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.
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.
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