Teachers and educators use various means of observation to collect information on what is occurring in their rooms. Observing is the act of looking and watching. But in early childhood education, we need to take that one step further. It also encompasses the skills of listening, questioning, reflecting and documenting what we see and then interpreting briefly and clearly in order to identify and support a child’s strengths, needs, interests and development.

How to document observations – guide for early childhood educators

Snapshot observation

This form of observation is short and simple, making use of a few words or conversation that support photos of children’s play. Often snapshot observations are done to capture the children’s voice, a milestone achievement or what they may be doing in a significant moment.
Many educators find this a useful tool to send to families during the day in order to include families in their child’s learning.
It can be done using email, pic collage, text or Storypark.

“When writing observations keep in mind that you cannot know exactly what a child is feeling so you should be writing or noting what you see and hear…not how you think he/she is feeling. Be factual, it might help to remember the two words below as I go into further detail about observation styles.”

- Jode

Detailed observation with pictures

This observation is one or two paragraphs explaining what is happening in the photos of child/children’s play.
It may describe what the child/children were doing leading up to that moment, what they may learn and maybe some commentary around any conversation you may have with the child. Some educators like to also reference contemporary theory in this form of observations.

“Look for the WOW moments of learning”

– Trudi

Conservations

Sometimes there are no pictures, just talking, and that is okay. In those instances, just document the conversation you have had with the child.
Often educators will summarise the conversation at the end and write about how they think they can support the child further. This may evolve into a learning story or observation or may prompt a reflection or some modifications to the room. It also may not and will simply form a smaller part of a larger piece of documentation.

“You may also need to link your observations back to particular outcomes, practices or principles of the EYLF.”

– Natasha

Observation template

Educators are to use these forms to write what they see or hear in various areas of the room. Alongside this, they document what they think about what they have just heard or seen. These observation templates are placed around the room in key areas of engagement. These are research tools that help us all to:

• Gather evidence about what is occurring (or not occurring) in specific areas of the room.
• Allow for anyone and everyone (casual, agency staff, trainees or volunteers) to be involved with and contribute to the program.
• Ensure that everyone is reflecting on what is occurring in the room at the moment, and allows a space for everyone to practice this skill.

The keys to good observation

A few key questions to consider in thinking about the connection between observation and assessment include:

1. What should be the focus of attention? Begin by noticing
   everything and use the EYLF Learning Outcomes as a guide
   to thinking about what you see. The more you work with the
   Learning Outcomes, the easier it is to see evidence of children’s
   learning in just about everything they do. The Outcomes can
   also remind us to look for learning we might not normally pay
   attention to.
2. What is worth recording and how? Use the Learning Outcomes
   as a guide to what is most important to record. Scribbled
   notes, jottings and quick annotations on a photo do not always
   need to be re-written neatly or typed and can contribute to
   reflecting on children’s learning. You can decide later about
   what to spend time recording more neatly and formally.
3. How can observations be organised to be meaningful and
   contribute to the requirements of the NQS? There are many
   possibilities for pulling together assessments. It is important
   to find strategies that capture critical information and that
   are efficient uses of time. The NQS does not contain specific
   requirements about children’s records, and there is no
   requirement for a polished and professionally presented
   portfolio. Keep in mind that the purpose of assessment is to
   inform curriculum decisions and enrich communication with
   families.

You can also explore this E-Newsletter by the NQS Professional Learning Program explaining all the important aspects of observing children.