinking, ideas, interests and pattern of
learning. Records provide the basis for planning to support and encourage the
child. Record keeping and the storage of information are important function of
both the administration and teaching staff of a school.

School records include those pertaining to:

• personal details of child, along with those of their academic performance;
assessments and examination results;

• school policies;

• minutes of school-based meetings including information received from the
Department of Education (DE) and other education bodies, solicitors, press
organizations and public bodies.

EARLY CHILDHOOD CARE AND EDUCATION 121