To truly promote learning, practitioners need not only to observe children at play, but to understand what they are seeing and use it to extend opportunities, says Helen Bromley.

'Providers must undertake sensitive observational assessment in order to plan to meet young children's individual needs' (DCSF, 2008, Statutory Framework for the Early Years Foundation Stage, p37)

This quote, taken from statutory guidance (my italics), places observation firmly at the heart of planning the curriculum for the young children in our care.

Through observation we should be able to gain an insight into the worlds of the children with whom we work, and go some way towards understanding how our provision looks through their eyes.

Observing children while engaged in a playful, self-chosen activity can be particularly valuable, because they exhibit high levels of engagement (Laevers, 1997) and operate at a higher level than they would in a more formal adult-led activity.

Register now to continue reading

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's included

  • Free access to 4 subscriber-only articles per month

  • Unlimited access to news and opinion

  • Email newsletter providing activity ideas, best practice and breaking news

Register

Already have an account? Sign in here