Observation can be seen as noticing and trying to interpret what the child's actions, emotions and words mean in terms of what they are learning. 

We can observe what they are mastering and what they still need help, guidance and practice with. Our role includes noticing what the child does and how this might be changed over time. 

Realising the Ambition, 2020

Why we observe

Sancisi and Edgington in Developing High Quality Observation, Assessment and Planning in the Early Years (2015), state that there are five main outcomes to gathering observations:

•   To gain knowledge of what a child can do

•   To understand their strengths

•   To understand where a child likes to learn best

•   To understand how a child is disposed to learning

•   To understand their stage of development

Close observation allows practitioners to understand the fullest capabilities of children as well as to gain insight into how and where they like to learn, for example, some children may wish to represent using paint, other may wish to use blocks,  some children may show more confidence learning outdoors rather than learning indoors.

Children will also show through their play, how they are developing as capable and competent learners.  They will display important skills for learning such as: perseverance, motivation, self-regulation, concentration and creativity.

When to observe

Observations should take place during everyday activities, in response to situations that arise and during planned learning opportunities.

Ongoing observation of children participating in everyday activities is the best and most reliable way of building up an accurate picture of what children know, feel, understand, are interested in and can do.

What makes a high-quality Observation?

Observations need to be non-biased, non-judgemental and factual. When making a recording of the observation it should detail what is taking place without adding additional comments to make it more interesting and should avoid giving opinions.

Templates and Exemplars