Lost for words? Language and Words for Writing Childcare Observations

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.”
Do you see the difference?

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.

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