Observations
As practitioners we have a statutory duty to observe, assess and plan for a child’s
further development. Development Matters in the EYFS tells us to “observe children
as they act and interact in their play, everyday activities and planned activities, and
learn from parents about what the child does at home (observation)”.
We need to write observations that show progress or to record “significant” learning
and the child’s enthusiasm to experiment and learn. They also record things that
amaze, delight, surprise, sometimes puzzle us and enable us to share these with
colleagues.
Observations can be:
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Written records of what the child does, says and enjoys;
Audio tape recordings to record details of communication;
Video recordings to record details of the child's development;
Photographs which give a snapshot and annotation of the child’s play or
engagement.
The observation format used is your choice – what works best for you. It could
contain any the following:
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Date;
Name of child(ren) being observed;
Area(s) of learning;
Where the observation is taking place;
The child’s physical actions, speech and social skills;
If they are playing alone or with a group;
If they enjoyed the activity or experience;
“Next step”.
It may sometimes be necessary to observe in more detail to ensure children are fully
engaged or to assess the level and type of support they need to achieve their
developmental stages.
An important part of the observation is the “next step” and we need to remember that
planning small steps build up to achieving the “next step”, for example, if a child can
count 3 objects in sets confidently you should plan for the child to count 5 sets.
Development Matters is a good guide for information but should not be used directly
as “Next Steps” planning.
Next steps planning may include any of the following:
 Child initiated activities which are matched to the observed interests of the
children and allow them to follow their own agenda indoors or out;
 Adult led activities which involve the adult in the play or group activities;
 Adult focus activities where a practitioner works on a 1-1 basis with a child.