The most in-depth records obtain observations for each child in different contexts and situations, such as inside and outside, in the nursery and at home, with other children and by themselves, during play and during meal time.
In your childcare setting, you should organise the opportunity to carry out different types of observation methods to provide suitable and in-depth observations of children in different scenarios. The process of observation also includes documenting and monitoring these results. The more observations documented, the more in-depth analysis and monitoring of the child can be achieved.
Observations should always document what a child has achieved, and not what they are unable to do. Good observations should be accurate and factual, and should have as much detail as possible about what you saw and heard. They should be noted down at the time and continually throughout the day, rather than trying to remember an event at the end of your working day, as you may forget certain details. There are also different, more in-depth narrative techniques for documenting observations.
These offer the opportunity for childcare practitioners to reflect upon the observations. These include:. Observations can be written down on paper or typed up on electronic devices. Put simply observation is the practice of looking at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the experiences on offer. Observations of children are vital.
Because each child has a unique set of abilities and talents, observations in different situations capture these first hand. The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals.
Observations take place on a regular basis as part of daily routines. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned. For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year expected , exceeding this level exceeding , or not yet reaching this level emerging.
Take her moods and approaches to situations into consideration, and let her know that you understand her perspective. Observe to engage a child with you, other children, and the learning environment. Set up the environment with activities and materials that appeal to him, address his individual needs, and support his development.
Put ideas into practice to enhance learning and relationships. Verify questions and concerns about a child. Talk to families and staff about him.
Follow up if development or behavior is not typical. Be aware of the quality of interactions with each child. Step back and consider how and why you and other staff interact with her. Do all interactions nurture relationships and learning? Make tweaks , or small changes, while observing and afterwards. Use information from observations to inform program practices and policies.
Take a broad look at how the program supports all children and learning. Use the information for CQI plans. Make observation an ongoing practice, a part of all interactions and activities, and watch for small changes and individual traits. Ongoing observation offers a chance to be proactive, to prevent problems. Take notes , either during activities or shortly afterwards. Notes also make it easier to identify patterns and growth. Interaction, relationships, and connections offer the deepest support to learning.
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