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Observation...
Observation...
is a vital part of the learning cycle
enables practitioners to understand the unique abilities and needs of each child
is used by practitioners to plan appropriate experiences
supports practitioners to reflect on their practice
“Try to think of observation, assessment and planning as a way of being with children rather than a set of processes. This way of being is woven into everything that you do during your working day. Its purpose is the same as your purpose as a practitioner – to help each child move forward to where they want and need to be.”
The Cycle of Observation, Assessment and Planning: a guide for early years practitioners (2013): Children in Scotland
Quality dependable observations...
Quality dependable observations...
tell you something about the child you didn’t know before
allow you to gain knowledge of individual children’s strengths and areas for development
give you an insight into the interests, knowledge and uniqueness of each child
inform forward plans and future learning activities to match the individual needs of each child
be a starting point for review and reflection of the effectiveness of the learning environment and teaching
identify any changes in behaviour
identify barriers to learning
enable monitoring of expected learning
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“…it is usually necessary to have a number of observations of a child in order to be able to identify a clear learning priority or next step” and that “not every observation leads to a next step”
Sancisi and Edgington (2015)
An observation of Lucy involved in role play
An observation of Lucy involved in role play
30/09/20
30/09/20
Lucy and E. set up a tea party for them and their toys. Lucy asked E. ‘Where shall I put this plate? I think it goes here. You can put your plate next to mine.’ As they set the table together, Lucy said ‘Let’s ask J and P to come to the party too we can play pass the parcel.’
Lucy and E. set up a tea party for them and their toys. Lucy asked E. ‘Where shall I put this plate? I think it goes here. You can put your plate next to mine.’ As they set the table together, Lucy said ‘Let’s ask J and P to come to the party too we can play pass the parcel.’
Observations need to...
be concise and dated
include a very brief context to the learning
be factual, describing what the practitioner saw or heard
be focussed on significant aspects of learning for that child
Observations can...
start with the child’s name
include a concise evaluation of the learning at the end of the observation
be linked to the CfE experiences and outcomes and the East Lothian Curricular Frameworks
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Q . What do you think having an open mind means in the context of gathering observations of children?
Q. Why is this important?
Using observations to improve learning
Using observations to improve learning
Once you have recorded an observation, ask yourself:
Does the observation tell me something new about this child?
Does the observation show me they are interested in something?
Does the observation show me they are worried about something?
Does the observation show me something they can do or know that I hadn’t observed before?
If YES to one or more of these questions, then this was a significant and dependable observation and will help to progress learning.
If the answer is NO to all these questions, then this was not a significant and dependable observation and will not help to progress learning.
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Q. What do you understand by the need to ‘really see’ when observing children?
Q. What are some of the barriers you face in doing this?
Q. How can these be overcome?
Lucy and E in the role play area
Lucy and E in the role play area
[An example of a dependable and significant observation]
[An example of a dependable and significant observation]
(Background to the learning observed: Lucy mostly plays by herself or alongside other children. She rarely interacts in a sustained way with another child)
30/09/20
30/09/20
Lucy and E. set up a tea party for them and their toys. Lucy asked E. ‘Where shall I put this plate? I think it goes here. You can put your plate next to mine.’ As they set the table together, Lucy said ‘Let’s ask J and P to come to the party too we can play pass the parcel.’
Lucy and E. set up a tea party for them and their toys. Lucy asked E. ‘Where shall I put this plate? I think it goes here. You can put your plate next to mine.’ As they set the table together, Lucy said ‘Let’s ask J and P to come to the party too we can play pass the parcel.’
Lucy is learning to play co-operatively with other children and communicate her ideas
Lucy is learning to play co-operatively with other children and communicate her ideas
CfE link: I value the opportunities I am given to make friends and be part of a group in a range of situations. (HWB 0-14a)
CfE link: I value the opportunities I am given to make friends and be part of a group in a range of situations. (HWB 0-14a)
East Lothian Curricular Framework link: I feel confident about myself and I feel part of my school/setting
East Lothian Curricular Framework link: I feel confident about myself and I feel part of my school/setting
How does the observation above meet the key features of a significant and dependable observation?
How does the observation above meet the key features of a significant and dependable observation?
Is it concise and dated - YES
Does it include a very brief context to the learning – YES , Lucy and E. set up a tea party for them and their toys
Is it factual, describing what the practitioner saw or heard -YES
Is it focussed on significant aspects of learning for that child – YES, we know as Lucy’s key person that she usually plays alone – here she has sustained play with a friend
Does it start with the child’s name - YES
Does include a concise evaluation of the learning at the end of the observation – YES, Lucy is learning to play co-operatively with other children
Is it linked to the CfE experiences and outcomes and the East Lothian Curricular Frameworks -YES, HWB 0-14a
Can we answer YES to any of the questions below?
Can we answer YES to any of the questions below?
Does the observation tell me something new about this child? – YES – Lucy is now starting to play co-operatively with another child
Does the observation show me they are interested in something? YES – parties
Does the observation show me they are worried about something? No
Does the observation show me something they can do or know that I hadn’t observed before? – YES - Lucy can play co-operatively with another child, loves parties and can communicate her ideas to another person
This is a significant and dependable observation
Discussion Question for Self-Evaluation and Development
Discussion Question for Self-Evaluation and Development
Q. What could be done in your setting to ensure that observations are rich and relevant and not superficial?
Next Steps in Learning
Next Steps in Learning
Assessment of observed learning:
Assessment of observed learning:
is part of the observation, assessment, planning cycle which helps each individual child progress to where they want and need to be
is the step when we think more deeply about what we have seen or heard
is the stage when we consider what we have seen and heard might mean
is the “peeling back the layers to get to the heart of what we have observed”
It is only by taking time to reflect on what we have observed that we can consider what this means for us as practitioners helping children to progress in their learning
Observation is the commitment by practitioners to knowing a child. In the analysis/evaluation of an observation we make as informed judgments as we can based on all the information that we have about that child and their learning and development and use this to plan for what the child needs to learn next, that is, their 'Next Steps'.
Challenge and Progression
Challenge and Progression
Effective observation and assessment can help to ensure that practitioners enable children to progress and plan learning at the most appropriate level for them including the appropriate level of challenge.
Challenge and Progression are two of the 7 Principles of Curriculum Design, which should underpin the observation, assessment and planning cycle. Read more about the Principles of Curriculum Design here.
The curriculum (that is the intentional and responsive planning, together with the practice and provision) should ensure that all children develop the knowledge, skills and attributes they will need if they are to flourish in life, learning and work, now and in the future.
The Four Capacities
The Four Capacities
Successful learners
Confident individuals
Responsible citizens
Effective contributors
The detailed wording of the four capacities
also forms a very useful focus for planning choices and next steps in learning..
You can refresh your knowledge of the four capacities here:
Discussion Questions for Self-Evaluation and Development
Discussion Questions for Self-Evaluation and Development
Q. How do you challenge children to think hard and develop their skills to the full?
Q. How do you encourage children to reflect on their own learning and how secure their learning is?
Q. How do you provide opportunities for application of skills in new contexts?
Quality Group Reporting - FINAL.pdfEast Lothian Guidance for High Quality Reporting and Tracking
East Lothian Guidance for High Quality Reporting and Tracking
Observation is a fundamental part of the cycle of ongoing tracking and reporting. It can be explored in the East Lothian Guidance for High Quality Reporting and Tracking document, which should be available in all local authority and funded provider settings or press on the link on the picture to view. This guidance can be used to support the set up, review and development of your tracking system.
You can read further about Tracking Children's Progress here.
FT_Observing-young-children_Pamphlet_INTERACTIVE_Jan_2022.pdfObserving Young Children
Observing Young Children
This pamphlet from the Froebel Trust written by Dr Stella Louis focuses on why we observe and why observations are essential to support child development and learning.
A great resource for self and team reflection
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