1 Consider why we observe and assess children.
* You need to know not only how to do it, but why you do it.
* Draw a spider chart with 'Why observe?' in the body and write reasons on the end of each leg.
* Cover development, progression and individual needs, including cultural considerations, behaviour management, parental reporting, professional input, planning and evaluation.
* Explain what you mean by these headings.
2 Successful observations and assessments are carefully planned.
* Gain the necessary permission from the supervisor and parents where appropriate. Do not contravene children's rights.
* Ensure that your colleagues know that you are planning an observation, to avoid unnecessary interruptions.
3 Include a range of different types of recording of observations of children.
* Decide which method is most appropriate for the information you want to record. Try:
descriptive recording, noting everything the child does in a specified time; tick charts, for quick recording, that is, if a child can achieve specific tasks - run, hop, catch a ball, fit a six-piece jigsaw together; snapshot, noting actions over a period of time - two minutes every quarter-hour will give you a picture of the day; event samples, for areas of concern, for example, for a child who bites you need to know what triggers the unacceptable behaviour; sociogram, to plot the interaction within the group.
4 Ensure your records are complete.
* Include date, time, age, setting, activity, who else was present.
* Portfolio evidence must not identify a particular child. Never use the child's full name. Refer to the child either by the first name only, substitute the first name for another, or call child A, B, or C.
* Maintain confidentiality at all times.
5 Evaluation of observation is essential to make sense of what you are seeing, to assess where the child is in the development process, and what you need to do to assist progress. Evidence of your evaluation needs to be included in the portfolio.
* Evaluation will aid planning. Show how it can be used. Include managing behaviour, changing routines, control of environment, planning activities, meeting individual needs, developing strategies.
6 Be resourceful in your method of evidence gathering and recording, bearing in mind your actions may affect behaviour.
* Use video and/or audio tape to record some of your observations.
* Use a computer to draw tick charts, devise pie charts and other ways of showing results.
* In addition to general observations, do task-specific observations, for example, asking children of different ages to throw a bean bag in a box, or time taken to fit a construction toy together, or drawing a snowman.
* Find out from your setting if standard observation sheets are used. Analyse them to see what information they give. Can you think of different ways of collecting this information? In what form are parents given the information?
7 When you are preparing to observe, consider the cultural background of the child.
* Could this affect how a child behaves? Think about language, communication, and differences between boys and girls within their own community.
8 Recording is not necessarily done at the time of observation, depending on what you are observing.
* It might be more effective to watch closely and record immediately afterwards. When completed your recordings must be clear, accurate, legible, appropriate for that observation, and acceptable to the setting.
* Use the same observation to demonstrate various methods of recording.
9 Cross-reference evidence both in and out of the unit.
* Some observations may be in C3 as part of a physical activity session, or records of your communication with parents when planning to observe their child can go in P2.
10 C16 Top Tip from Cindy Hawkins, NVQ Internal Verifier, Wigston College, Leicestershire: 'Be objective, and do not put your own feelings and interpretations on the child's actions.'