It was a sunny Tuesday morning, as I gathered children around the art table. Mia, a shy but curious four-year-old, cautiously approached the group. With a paintbrush in hand, she dipped it into the vibrant blue paint and began sweeping bold strokes across her paper. She then picked another brush with her left hand and started to use both brushes at the same time. I was surprised by how steady her little hands were. Watching from a distance, I knew something important was unfolding—not just a picture, but a moment of growth, expression, and learning. But how do I capture such an event? I was a new pre-service early childhood teacher in a Melbourne Preschool and had no idea where to start. How do I translate these small yet profound moments into observations that reflect not just what I saw but what the child is experiencing? I needed the right words for writing observations.
That’s where the art of writing childcare observations comes in.
Writing observations isn’t just about jotting down what a child does; it’s about painting a clear and vivid picture of their journey in learning and development. The words you choose can bring to life their growth, their curiosity, and their potential. In this guide, we’ll walk through how to use active language, choose the right descriptive words, and incorporate insights from The Early Years Learning Framework (EYLF) to craft meaningful and engaging observations.
1. The Importance of Language in Childcare Observations
Every child has a story to tell, and as educators, it’s our job to capture that story in a way that highlights their actions, learning, and growth. But not just any words will do. Using clear, specific language in observations helps ensure that others—whether it’s parents, colleagues, or even the children themselves—can fully understand what’s happening and why it matters.
For example, rather than saying, “Tommy played outside today,” you might write, “Tommy explored the sandpit, using a small shovel to dig deep holes, fascinated by how the grains slipped through his fingers.” The problem is – we often are lost for words.
By choosing an active, descriptive language, you bring the observation to life and give a clear, objective account of the child’s engagement and learning.
Active vs. Passive Language in Observations
As a journalist, I learned it a long time ago. Use verbs, and action words, whether you are writing an article or your resume. The same rule is applicable to written observations of learning. One of the most important techniques in writing childcare observations is using active language. Active sentences put the focus on the child, making their actions the subject of the sentence. In contrast, passive language can make observations feel less immediate and engaging.
Examples of Active vs. Passive Language
| Active Voice (Preferred) | Passive Voice (Less Clear) |
|---|---|
| “Ella built a tower with blocks, carefully balancing each piece.” | “The tower was built by Ella with blocks.” |
| “Ben poured water from one container to another, observing how it flowed.” | “The water was poured by Ben from one container to another.” |
| “Zoe sorted the beads by colour, creating neat rows on the table.” | “The beads were sorted by Zoe into rows.” |
As you can see, the active voice puts the child at the centre of the observation, making the action clear and direct. Using active verbs like “built,” “poured,” and “sorted” creates a more vivid picture of the child’s actions.
Learn from examples and good samples
One of the first resources I introduce to my pre-service educators and teachers is the Early Years Learning Framework and EYLF in action. Both books can provide you with the language you are after. Moreover, EYLF in Action can give you amazing examples of well-written observations. Which, as you can guess, you can copy!
For example, an educator observes a child named Phoebe as she climbs a plank:
- “Phoebe stood up using no hands, extending her arms for balance as she shuffled to the highest point of the plank, much like standing on a mountain peak” (EYLF, 2010, p. 9).
The use of active verbs like “stood,” “shuffled,” and “extended” clearly shows Phoebe’s actions, demonstrating her careful concentration and physical coordination.
2. Using Active Verbs for Clear Descriptions
When writing observations, active verbs allow you to create dynamic and engaging descriptions. Instead of general terms like “did” or “made,” active verbs give you a clearer picture of what the child actually did. For instance, rather than writing, “Jake played in the block area,” you might write, “Jake stacked the blocks, carefully adjusting each one to prevent the tower from toppling over.”
Examples of Active Verbs:
- Grasped. “Sam grasped the crayon and began drawing large circles on the paper.”
- Arranged. Chloe arranged the puzzle pieces into neat rows, carefully examining each one.”
- Counted.”Lily counted the buttons aloud as she dropped them into the jar.”
Using action-oriented verbs brings specificity to your observations, ensuring that your description of the child’s activity is clear and focused on their development.
EYLF Example of Using Active Language
In one story, Katie interacts with language and sound as she folds bibs during a routine activity:
- “Katie spread out the bibs on Amy’s leg, pointing at the flower on one and saying ‘eaf’ while smiling” (EYLF, 2010, p. 13).
Here, the observation captures Katie’s growing language skills through her actions—spreading, pointing, and vocalising words—which provide insights into her linguistic and motor development.
3. Choose Positive Language in Observations
Focusing on positive language is key to creating observations that support the child’s development. By highlighting what a child can do—rather than focusing on their struggles—you provide a more constructive and encouraging perspective.
Examples of Positive vs. Negative Language
- Positive. “Ben carefully completed his puzzle, trying different pieces until he found the correct fit.”
- Negative.” Ben struggled with the puzzle and couldn’t finish it without help.”
In the positive version, the focus is on Ben’s persistence, highlighting his effort and problem-solving ability. This approach encourages a growth mindset and fosters confidence in the child’s abilities.
EYLF Example of Positive Framing
In another story, Halima expresses her joy through movement and music:
- “Halima began stamping her feet and jumping to the rhythm, smiling as she danced with her peers” (EYLF, 2010, p. 11).
The observation highlights her enthusiasm but also shows her growing sense of belonging and comfort in the environment, encouraging educators to support her interests in music and movement. Remember to use the three big ideas from the EYLF – Belonging, Being and Becoming in your written observations (or as I say – obs).
4. Descriptive Language to show learning and development
Using descriptive language adds depth to your observations, capturing the nuances of a child’s actions and helping to track their developmental progress. Words like “attentively,” “curiously,” and “energetically” can help describe how a child engages with an activity, giving context to their actions.
Examples of Descriptive Words:
- Focused. “Ella was focused on stacking the blocks, adjusting each one to prevent the tower from falling.”
- Curious. “Sophia curiously explored the sensory bin, running her fingers through the sand and observing how it felt.”
- Energetic. “Mason energetically joined the game, running after the ball with excitement.”
These words give more information about the child’s engagement and learning process.
EYLF Example of Descriptive Observation
In an example from the EYLF, an educator observes how Nick nurtures a baby doll in the home corner:
- “Nick cradled the doll and told the other children to ‘be quiet, shhh, the baby needs to sleep,’ continuing his role as a caregiver throughout the morning” (EYLF, 2010, p. 14).
This observation highlights Nick’s empathy and role-play, showcasing how dramatic play is helping him develop social skills and a sense of responsibility.
5. Using Prompts for Specific Observations
To ensure that your observations are detailed and objective, using prompts can help guide your descriptions. Here are some examples of observation prompts for various behaviours and interactions:
- For Play-Based Observations:
“As Lily engaged in sensory play, she demonstrated curiosity by experimenting with the water, pouring it between containers.” - For Social Interactions:
“During group time, Oliver initiated a game with his peers, taking turns and offering suggestions for how to play.”
These prompts ensure that your observations are specific, focusing on the child’s actions and how they relate to developmental milestones.
Here is my FREE resource to help you to get started with written observations.
Download It Now!!!Writing effective childcare observations using active, positive, and descriptive language is essential for capturing a child’s development in a clear, meaningful way. By focusing on what the child is doing—using precise verbs and language—you can provide valuable insights into their growth and learning journey. Drawing on real-world examples from the EYLF and other frameworks allows you to create observations that not only track progress but also support future planning and assessment.
