I listened recently to a practitioner telling a story about her own learning. She had noted that one boy in her group, unlike his peers, was building a long, low structure of blocks. The boy selected block after block, creating a 3m by 0.5m structure, until finally he ran out of floor space when his construction reached a wall.
The practitioner was amazed to note the care with which the boy fitted smaller blocks against the wall so that no gaps were left between the wall and what she assumed was his 'path'. He then began to walk carefully along the 'path', stopping from time to time to stamp his heels firmly on certain blocks. Interested in the boy's imagination and concentration, the practitioner discussed his 'path' with him, photographed the construction and made a note about his precision and attention to detail.
Some time later she showed her photographs and observations to the boy's father who revealed, to her amazement, that the boy's construction was not a path but a parquet floor! It turned out that the boy had seen his father, a floor-layer, at work and had been imitating his actions, building a floor and compressing the tightly fitting blocks by stamping his heels on them.
The first principle of the EYFS begins, 'Every child is a unique child'. This boy is undoubtedly unique. He is also on a unique developmental pathway which is influenced by his experiences, gender, aspirations to be like his father, interests, and much more. If we are to give every child their entitlement in the EYFS, we need, like the reflective practitioner described above, to observe children and use that information to think about our practice so that we really understand every child and make appropriate provision for them.
Importance
Observation is important because it provides adults with a lens through which to study the child's world. Indeed, 'the early years sector has traditionally... fought to sustain a view of the individual child which positively values any knowledge, skills and attributes which can be identified through observation' (Brooker et al 2010).
Countless research studies support the value of this approach, and practitioners consulted as part of Dame Clare Tickell's review of the EYFS agreed that 'observation enabled them to recognise children's specific needs, and, at an early stage, identify children who may have some developmental delays or difficulties' (The EYFS Review: Report of Evidence, 2011).
Prior to this, practitioners commenting on improvements to practice brought about by the EYFS identified that it had supported improvements in observation and observation-based planning, claiming that their observations had become 'more systematic, more purposeful and more child-friendly' (Brooker et al 2010).
Yet observation has also had a bad press, particularly from some groups who reported 'finding the requirements to observe and record evidence an enormous burden' (ibid). This was the response of EYPs in one local authority and some childminders in various parts of the country whose views about working with the EYFS were elicited as part of a DfE research project (ibid).
It is clear that different approaches to observation have sometimes led to confusion, resulting in some settings finding observation more time-consuming than necessary. Normally, skilled practitioners usually observe children while engaging with them and considering their different learning needs. Only in exceptional circumstances, such as if they are taking part in a research project or doing a provision audit, are settings likely to have non-participant observers creating large numbers of observations to be managed.
What seems obvious is that when practitioners feel confident about what is required in terms of observation, it is regarded as a valuable tool. But if practitioners are unclear about its purpose, they become overly concerned with the 'doing' of observations, rather than focusing on the process, which is finding out about children in order to consider the next steps for practice and children's learning.
To ensure that we maximise our efforts and use time effectively, it may be important to take time now before the new EYFS is finalised to review observation practices.
Observation
Put simply, observation is looking at, listening to and identifying what children are doing, engaged by and curious about, as well as noticing the way they approach things and their emotional responses to some experiences. We do this so that we can ensure that the experiences and activities on offer, including the quality of adult interaction, are matched to the children's level of development and support their learning. How we observe and record these things is, as always, down to individual choice.
Many observational methods developed from research methods, which were time-consuming and detailed. With available and affordable technology such as cameras, recorders and talk-boxes and the use of Post-it notes, most observations can be done quickly and effectively without taking the practitioner away from the children. What is important is that observations capture significant moments in children's thinking, learning or development.
For example, after watching a three-year-old painting, the practitioner noted:
- Date: 15 September
- Context: Painting area
- Significant moment: Sophie was very interested when the red and blue paints ran together to make purple - was absorbed for 15 minutes in this
- Next steps: Provide a palette and support Sophie to explore making different colours.
Observation should be based on the principles of the EYFS. It should be focused on finding ways of supporting children's development and learning, and it should not involve vast amounts of time or paperwork. A principled approach to observation:
- starts with the child
- is integral to everyday practice
- reflects multiple perspectives - that of the child, their family and practitioners
- is based on a belief that this child is unique with their own abilities
- is focused on identifying the child's interests, strengths and learning, and development needs
- is multi-dimensional, focused on the big picture (context, grouping, resources, pedagogy, etc) and on the finer detail of the child's development and learning
- is used to inform discussions between practitioners and parents about individual children's learning, development and achievement
- is central to all assessment and planning and to team discussions about provision and planning.
So, what does the EYFS consultation tell us about the purpose of observation? The proposed statutory framework for the EYFS draft consultation document states:
- 'Ongoing assessment is an integral part of the learning and development process. It involves practitioners observing children on an ongoing basis, understanding their level of achievement, interests and learning styles, and shaping learning experiences for each child reflecting their observations' (Para 2.2).
And, with reference to the 24-36-month progress check:
- 'The written summary must highlight observations about a child's development, noting areas where a child is progressing well, but particularly focusing on any areas where practitioners are concerned that a child may have a developmental delay, special educational need, or disability' (Para 2.3).
The final area where observation is referred to is in relation to the EYFS Profile:
- 'The Profile report must reflect ongoing observation and should also take account of all relevant records held by the setting, and of any discussions with parents and other relevant adults' (Para 2.5).
It can be seen that observation is considered to have several distinct functions in the proposed EYFS, which are to:
- help practitioners understand children's levels of achievement, interests and learning styles
- shape each child's learning experiences
- provide evidence about a child's development whether it is progressing well or is causing concern.
And to be used for the EYFS Profile:
- inform assessments which provide 'a well-rounded picture of a child's knowledge, understanding and abilities, their progress against expected levels, and their readiness for school' (ibid).
OBSERVATION IN THE NEW EYFS
Three Prime and four Specific areas of the learning are proposed under the revised framework. The Prime are:
- Personal, social and emotional development
- Communication and language
- Physical development.
The Specific are:
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design.
It is important to stress that while the proposed Prime and Specific areas of learning under the revised framework are discussed under separate headings, both are very important to children throughout and beyond the period when the EYFS applies. And while the current guidance says, 'Practitioners working with the youngest children are expected to focus strongly on the three prime areas', it also states that 'for the older age range, the balance should shift toward a more equal focus on all areas of learning, as children grow in confidence and ability within the three prime areas' (p6). This should be in practitioner's minds when thinking about observation in these areas.
THE PRIME AREAS
Where should practitioners focus their observations in the Prime areas?
Babies and younger children
Currently there is clearly a gap in the new guidance, given the absence of either 'Development Matters' or 'Look, Listen and Note' statements. Without these, observation of children from birth to 23 months will need to focus on the linked aspects of PSED and C&L as well as children's physical development, since observations in these areas will at some point inform the progress check at 24-36 months.
To gather useful observations, it will be important to provide a range of appropriate, interesting and challenging experiences that will not only support the development of the Prime areas but will also nurture the roots of the Specific areas.
From age two to three
It will be necessary for key workers to continue to use their knowledge of child development to undertake a range of observations focusing on their key children's development, 'noting areas where a child is progressing well, but particularly focusing on any areas where (they) are concerned' (ibid).
Ultimately, when reaching conclusions to inform the progress check at 24-36 months, it will be useful to consult the table (Appendix 3) showing levels of achievement that children can be expected to reach at this stage. However, this is only as part of a broader picture of the child, bearing in mind that the timing of the progress check will be crucial because age differences (in months) are highly significant when making judgements about the development of very young children.
From three to the end of the EYFS
Observing children's development in the Prime areas will continue to be important throughout the EYFS, since these areas will develop not only in the next three years but also throughout life. Also, if concerns are raised about any aspect of a child's personal, social, emotional, communication or physical development, then evidence from observations will be important, especially if there are anxieties that a child may have additional needs or need specialist support.
For older children the additional information (Appendix 3) showing levels of achievement for children from 24-36 months and from 36-48 months can be used to inform debates about children's progress and achievements.
THE SPECIFIC AREAS
Where should practitioners focus their observations in the Specific areas? A complication in terms of observation is deciding what to look for in each of the Specific areas without turning to a tick-box approach based on a watered-down version of each of the early learning goals.
Unlike the Prime areas, where there are outline levels of achievement across each aspect (at least for children over two years of age), there are no corresponding statements for the Specific areas. This leaves only the early learning goals expressed at three levels: emerging, expected and exceeding, which, while developmental to some degree, relate to 'the level of progress children should normally have attained by the end of the EYFS' (p7 ibid).
The formula for getting observation right in the Specific areas, therefore, is likely to develop from practitioners' knowledge and understanding of children's development, their subject knowledge and the educational programmes for each of these areas. And, although there are some changes of emphasis and content in each of the Specific areas, there are still many similarities with the previous areas of learning. So, many of the Look, Listen and Note statements in the current EYFS could still usefully inform observation.
WHAT ELSE DO WE OBSERVE?
Another important area that must not be overlooked is the way that children learn, described in the new EYFS as three characteristics of effective teaching and learning:
- Playing and exploring
- Active learning
- Creating and thinking critically.
It will be essential to consider these throughout the child's learning journey in the EYFS, since these contain many of the dispositions and attitudes to learning that are essential to develop if children are to thrive throughout life.
Effective observation practice will support all children, including the youngest ones, in both the Prime and Specific areas. The important thing to remember about children's development is that it occurs within a network of relationships: 'Early, secure attachments contribute to the growth of a broad range of competencies, including a love of learning, a comfortable sense of oneself, positive social (and communication*) skills, multiple, successful relationships at later ages and a sophisticated understanding of emotions, commitment, morality, and other aspects of human relationships' (www.developingchild.net). This is why we observe - because we want the best for children!
* added by author
Bibliography
- Brooker L, Rogers S, Ellis D, Hallet E & Roberts-Holmes E, 'Practitioners' Experiences of the Early Years Foundation Stage', Research Report, DfE-RR029
- DfE (2011) 'Statutory Framework for the Early Years Foundation Stage', Draft for Consultation, DfE
- DfE (2011) 'The Early Years Foundation Stage (EYFS) Review: Report of the Evidence'
- Hutchin, V (2007) 'Supporting Every Child's Learning across the Early Years Foundation Stage'. Hodder
- National Scientific Council on the Developing Child (2004), 'Young Children Develop in an Environment of Relationships'. Working Paper No1, www.developingchild.net
- Tickell, Dame Clare (2011) 'The Early Years: Foundations for life, health and learning'.