Tag: how to write learning observations

How to write group observations of learning

Featured ~ Storykate ~ Leave a comment

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

Buy the essential guide to writing observations
How do I teach early childhood students to do observations?

Observations of Child’s Learning as if done by famous theorists

~ Storykate ~ Leave a comment

Date: August 21, 2024
Observer: Lev VygotskyAs an expert in early childhood development, I often emphasise the importance of writing observations in childcare to track developmental milestones.

Context:
The observation takes place in a mixed-age early childhood classroom. The child, Anna, is 4 years old. She is seated at a table with a group of peers, and engaged in a puzzle activity. The educator, a more knowledgeable adult, is present to offer guidance when needed.

Observation:
Anna carefully examines the puzzle pieces, turning them around in her hands. She initially struggles to match the pieces with the corresponding sections of the puzzle. Her frustration is evident as she attempts to force a piece into a spot where it does not fit. Observing her difficulty, the educator intervenes, not by providing the solution but by offering a scaffold—a hint about the shape and colours of the pieces.

The educator says, “Anna, look at the edges of the piece you are holding. What do you notice about its shape? Do you see any other pieces with a similar colour or shape?”

Anna pauses, focusing on the educator’s words. She picks up another piece and begins to compare it with the one in her hand. After a moment of concentrated effort, she successfully matches the pieces. Her face lights up with a smile, and she exclaims, “I did it!”

The educator continues to support Anna by asking open-ended questions that prompt further thinking: “What do you think comes next? How can you tell?”

As the activity progresses, Anna’s initial dependence on the educator’s guidance diminishes. She begins to make connections on her own, applying the strategies introduced by the educator. By the end of the session, Anna completes the puzzle with minimal assistance, demonstrating an increased level of confidence and independence.

Analysis:
This observation illustrates the fundamental principle of the Zone of Proximal Development (ZPD). Anna’s initial difficulty in completing the puzzle represents a task beyond her current independent capabilities. However, with the strategic intervention of the educator—acting as the more knowledgeable other—Anna is able to accomplish the task with support.

The educator’s role in providing scaffolding is critical. By guiding Anna through the problem-solving process rather than providing direct answers, the educator enhances Anna’s cognitive development. This process transforms what was initially a challenging task into a manageable one within Anna’s ZPD. As a result, Anna internalises the strategies provided, leading to independent problem-solving abilities.

The progression from assisted to independent performance signifies the dynamic nature of learning, where social interaction serves as the driving force for cognitive development. The scaffold provided by the educator is gradually withdrawn as Anna gains mastery, demonstrating the efficacy of social interaction in the construction of knowledge.

Observation of Child’s Behaviour

Date: August 21, 2024
Observer: Sigmund Freud

Context:
The observation takes place in a preschool setting. The child, Anna, is 4 years old and is engaged in a puzzle activity alongside her peers. The classroom is structured to encourage independent exploration, with minimal intervention from the educators.

Observation:
As Anna begins to work on the puzzle, her actions reveal a mixture of determination and anxiety. She fumbles with the pieces, becoming increasingly frustrated when they do not fit together as she desires. Her brow furrows, and she emits a soft whimper as the task proves more challenging than anticipated.

Anna’s frustration seems disproportionate to the difficulty of the task, suggesting deeper, unconscious conflicts at play. Her insistence on completing the puzzle independently, despite her visible distress, could be interpreted as a manifestation of the developing ego, attempting to assert control over her environment. This struggle reflects the tension between her id, driven by the pleasure principle and seeking immediate gratification, and her emerging ego, which is learning to navigate the reality principle by acknowledging the constraints of the puzzle task.

The presence of the educator, who offers assistance, seems to trigger a defensive reaction in Anna. She recoils slightly and refuses the help, insisting, “I can do it myself!” This resistance to assistance may be indicative of an unconscious struggle with authority figures, possibly rooted in her early interactions with caregivers. The refusal of help may be a defence mechanism, specifically reaction formation, where the child exhibits behaviour opposite to her unconscious desires—namely, the desire for help and reassurance.

As Anna persists, her frustration gives way to a repetitive, almost obsessive focus on one particular piece. She turns it over and over in her hands, attempting to force it into a space where it does not fit. This behaviour could be viewed as a form of displacement, where the anxiety generated by the task is channelled into an intense focus on one object, serving as a temporary release for her unconscious tension.

Eventually, Anna gives up, pushing the puzzle pieces away in a sudden outburst of anger. She crosses her arms and turns her back to the table, retreating into silence. This withdrawal could be seen as an expression of the death drive, or Thanatos, where the child’s frustration leads to a desire to disengage from the task entirely, retreating from the challenge as a means of avoiding further discomfort.

Analysis:
This observation offers insight into the complex interplay between Anna’s id, ego, and superego. The puzzle activity, while seemingly simple, serves as a stage for the expression of deeper, unconscious conflicts. Anna’s resistance to assistance and her eventual withdrawal from the task suggest underlying anxiety and a struggle to reconcile her desires for independence with the limitations imposed by reality.

Her frustration and eventual outburst could be rooted in early childhood experiences, where unmet needs or conflicts with caregivers have contributed to her current behaviour. The puzzle task triggers these unresolved conflicts, leading to a display of defence mechanisms such as reaction formation and displacement.

This observation underscores the importance of understanding the unconscious motivations that drive behaviour. Anna’s struggle with the puzzle is not merely a cognitive challenge but a manifestation of her inner psychic life. The task provides a window into her developing personality, where early experiences, drives, and defences shape her response to challenges in the present.

Observation of Child’s Learning

Date: August 21, 2024
Observer: Erik Erikson

Context:
The observation takes place in a preschool environment. The child, Anna, is 4 years old and is engaged in a puzzle activity alongside her peers. The setting is designed to encourage both independent exploration and collaborative learning, with the educator providing support as needed.

Observation:
Anna approaches the puzzle with enthusiasm, her eyes lighting up as she selects a piece and begins to fit it into place. Her movements are confident, and she expresses a clear sense of purpose. As she works, Anna occasionally glances at her peers, observing their progress with interest, but remains focused on her own task.

Initially, Anna demonstrates a strong sense of initiative. She eagerly experiments with different puzzle pieces, trying various combinations without hesitation. This behaviour reflects her burgeoning sense of autonomy and confidence, hallmarks of the psychosocial stage of “Initiative vs. Guilt.” At this stage, children like Anna are eager to take on new challenges and assert themselves in the world around them.

However, as the puzzle becomes more difficult, Anna begins to struggle. After several unsuccessful attempts to fit a piece, her confidence wavers. She hesitates, her previous enthusiasm giving way to a look of uncertainty. Sensing her frustration, the educator steps in, offering gentle encouragement: “Anna, you’re doing a great job. Would you like some help with that piece?”

Anna pauses, considering the offer. In this moment, she is faced with a psychosocial dilemma: whether to accept help and collaborate or to persist on her own. This internal conflict is emblematic of the balance between initiative and the potential for guilt that arises when her efforts do not lead to immediate success.

Deciding to accept the help, Anna listens carefully as the educator provides a subtle hint about matching the shapes and colours. With renewed confidence, Anna tries again, successfully placing the piece in the correct spot. She smiles, visibly pleased with her accomplishment, and eagerly moves on to the next piece.

As the activity continues, Anna begins to seek out opportunities to help her peers. She offers a piece to a nearby child who is struggling, saying, “This one goes here, I think.” This behaviour reflects her growing sense of initiative and social cooperation, as she navigates the balance between independence and community involvement.

Analysis:
This observation highlights the critical stage of “Initiative vs. Guilt” in Anna’s psychosocial development. Her initial eagerness to engage with the puzzle demonstrates a healthy sense of initiative, as she takes on new challenges with confidence. However, when faced with difficulty, Anna experiences a moment of doubt, which could lead to feelings of guilt if not properly navigated.

The educator’s supportive intervention plays a crucial role in helping Anna maintain her sense of initiative without succumbing to guilt. By guiding without overtaking the task, the educator allows Anna to experience success while still feeling in control of her actions. This balance reinforces Anna’s confidence and encourages her to take on future challenges with a positive outlook.

Moreover, Anna’s decision to assist her peers illustrates the social dimension of the initiative at this stage. Her willingness to help others reflects her understanding of shared goals and cooperation, key aspects of social development during early childhood. This behaviour indicates that Anna is successfully navigating the psychosocial crisis of this stage, developing a sense of purpose and the ability to initiate activities while forming meaningful connections with others.

Observation of Child’s Learning

Date: August 21, 2024
Observer: Maria Montessori

Context:
The observation takes place in a Montessori classroom, designed to encourage independent learning and exploration. The environment is prepared meticulously, with materials carefully selected and arranged to promote the child’s natural development. The child, Leo, is 5 years old and is working with the golden beads, a material designed to introduce the concept of quantity and the decimal system.

Observation:
Leo approaches the shelf where the golden beads are neatly stored. He selects the material with deliberate care, demonstrating a sense of purpose and familiarity with the process. He carries the tray of golden beads to a table, carefully setting it down and arranging the beads in rows, beginning with the single units, then the tens, hundreds, and thousands.

Leo’s movements are calm and focused, a reflection of the internal order he has cultivated through repeated engagement with the materials. He begins by counting the single units, moving each bead with his fingers while softly whispering the numbers to himself. The tactile experience of touching and moving the beads seems to anchor his understanding, connecting abstract numerical concepts with concrete, physical reality.

As Leo progresses to the tens, hundreds, and thousands, he pauses momentarily, furrowing his brow in concentration. He looks at the different categories of beads, comparing their sizes and quantities. Without hesitation, he begins to group the beads together, forming sets of ten and placing them in their respective categories. His understanding of the decimal system is evident in the way he groups the tens to form a hundred and the hundreds to form a thousand.

The educator observes from a distance, her presence unobtrusive, allowing Leo to work independently. She intervenes only when Leo signals for her attention, at which point she kneels beside him and asks, “What have you discovered today, Leo?”

Leo responds with excitement, “I made a thousand with the hundreds! Look!” He points to the group of ten hundred beads that he has arranged into a square formation, representing one thousand. The educator smiles, acknowledging his achievement, and gently encourages him to continue exploring, “What do you think would happen if you added more tens?”

Leo’s eyes widen with curiosity, and he eagerly returns to the material, experimenting with adding more beads to his existing formations. His exploration becomes more complex as he combines different quantities, demonstrating not only an understanding of the numerical relationships but also a deep engagement with the process of discovery.

Analysis:
This observation beautifully illustrates the principles of the Montessori method, where the child is guided by their interests and the environment is carefully prepared to support independent exploration. Leo’s engagement with the golden beads reflects his intrinsic motivation to learn and his ability to construct knowledge through hands-on experience.

The golden beads serve as a concrete representation of abstract mathematical concepts, allowing Leo to internalise the decimal system through manipulation and observation. His repeated handling of the beads, combined with the freedom to explore at his own pace, fosters a deep understanding that is both intellectual and sensory.

The educator’s role in this process is one of careful observation and minimal intervention. By allowing Leo to lead his own learning, the educator supports the development of Leo’s independence, concentration, and sense of achievement. The Montessori environment, with its emphasis on order, beauty, and accessibility, provides the perfect setting for this self-directed learning.

Leo’s discovery of how units combine to form larger quantities is more than just a mathematics lesson; it is a demonstration of his ability to connect ideas, experiment, and learn through action. The joy and excitement he expresses in his work are a testament to the success of the Montessori approach, where education is not imposed from the outside but arises naturally from within the child.

Learn to write running record observations

~ Storykate ~ Leave a comment

What is a running record?

There are many ways to observe and document children’s learning. Running records is one of the multiple methods educators can use in daily practice. Running records are detailed, real-time observations capturing a child’s behaviour and interactions, crucial for understanding and supporting individual learning journeys. They require attentive observation and objective language, they focus on actions and interactions without interpreting the motives behind them. They capture the richness of children’s experiences, crucial for informed teaching and learning strategies.

Detailed, present tense, require time

A running record is a comprehensive, real-time documentation method focusing on everything a child says and does during a set period or activity. It’s detailed and objective, capturing verbal and non-verbal behaviours, and typically lasts no more than 10 minutes. Observers note the time frequently and add reflective comments later, considering developmental and contextual insights. Responses to observed behaviours are planned, ensuring a holistic view that encompasses all developmental domains. This method is crucial for understanding children’s learning and planning appropriate educational responses.

Here is an example of a running record template you may use.  The key is to document the frequency of behaviour, intensity and duration of it. In other words, how often does it happen? How strong the behaviour is? How long does it last? Educators often use running records as a tool to identify the triggers of a child’s behaviour and explain why the child may behave this way.

If we are observing for skills or interactions, play patterns, and running records help to create a detailed overview of the child’s current development.

In primary school, a running record tool is often used for early literacy and reading assessments.

Example 1

9:00 AM – Children are gathering for a hospital investigation activity. They are exploring various medical props.

 9:05 AM – Educators are introducing new vocabulary: triage, cast, syringe.

9:10 AM – Amelia is assuming the role of a doctor. She is donning a gown and starting to use a clipboard to document.

 9:15 AM – Jude is acting as a patient. He is waiting for his turn and explaining his ailment to Amelia.

9:20 AM – Jackson and Chase are disassembling and struggling to reassemble eye models. They are requesting assistance.

9:25 AM – An educator is assisting Jackson and Chase, explaining eye model schematics for reassembly.

Example 2

10:15 AM – Educator Kate observes 4-year-old Mia sitting on a small bench. Tanisha, the educator, kneels beside Mia, gently starting to clean her face with a damp cloth.

10:16 AM – As Tanisha attempts to wipe Mia’s right hand, Mia, showing a spark of independence, grabs the cloth with her left hand and forcefully pulls it away.

10:17 AM – Tanisha, recognising Mia’s desire for autonomy, offers, “You wanna do it?” Mia, with a determined grip on the cloth, begins to independently wipe her mouth and tongue.

10:18 AM – Tanisha, with a warm smile and a soft clap, praises Mia, “OK! Good job!” aiming to reinforce Mia’s autonomy and participation in self-care.

10:19 AM – Attempting to continue the routine, Tanisha reaches for Mia’s bib. Mia, still clutching the wet cloth now in her right hand, skilfully navigates the cloth to her other hand as Tanisha lifts the bib over her head.

10:20 AM – With the bib removed, Mia once again focuses on her self-cleaning task. She wipes her cheek and mouth with purpose and ends with a vigorous swipe at her tongue four times, showing her thoroughness and focus on the task.

Example 3

9 AM – 9.05 AM – Dylan expresses frustration loudly about not wanting to play with Matthew and Bries anymore, showing signs of emotional dysregulation. He says: “No! Mine!”

9.10 AM – Dylan’s actions escalate to physical expressions of his emotions, including hitting and pushing, affecting the emotional climate of the play area. He pushes Matthew, as the educator rushes to intervene. Matthew cries “Dylan is bad!”.

9.11 AM – The educator steps in, aiming to guide Jonas toward developing self-regulation and conflict-resolution skills. The educator is using calming techniques, stating: “Dylan, I saw you hit Matthew. I can see Matthew is upset now. We don’t hurt other children, we use words not hands. Remember it’s ok to feel angry, it’s not ok to hit other children. Would you like to go and sit with Miss Kate in the quiet corner so we can talk more about what happened? Dylan nods and follows the educator.

Objective language vs subjective language

Look at this sample observation. Practice changing the language into the objective language.

Jack (4 years old) was angry when Elisha fell onto his building block tower. He sulked and then looked sad as he started to rebuild it.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Ready to practice?

Watch this video https://www.youtube.com/watch?v=R43Jpk7GElk

Practice writing the running record in the template below

Use this quiz to check your understanding of the Running Record method of observations👇

1. What tense are running records typically written in?

A) Past tense

B) Present tense

C) Future tense

2. What should running records include?

A) Only significant events

B) Every detail observed during the recording period

C) Educator’s interpretations

3. Running records are used to observe:

A) Only group activities

B) A specific child or group of children

C) The educator’s teaching methods

4. How long is a running record typically observed?

A) Less than 5 minutes

B) Exactly 10 minutes

C) It can vary depending on the situation

5. What is a key feature of a running record?

A) It includes the educator’s opinions

B) It is always audio-recorded

C) It is detailed and continuous

The answers:

Answers: 1-B, 2-B, 3-B, 4-C, 5-C

Writing observations: where to start!

~ Storykate ~ Leave a comment

Observing and documenting children’s learning is a vital skill in early childhood education and care, as it informs future learning, captures the child’s progress, helps to develop teaching strategies and assesses where the child is at. Here are some steps and tips to start developing your observational skills and writing.

1. Understand the Purpose

Know why you’re observing. Are you tracking a child’s development, assessing skills, or gathering evidence of learning? Your purpose will guide what you look for and how you record it. We typically observe children’s interests, current skills, culture, abilities, and dispositions. We also are focusing on children’s interactions with others and development across all domains. The EYLF provides a lot of guidance on what to observe and why!

2. Choose the Right Method

There are various observation methods like anecdotal records, running records, checklists, and learning stories. Depending on your purpose, select the method that best captures the information you need.

3. Observe Without Interference

To get an accurate sense of the child’s learning, observe without directing or interfering. Try to be a fly on the wall; your presence should change children’s play, behaviour or learning process.

4. Take Detailed Notes

Note down what you see and hear without interpretation or judgment. Use objective language to describe actions, conversations, and interactions. This includes the child’s exact words, physical movements, and expressions.

5. Reflect and Analyse

After observing, reflect on what you’ve noted. What does it tell you about the child’s learning, interests, skills, or needs? How does it inform your teaching or support strategies? At Storykate, I create a lot of videos, guides and articles on unpacking the theories, pedagogical approaches, and principles from the EYLF to help you with your analysis and reflections.

6. Use Descriptive Language

When writing your observations, be descriptive. Use vivid language to paint a picture of the scenario for someone who wasn’t there. Describe the setting, the activities, the child’s engagement, and any interactions with others. Check this free guide full of descriptive expressions to get you started.

7. Include Examples and Evidence

Support your observations with specific examples and evidence. If you mention that a child has improved in a certain area, detail an instance where this improvement was evident. As you noticed, I always include the child’s exact words or dialogues whenever possible.

8. Be Objective and Respectful

Ensure your observations are objective, focusing on facts and events rather than assumptions or interpretations. Always maintain respect for the child’s privacy and dignity in your notes and written observations.

9. Review and Revise

Re-read your observations to check for clarity and objectivity. Make sure that your observations are complete. I always try to read aloud my observations. Ensure your writing communicates your observations effectively to others, including parents and colleagues.

10. Seek Feedback

Share your observations with the vocational trainer or educational leader for feedback. You can also share your observations with other students or colleagues. They might offer insights into your observational skills or writing style that you hadn’t considered.

Practice Exercise

To start, you might want to practice observing and writing about a simple scenario. Set aside time to observe a child or group of children during a play or learning activity. Take detailed notes, then try writing up your observation. Focus on accurately describing (capturing) what you observed, staying objective and respectful, adding exact words of children and including children’s dialogue. Don’t forget to add a context (where have you done the observation), time and date.

Example of learning observation with clear links to the EYLF 2.0

~ Storykate ~ Leave a comment

Exploring Worm Farming and Fertiliser

Today, after reading a book on how to build a worm farm, we decided to check on the worms that live in the worm farm. We learned about the fertiliser or “worm juice” which is the liquid left as part of worms’ work. We went outside to check if there was some worm juice at the bottom of our stackable farm. Logan volunteered to open it to find out. Drops of liquid were dripping down when he opened the tap. We filled a bottle, diluted the liquid, and poured it over our plants. “They will grow,” said Logan.

Analysis:

Today’s experience demonstrated children’s active engagement in hands-on exploration of the worm farm and discovery learning about worms and sustainability. Children are curious and enthusiastic about checking the work juice and asking open-ended questions. Logan proposed some ideas (we call the hypothesis), showing the growing ability to think, grasping some scientific concepts and environmental awareness. By using natural fertilisers like worm juice, children are learning about the interconnectedness of living things in ecosystems, which aligns with the EYLF sustainability principle.

Reflection:

Some questions we may explore in more depth: Should we consider the life cycle of worms? Reflective questions emerged: Do worms have eyes? How do they move? Do worms have feelings? Also, can we get more fertiliser if we set up another worm farm? What other types of natural fertilisers can improve our plants?