Learners may not have carried out formal, planned, written observations, but all learners will have observed children in play.
Learners may not have written observations on the environment, but they will have noticed areas that work and areas that donāt.
This activity encourages learners to think about what they will do about these situations.
Learners should discuss the importance of observations when used to identify and meet individual needs.
Confidentiality ā safe storage of observations to be discussed.
Learners should reflect on their own abilities.
If learners have already carried out observations, then they can reflect on what has happened.
If learners have not carried out written observations, then they can reflect on informal observations of children.
Learners should sum up the reasons for observing children in the setting.
Learners can search for checklist observations on the internet.
Alternatively, a range can be sourced, printed and reviewed.
The ānearlyā or āsometimesā column enables practitioners to show that a child can almost do something.
Positives ā quick, lots of children assessed for the same things, snapshot, useful for planning.
Negatives ā child may not be in the mood, child may be unwell, child may be away, only shows here and now, no room for commenting on what the child said or did.
A learner could choose to observe the climbing frame and identify how many children use it and how they use it.
They could choose to observe the use of the bikes and whether there are favourites that children argue over.
They could observe the outdoor creative area and see if children are happy to paint and draw when outdoors.
These observations could identify what works, what needs reviewing, and what maybe needs changing completely.
Learners could create a āto doā list in preparation for carrying these out.
This activity will enable learners to see what they need to do before the observations are carried out.
The final question will enable learners to share concerns and ways of solving these concerns.
Learners should be given the opportunity to research other methods.
These can be shared at a later date and will give learners an overview of the methods available.
Learners should be given the opportunity to discuss one observation in detail.
This will then lead on to 2.4 ā work with others to plan next steps.
Each learner should discuss, in detail, one of their observations.
The group can then discuss options for next steps. This will give learners the opportunity to work with others and discuss how to plan further for the child or area of the setting.
This will support each learner to discuss this further with their supervisor.
This will give learners the opportunity to discuss the whole process.
Benefits ā assessment, development, assess against current frameworks.
Plan ā who, what, where, how are you going to observe?
Do ā carry out the observation.
Review ā act on outcomes.
Examples:
Sand pit
Reason ā always looks scruffy
Method ā time sample
Outcome ā lots of children use it straight away and then leave it in a mess
Next steps ā rota, limited numbers, tidy-up regime.
Bikes and trikes
Reason ā lots of arguments
Method ā free description
Outcomes ā not enough bikes, waiting time too long
Next steps ā sand timers in the short term, fundraising for more bikes in the long term.