How to write group observations of learning

Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.

Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.

Dancing – is the perfect time to observe children

What Are Group Observations in Early Childhood Education and Care?

Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.

Why Use Group Observations in Childcare?

1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.

2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.

3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.

How to complete group observations of learning?

To make the most of group observations, it’s important to have a plan.

  • I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
  • Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
  • Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
  • Relate your observations to early learning frameworks to ensure they align with educational goals.

EXAMPLE 1

Pollock style painting

Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.

The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”

Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.

Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.

Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.

Possibilities for extensions and future learning

After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:

  • Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
  • Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
  • Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
  • Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
  • Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
  • Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.

Example 2

Example 3

Observation of art experience (group level)

“Like Pollock” Splat Painting

Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.

Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.

Analysis

This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.

Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.

What’s Next?

Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.

Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.

If you need help in learning how to write learning stories using EYLF – here is your video

What Pedagogical Documentation Really Looks Like in Everyday Practice (And Why It’s Worth the Effort)

Ever felt like documentation takes you away from “real teaching”? You’re not alone. I talked to a lot of early years professionals over the years. Many early childhood educators feel the same. We want to be with the children, not stuck behind a screen or scrambling to print photos. But here’s the thing—done well, documentation isn’t just paperwork. It’s a powerful tool for making children’s learning visible, deepening our teaching, and building stronger relationships with families.

Let’s talk about what the research says about documentation in practice—and what that means for your everyday work.


What is Pedagogical Documentation anyway(PD)?

At its heart, pedagogical documentation is about observing, recording, and reflecting on children’s learning—not just what they do, but how they think, wonder, problem-solve, and grow. It shuold be meaningful and it should be about LEARNING.

It’s more than checklists. Think photos, quotes, drawings, learning stories, conversations, questions, messy play, co-constructed meaning. Documentation, when used well, brings the learning to life and helps us make thoughtful decisions about what comes next (Carr & Lee, 2012; Dahlberg et al., 2007).

Why It Matters: Documentation That Actually Impacts Practice

A major Finnish study involving nearly 3,000 children (Rintakorpi & Reunamo, 2016) found a strong link between pedagogical documentation and quality learning environments. Here’s what they discovered:

🧠 When documentation was used often:

  • Children were more involved, creative, and emotionally positive 😃
  • Educators planned more intentionally and included children in that process.
  • Learning was more play-based, inquiry-rich, and child-led. I love this kind of learning!
  • Educators reflected more and reported higher satisfaction with their teaching.

🧩 It wasn’t just about having more forms—it was about making documentation part of the learning process, not an add-on.

In centres with less documentation? There were signs of more teacher-directed routines, less creativity, and lower engagement.

Are you surprised?


Real-Life Strategies Educators Use to Make It Work

So, how do you fit documentation into a packed day? A comparative study across Germany and New Zealand (Knauf, 2019) identified eight real-world strategies educators are already using.

Let me walk you through them, with a few extra notes from my own experience.

1. Staff Discussions

Instead of documenting alone, educators regularly talk through their observations. “Did you hear what Maya said about the worm farm?” These conversations spark deeper insights and shared understanding, and often highlight those awesome moments worth documenting.

📌 Try this: Talk to your colleague for 10 minutes once a week about children’s learning

2. Re-Using Documentation

Learning stories, learning notes, and observations can be adapted across portfolios (when the learning applies to more than one child). That same photo display can be printed and pasted into individual books later.

📌 Try this: Print once, use twice. First on the wall, then in the folder.

3. Sharing Children Across Staff

In Germany, key educators are assigned to certain children. In New Zealand, the whole team shares responsibility. Either way, the goal is to make sure someone is tuned into each child’s journey.

📌 My tip: It’s okay to talk, swap, and co-document. Approach it as a collaborative process.

4. Using Forms and Templates

Some educators developed checklist templates or digital logs (even simple Excel sheets!) to quickly track interests or inquiries across weeks.

📌 Try this: Keep a clipboard with observation prompts nearby, easy grab when inspiration strikes. I use Notepad on the iPad too.

5. Defining ‘Documentation Weeks’

Some centres batch-document during certain times, for example, before parent-teacher meetings or at the end of the term.

📌 Try this: Plan a reflection and documentation week once per term, and treat it like a planning sprint.

6. Swapping Coverage with Colleagues

Want to finish a learning story? Step out for 20 minutes while your colleague watches the room. And return the favour.

📌 Try this: Schedule “doc time” on the roster like lunch breaks—everyone deserves a turn.

7. Parallel Supervision

Some teachers document while the children play. Others write alongside children (“Can you help me remember what we built with those boxes?”). It becomes part of the learning, not separate from it.

📌 Try this: Set up a “documentation table” with children and co-create together.

8. Keep it Simple

Some educators dropped the glitter and focused on clarity, less “prettifying,” more purposeful stories.

📌 Try this: Write as you speak. Use clean layouts. Focus on the learning, not the font.


Digital Tools Help, Too

In New Zealand, many centres use online platforms to share documentation with families instantly. Laptops or tablets in rooms make writing quicker and sharing easier. Now Storypart, See-saw and other platforms are more popular than ever.

📌 No fancy system? Start with shared Google Docs, or upload PDFs to a private parent group.

Digital tools don’t replace relationships, but they can make documentation feel less like a mountain.


So… Does Documentation Make a Difference?

Yes—when it’s meaningful.

🟢 According to the Finnish study, documentation is positively linked to:

  • Children’s emotional wellbeing
  • Creativity and pretend play
  • Autonomy and peer relationships
  • Educators’ own sense of satisfaction and growth

But here’s the flip side:

🔴 In settings where documentation was scarce, educators were more likely to say their work needed improvement, and children showed fewer signs of engaged, playful, or creative learning (Rintakorpi & Reunamo, 2016).


Final Thoughts: Let’s Rethink the Why

Documentation isn’t a chore—it’s a lens. It helps us tune in, slow down, and co-create the learning journey with children. It’s also how we communicate that learning with families, reflecting as professionals, and advocating for the power of play.

You don’t need to document everything. You don’t need hours of child-free time. But you do need intention.

Let’s move beyond tick-boxes and start seeing documentation as a professional practice that strengthens our relationships, our pedagogy, and our joy in the work.

Let me know what you think!


References

Alasuutari, M., Markström, A.-M., & Vallberg-Roth, A.-C. (2014). Assessment and documentation in early childhood education. Routledge.

Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. SAGE.

Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. Routledge.

Knauf, H. (2019). Strategies of pedagogical documentation in ECEC: A comparison of New Zealand and Germany. Early Child Development and Care, 189(8), 1311–1330. https://doi.org/10.1080/03004430.2017.1354850

Rintakorpi, K., & Reunamo, J. (2016). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 186(10), 1611–1622. https://doi.org/10.1080/03004430.2016.1178637

Everyday objects as play resources

Pasta and rubber bands, shaving foam and foil… there are hundreds of affordable, multi-purpose play and learning materials hiding in plain sight—right there in your local supermarket.

We believe toys aren’t a luxury item. In fact, some of the best “toys” aren’t toys at all. Explore the possibilities of using loose parts to enhance creativity.

Sticks, string, mud, puddles and stones—these have always been childhood favourites across cultures and generations. Take away the tablets and devices, and give children the freedom to play outdoors. Chances are, they’ll run to the nearest puddle, pick up a stick, and start stirring mud or flinging pebbles. With loose parts, the potential for imaginative play is endless.

Unlike nature’s freebies, store-bought toys and art materials can be expensive. But you don’t need to break the bank. Pop into your local discount store (in Australia, they’re often called “Two Dollar Shops”) and you’ll find a goldmine of creative tools for early learning. Look for loose parts that can be creatively used in various activities.

Here’s a go-to list of budget-friendly items for hands-on, sensory-rich activities with children aged 0–6:


🛒 Supermarket Supplies for Play and Learning

1. Flour

Soft, tactile and versatile—flour is the base for salt dough and sensory play.
Classic salt dough recipe: 1 cup flour, ½ cup coloured water, ½ cup salt, 1 tbsp oil.
Want puffy paint? Mix flour, salt, and water, pour into sauce bottles, add food colouring.
Want cloud dough? Mix flour with baby oil. Simple magic made possible with loose parts.

2. Vegetable Oil

Key for dough-making. Mix with water for science fun—oil and water never mix!

3. Salt

A sensory tub staple. Use it for magic bottles, art experiments, or “drawing trays” with brushes.
Try: coloured salt (crushed chalk + salt), icy salt play, or painting with salt on watercolours. All these activities can be enriched with loose parts.

4. Baking Soda & Vinegar

Perfect for fizzy fun. Add baking soda to a balloon, vinegar to a bottle—watch the balloon inflate! Incorporate other loose parts to make the activity more interactive.

5. Rice

Great for sensory bottles, art, or filling beanbags. Dye it for sorting or scooping.

6. Food Colouring

For colourful dough, paints, foam, ice, and sensory tubs. Add pipettes and explore colour mixing.

7. Pasta

For art, noise makers, and fine motor play (bracelets, necklaces, sorting).
Cook spaghetti halfway, dip in paint, and make spaghetti art! Use loose parts like pasta to expand creative possibilities.

8. Jelly

Tactile, edible fun. Freeze small animal figurines in jelly for sensory discovery.
Use jelly powder for messy finger painting.

9. Cornstarch

The base for a non-Newtonian fluid. Add water and watch it act like a solid and a liquid.
Cook with water and soda to make silky finger paints—safe for the youngest learners.

10. Tea

Steeped tea makes beautiful paint. Dried tea is a calming sensory material. Herbal teas are great for discovery and sensory exploration, plus just for afternoon tea. Loose parts like dried tea leaves can provide additional layers of sensory experience.

11. Spices

Spices offer rich scents for sensory play and real-life kitchen roleplay.
Add ginger or pepper to your dough for extra sensory exploration.


👩‍🏫 As educators, we know that meaningful learning doesn’t come from expensive toys—it grows out of exploration, sensory wonder, and open-ended materials. Loose parts play a crucial role in this process.

Next time you’re in the grocery store, think like a child and shop like a teacher.

Nature based teaching strategies

🌿 What If the Forest Was Your Classroom? 🌿

Imagine if the best teaching strategy wasn’t in a book… but beneath your feet, rustling in the leaves, buzzing in the air, and whispered by a curious child asking “Why do worms wiggle?”

At Storykate, I believe learning comes alive when we slow down, listen deeply, and reconnect with the world around us.

That’s why O love these powerful teaching and learning strategies inspired by nature pedagogy and thought leaders like Carson, Moss, Rautio, and Pelo. From walking with children (Malone, 2019) to attuning with animal kin (Young & Bone, 2020), these approaches invite us to teach with the land—not just on it.

✨ Some of our favourites:

  • Observation of Nature – Rachel Carson taught us to see wonder in the smallest things.
  • Slow Play – Honour the rhythm of childhood.
  • Sensing Ecologically – What if we taught through sound, smell, and soil?
  • Collective Inquiry – Learning is more powerful when it’s shared.
  • Oral Storytelling – Our first teaching method, and still one of the most powerful.

These aren’t just strategies. They’re invitations to be more present, more playful, and more purposeful in how we teach.

💬 Which one speaks to you today? Tell me in the comments.

The Method of Natural Consequences: Gently Guiding Your Child


Ever notice how children’s books are full of little mischief-makers? Kids are born explorers—testing boundaries and checking to see just how far they can push before hitting a limit (often ours!). But here’s a comforting thought: there’s really no such thing as intentionally bad behaviour. Children often just don’t know any better yet. They’re not “good kids” or “bad kids”—they’re simply growing, learning, and figuring things out. Our job as parents and educators is to help them on this journey.

I love how psychologist Rudolf Dreikurs puts it: “Just as a plant needs water, a child needs encouragement.” And let’s not forget, kids also need clear boundaries and gentle guidance from us adults.

Setting Clear, Positive Rules

Effective parenting starts with clear, positive rules. Every family will have their own version, like: “We run and play outside, but inside we walk calmly,” or “When playtime is finished, we tidy our toys together.” Kids naturally behave better when they feel valued, listened to, and clearly understand what’s expected of them. It’s essential to be consistent and fair. For instance, it might be unrealistic to expect your two-year-old to sit perfectly still in a restaurant. Maybe leave her at home with a trusted caregiver instead. But a two-year-old can grasp that biting hurts, and we don’t bite our friends.

It’s our direct responsibility as adults to set and talk about these boundaries. If kids cross them, they experience natural consequences—simple and immediate outcomes directly linked to their actions.

Consistency here is key. Natural consequences allow kids to make conscious choices and understand clearly the outcomes of their actions. Unlike punishment, this method doesn’t provoke resistance; it’s much calmer and easier for kids to accept.

Why Natural Consequences, Not Punishments?

Back in the day, the common response to misbehaviour might’ve been spanking, grounding, or taking away privileges. Kids were sometimes viewed as inherently naughty or mischievous. Thankfully, advances in psychology and neuroscience have helped us see children differently—as individuals who need guidance, not control.

Punishments can damage a child’s sense of self-worth and hinder their social development. Trust, the cornerstone of any healthy relationship, is often eroded by punishments, which tend to be about authority rather than understanding. Punishments are often unrelated to the misbehaviour, leaving kids confused and resentful.

Natural consequences, however, encourage cooperation. They help kids learn responsibility and make informed decisions. The consequence directly relates to what happened, and it’s immediate, not something threatened and postponed.

This method fosters inner motivation rather than relying on external control. While it’s most effective for kids aged three and up, younger children can benefit too. For example, if your toddler draws on the wallpaper, calmly guide them to paper instead. Setting gentle, firm boundaries even for very young children is essential.

Staying Calm and Consistent

Stay calm, friendly, and consistent when setting limits. Make sure the consequences are logical and immediate. Avoid threats like “no more trips ever!” Instead, make realistic choices clear: “If you throw rocks, we have to leave the playground.” Then follow through gently and consistently.

Natural consequences may not always feel good to the child, but they’re always safe, respectful, and directly connected to the behaviour. If your child throws their ball over the fence after being warned, simply explain that now there’s no ball to play with—no need for criticism, just a calm acknowledgment of the result.

Both parents need to agree on these consequences. It might take some patience at first, but trust me, this method works beautifully over time. Consider writing down clear consequences for specific behaviours and adjusting as your child grows. You’ll find it becomes second nature!

What do you think? Drop a comment 👇🏿

Lilly Pilly: How to use bush tucker to connect children to nature and Country.

Lilly Pilly (sometimes written as “Lilly Lilly”) — the native Australian plant often mentioned in bush tucker and Indigenous knowledge – is growing in my garden. It is fruiting at the moment and all ground is covered with bright pink berries that are not only beuatiful , but edible as well.

Activity Ideas for Children: Learning with Lilly Pilly

Blueberry Lily (aka. Blueberry Flax Lily) produces edible blue berries with tiny, nutty seeds, and firm, strappy leaves that were traditionally used for cord and string. Dianella is a popular genus for modern domestic gardens. Chances are, you’ll have seen this plant, or ones just like it, growing throughout temperate and sub-tropical suburbia. But in the wild, you’ll find it in the sclerophyll forests, woodland and the bush.

  • Bush Tucker Tasting (if appropriate and safe): Taste washed, ripe Lilly Pilly berries or jam. Discuss how First Nations people used this fruit.
  • Nature Sketching & Sensory Description: Children observe the leaves, berries, and bark using magnifying glasses and sketch what they see. Use descriptive prompts like smell, texture, and shape.
  • Seasonal Charting: Create a wall chart showing when the Lilly Pilly fruits and how it links to seasonal change. Introduce six Indigenous seasons if appropriate. For example, now we are in Wombat season on Bunurong people land.
  • Eco Art Collages: Use fallen leaves and berries to make mandalas or collages. Emphasise respectful collecting.
  • Storytelling Circle: Sit near a Lilly Pilly tree and invent a story. Include imagined animals or people living in the tree.
  • Cooking Together: Prepare jam or syrup and taste with damper. Discuss traditional sharing and community.

I also grow mulberries and use them for painting activities (they have a nice purple pigment)

a plant that is looking like wild strawberry is actually a weed. But it is ok to consume, it is just tasteless

Black currant – a garden plant that is hard to grow in Australia, but you can try

Edible red currant – the berry of my childhood