The importance of observations in an early years' setting

In this article, the importance of observations in the early years setting will be explained and highlighted. It will show different observation methods and the advantages and disadvantages of each format. There are many ways in which we observe children, and many ways in which to do it.  Observations enable the practitioner to compare the children’s progress with the expected range of the age group and to plan activities, which will aid them into progressing through key developmental milestones (Sharman, Cross, and Vennis, 1999). According to Tilstone (2012), the reasons of conducting observations are assessment, monitoring, development, evaluating, and for general information. One of the main reasons to observe children is to see if they are following the general pattern of the average sequence. When developing through milestones, it is important to remember that every child has different variables in learning such as genetics and environmental influences. This affects the rate in which a child develops (Sharman, Cross, and Vennis, 1999).

Before conducting an observation, it is vital to assess how a certain type of observation could be more beneficial or accurate than others. There are four main categories of observational techniques. These include; a written or narrative observation; checklists, diagrammatic, and sampling (Riddall-Leech, 2008).

In the category of a written or narrative observation, it can include structured recording of a pre-planned activity or task; or; unstructured spontaneous recordings (Riddall-Leech, 2008). These techniques are a way of collecting open data from the child/ children, and can be used in both structured and unstructured situations in the setting. They are used to collect information over a short period of time and should be written in the present tense. This is so that when read, it reads like a running commentary on the child and their actions within the activity. In order to do a written or narrative observation, the practitioner must position themselves so that they can observe the child, or children, unobtrusively and not become involved in the activities (Riddall-Leech, 2008).

When conducting a written or narrative observation, the practitioner is focused on one specific activity (Riddall-Leech, 2008). This means that they can gather full, detailed and holistic, qualitative results in many areas of the activity. Therefore it is an effective technique to use in a preschool setting as the practitioner can acquire a lot of data about the child/ children on that specific skill which is needed when assessing children in an early years setting.

However, the activity is in a contrived situation. This means that the child could not behave as they would usually do. This may give the practitioner inaccurate data about the children’s abilities and skills. Furthermore, this technique must be sustained over a period of time. This can sometimes be difficult due to staffing and other changes in circumstances (Riddall-Leech, 2008).

In the category of checklist observations, it can include pre-coded charts, portage records, or checklists for partnerships or local education authorities (Riddall-Leech, 2008). These checklists are developed recording systems that start when a child begins nursery education and are continued throughout their life at school (Riddall-Leech, 2008). Riddall-Leech (2008) says for children with Down’s syndrome or various other learning difficulties there is a home teaching service called Portage.

Checklist observations can be an individual observation, but often forms part of an on-going profile of the child. They are commonly used when working with children with special needs. This allows the practitioner to monitor their progress in predominant special needs settings  (Sharman, Cross and Vennis, 2007).

Butler, Parry and Spofford (2015) says “The advantages of using checklists in observations can be their simplicity and universality. In multi-agency work with professionals from different disciplines it can be helpful to create a shared checklist with agreed definitions so assessments can be shared”. They are quick and easy to use; they can be repeated at a later date to check the progress of the child/ children. However, the practitioner can only record quantitative results with no detail of how the child did it. It is also often limited to one aspect of development (Riddall-Leech, 2008).

In the category of diagrammatic observations, the practitioner/ observer can include pie charts, bar charts, sociograms, or flowcharts (Riddall-Leech, 2008). In a sociogram, behaviour and interactions are plotted on a graph of their expressed friendships. A pie chart is an alternative method of recording a time sampling observation or bar chart (Sharman, Cross and Vennis, 2007).  Diagrammatic observations are predominantly easy to read and interpret. For example, pie charts can cover any period of time or amount in quantitative data, which can be easily compared and analysed. Also, bar charts can record singular or dual information about several children.

However, not everyone finds it easy to interpret the format of pictorial or diagrammatical information. Furthermore, the use of quantitative data determines that no, or little, description is shown (Riddall-Leech, 2008). This means that the data cannot be subjective to the reader, but it can often give minimal information on why the child acted in such a way.

In the category of sampling observations, the practitioner/ observer can include a target child, time sampling, or event sampling. A target child observation focuses on one child and is usually recorded on a prepared chart using codes (Riddall-Leech, 2008).

Butler, Parry and Spofford (2015) says that time sampling is often used to establish the regularity of the child’s behaviour inside a timeframe. This method needs a proforma and a set focus of the observation.

Time sampling charts allow data to be collected and then evaluated. This may help with planning further activities for the child. The advantages of using time sampling are that it is accessible for the child, parents and any member of staff in the early years setting. It is easy to use once the proforma is developed and it can be used to observe several children at a time. The time sampling observations can be repeated on numerous occasions at different intervals to build up a clear picture of the child’s behaviour over time (Butler, Parry and Spofford, 2015).

Event sampling is usually linked to observations of children who have a tendency to behave anti-socially. It presents the data in such a wayb that the practitioner can aid the child in avoiding this behaviour in the furutre. This can include temper tantrums or bullying. The aims of the event sample are to record any incident, the preceding incidents and the proceedings to determine any patterns. This may allow strategy to modify the behaviour of the child (Sharman, Cross and Vennis, 2007).

Butler, Parry and Spofford (2015) says Event sampling shares many features with time sampling such as focusing on precise occurrences of behaviour. They require a proforma or chart in order to document the details of the event and its probable precursors. The event sampling method collects a set of data around the event. Observations of events can be conducted at particular times of the day or around certain activities or specific behaviours (Butler, Parry and Spofford, 2015).

In conclusion, the importance of observations is vast. They allow practitioners and parents to understand the child’s development and where and what needs to be improved in order to reach further milestones in an appropriate sequence for that particular child. Before an observation is conducted, an appropriate technique must be selected so that that the child/ children are observed correctly for the age group and setting.

Butler, G., Parry, P. and Spofford, J. (2015) Observing children and families: Beyond the surface. United Kingdom: Critical Publishing.

Riddall-Leech, S. (ed.) (2008) How to observe children. 2nd edn. Oxford: Heinemann Educational Books.

Sharman, C., Cross, W. and Vennis, D. (1999) Observing children: A practical guide. United Kingdom: Continuum International Publishing Group.

Sharman, C., Cross, W. and Vennis, D. (2007) Observing children and young people. 4th edn. London: Continuum International Publishing Group.

Tilstone, C. (2012) Observing teaching and learning - principles and practice. London: David Fulton.