Observation is at the heart of effective provision The EYFS reminds us as Early Years Practitioners that every child is unique. Every child experiences differences in their home environments, cultural beliefs and upbringing. In order to better understand children and plan appropriately for their individual needs, practitioners observe children's play, social interactions and individual interests. As we observe more closely we become tuned into their unique ways of learning which helps us to make it relevant and exciting. Observation ensures that we keep the child at the centre of our practice. We are then able to plan a tailor made curriculum that is designed to embrace children's uniqueness and to support their learning within the EYFS. Observation helps us to meet this challenge. Observation as a tool It is helpful to think of observation as a tool and to consider the components and items we need to make our observations work for us, and therefore for the child. To become a skilful observer and effective practitioner it is essential to be: Prepared Positive Focussed Factual Without these components we are at risk of not fully understanding and therefore not planning appropriately for each child. Being Prepared Preparation is important: we need to make time in our day to look carefully. Children move about the setting making different choices and displaying a range of emotions and behaviours. Having positive and effective means to capture these movements and interactions gives us essential clues about the children. Tools of the trade are needed to help us be prepared for the unexpected and to understand the different situations children engage in. A well-trained eye and well-tuned ear are important too. Most resources needed for observations can be gathered together in advance, ready for use when needed and stored where each practitioner can gain easy access. These could include; sticky notes, longer observation record sheets, pen and paper, proformas for tracking observations or time samples, cameras, videos and voice recorders. Being Positive A positive outlook helps us to discover the very best for each child. It is essential that our observations are a celebration of what the child can do, their starting points and achievements. We should remember that our observations will be shared with the child's main caregiver/ parent and the child himself so we need to create opportunities for self esteem and pride. Being Focussed Allowing sufficient time in our schedules is essential. We need time to ensure that all children are observed and that we reflect on our observations. We should make time to discuss our observations with colleagues, other professionals and with the child's main caregiver/ parent. Without allocated time and space in our day it is difficult to focus effectively on what we have observed and to digest what it means and what we can do next to support the child's interests and needs. Within a group of children , responding to common themes or strong interests may lead the plans for learning but every child's interests should be followed at some point, giving equal weight to quieter children. Being Factual Effective observations should focus on facts. A good observation notes accurately what the child says and does although they cannot easily reflect the tone of voice or context. We can sometimes be inclined to exaggerate and misinterpret what we have noticed. Children's achievements often progress in small steps and these are equally as significant and important. We should ask, 'What is it I am observing?' For example babies means of communication are sometimes less obvious to us than that of an older child with language. Does the cry mean 'I'm hurt', 'I'm tired', or 'I want something else?' Observations can only be relevant if they are entirely factual and then they will help us to understand children better. Looking Closely Describing practitioners as explorers illustrates our motivation to find out more about the unique child. Thinking of observations as a hand lens reminds us that we need to look beyond the surface and find out what lies beneath. As we look more closely we become more skilful in how we respond and follow up the outcomes of our observations. We need to take time to think about what we have seen and show a determination to act upon our discoveries. Observation Techniques - Advantages & Disadvantages The advantages or disadvantages of each observation technique need to be clearly understood so that the right decision can be made about which tool to use. The most widely used and simple observation technique currently used by practitioners is with sticky notes. They help us to record significant learning spontaneously whenever or wherever we are. They are easy to use and are useful in providing a narrative snapshot. We should however consider their limits. Detailed observations do more than scratch the surface, allowing us to look more closely and to help us to think in more depth. A longer observation should be planned at intervals throughout the term for every child in the practitioner's key group. Potential learning cards, available from the Hertfordshire Grid for Learning, show possible learning intentions for children from 0-5 years within each workshop area and can help less experienced colleagues to make more meaningful observations of the child's play indoors or outdoors. For example the Treasure Basket potential learning card indicates 'Make sounds with their voices in social interaction (0-11)' and is a development matters statement within the CLL area of learning and development of the EYFS.* Longer narrative observations are useful as they delve into greater detail; they are a better tool for reflection, and can help us when planning for children's next steps. It is essential however when using this method to allocate time when the practitioner will be free from interruptions, a practical challenge in most settings. You may decide to allocate each practitioner one session per week when their main focus is to make narrative observations of their key children. Once a good narrative observation has been made, the practitioner is then able to pull it apart and 'drill down' the information making an informed decision on what other types of observation method is most relevant to the child's future activities and interactions. For example the next steps for one child with English as an Additional Language was to show greater independence in selecting and carrying out activities. His practitioner decided to use a time sampling observation to see how long he spent at each activity. Later this developed into a tracking observation to see which area of the setting he favoured. Time samples are useful especially when considering how children use resources, engage with others or access areas of the curriculum. Depending on your focus, time samples can span each minute over a short period of time, or several minutes over a longer period of the session. When evaluating the information in the timed sample you may decide that a tracking observation will further support your findings helping you to plan for the child. Time samples are quick and an efficient use of the practitioners time as they are simple to complete, they do however need to be prepared in advance and the practitioner should be cautious in not becoming too conspicuous which could have an impact on the choices the child makes. Tracking observations, once prepared, are again simple to complete and attractive to the practitioner who finds long hand writing challenging. Arrows and symbols are just as effective as words. They can however lack in depth of information, for example they do not allow the practitioner to record language or social interactions. As an additional source of information they are useful in seeing areas of the curriculum and resources accessed or omitted by the child. Event Sampling is particularly useful to the practitioner who wishes to investigate challenging behaviour. It allows us to note the Antecedent, the actual Behaviour and the Consequence (ABC). Evaluating the information can support the practitioner in planning a systematic approach to support the child in finding a better pattern of behaviour. It can guide us in deciding which strategies might be introduced at each stage. It provides a good deal of useful information about the child but the practitioner should be aware of being accurate and not subjective. Organisation It is important to have well organised systems to collate observations. Key questions revolve around: How do different practitioners keep and share observations? When can practitioners discuss observations together? Where can learning journeys be kept? Can children and parents access these independently or via their key person? Working Together - Cogs in the Wheel Truly effective observation techniques capture everyone's voice; the practitioner, the child and the parent. By looking through the lens collectively our observations are more likely to view the individuality of the child and to see the child holistically. We can think of this as cogs in a wheel that move together to make the whole thing work, each with a vital part to play. Parent partnership and acknowledging the rights of the child are also demonstrated by working in this way. Some observation techniques are particularly helpful in capturing the children and parent's voice. The Child's Voice Children's participation in observation is vital; it allows planning with the child's views in mind. There are many ways of capturing children's language with different types of voice recording resources such as talking tins, talking books, easispeak microphones and buttons. Cameras designed for children's use are also useful, however need a degree of adult support and introduction ensuring they are used most effectively. The use of symbols such as happy or sad faces to attach to the photos ensures that the practitioner has interpreted the child's ideas and representations accurately. An innovative idea to support children's communication has recently been developed in our setting. Laminated symbols about 5cm squared with Velcro spots on the back depicting a range of activities are attached by the child to a strip of board creating a communication board. This enables the child to tell his special adults what he has been doing each day in the setting. It is an exciting and simple resource that gives children a way to share their learning with their parents. Families may see that their child has played in the role play area for the first time or put something special into their learning journey. Communication boards also lead to children becoming more aware of their part in the learning process. The Parent's Voice We should be seeking parents' views and ideas regularly and naturally, so becoming the final cog in the wheel. Parental contributions to observations help them to agree alongside the practitioner the next steps in learning. Parents can be encouraged to bring in photos and notes about special times or significant events. Parents can help themselves to proformas provided by the setting. On receipt of these contributions practitioners should ensure the parent knows their ideas are valued. How practitioners react then triggers the desire to do more. Other methods of capturing the parent's voice include loaning them cameras and voice recorders and through home/school notebooks and learning journeys. Looking together at video clips helps parent and practitioner decide together what the learning involves and how to respond. Regular times for practitioners to share learning, especially significant experiences and next steps are important. Displaying parents' views values their impact on their child's learning and encourages their participation. In joint partnership with parents, and with contributions from the child our aim is to build on the positive things children can do, collectively delighting in children's achievements. Karen James, Head of Oak Tree Children's Centre and Ludwick Nursery School, Welwyn Garden City, Hertfordshire Karen has worked with children of all ages though most of her career has been as an Early Years Foundation Stage teacher/ Coordinator. After completing her MEd worked as an Early Years Advisory team, supporting both PVI settings and schools. She has been head of Oak Tree Children's Centre since 2007. It is an integrated centre which gained full core offer status in May 2009. Karen is currently studying for her NPQICL. Jo Kavakeb, Head of Squirrels Day Nursery at Oak Tree Children's Centre Jo has been running her private day nursery in the Welwyn Garden City community since 1987. She was responsible for initiating the partnership between Ludwick Nursery School and Squirrels Day Nursery, which led to the creation of Oak Tree Children's Centre. Initially qualifying as a NNEB, she now has a first class early years degree and also has Early Years Professional Status. She has a second nursery in Broxbourne, also part of a Sure Start children's centre. * You can find many alternative methods of linking continuous provision with prompts for observing children, that our members have kindly donated into our resource library.
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