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Rogoff’s planes of analysis to make more sense of children’s interactions
Tag: how to write observations in childcare
MAKING PIZZA (Sample Group Observation)
As a part of our restaurant investigation we made our own pizza at kinder room with Kathy, our chef. We put two tables together and children sat around. Kathy made toppings and sauce. The choice of toppings was based on children preferences during group time discussion. Children were offered to choose what to top up their pizzas with.
Before that we talked about what is pizza and how can we make pizzas. Kathy showed children all the toppings and asked if they know which one do they know. Children were very confident with naming salami, cheese, ham, pineapple. They needed some help remembering capsicum.
What do we put on our pizza? – we asked children first.
- Cheese! – said Child A
- Sauce, – said Child B.
What is that, Kathy? – asked Child A pointing at tomato sauce.
That’s tomato sauce.
“My dad likes this sauce” – said Child B.
So children spread sauce on their pizzas and started to choose toppings. They used thongs to pick up ham, salami, mushrooms, pineapple and cheese.
My pizza is going to be a burger! – Child A folded his pitta bread as a burger and pretended to eat it.
When pizzas were all done we put it in the oven, cleaned the table and put our new placement on the table.
After 5 minutes our little pizzas were ready to eat. It was so good to make our own lunch. Child A, Child B, Child C were so happy with experience they asked to make chocolate cake with Kathy next week.
EYLF Learning Outcomes
Children have become more confident in cooking in a group, they displayed curiosity, enthusiasm and persistence during making their pizzas.
Children resourced their own learning through connecting with Kathy and other educators, by asking questions and sharing their ideas and knowledge about pizza making, food ingredients and cooking process.
One of the goals of the experience was learning more about nutrition, healthy cooking and making our own lunch. Children deepened their understanding of pizza making, ingredients we use to make pizza. Another goal was to provide children with opportunity to make a choice and be active participants in making their lunch from the ingredients they’ve earlier decided upon.
Why Educators Should Start Using AERO Learning Trajectories
Hey educators! Storykate has already talked about how to use the EYLF for writing better observations — today, it’s AERO’s Learning Trajectories’ turn.
If you’ve ever felt stuck trying to figure out the next step in a child’s learning, learning trajectories are the answer. They help you connect your observations to intentional teaching more effectively.
Unlike traditional developmental milestones, which tell you what a child should be able to do at a certain age, learning trajectories show you how children learn. They provide clear strategies to support that learning.
In this article, I’ll explain why learning trajectories are so valuable. I’ll also discuss how they align with the Early Years Learning Framework (EYLF). Finally, I’ll show you how you can use them to strengthen your teaching strategies and planning cycle.
What Are Learning Trajectories?
Learning trajectories describe the typical paths that children follow as they develop skills and understanding in key developmental areas. Instead of simply listing developmental milestones, they focus on the process of learning — how children progress and how educators can scaffold the next steps.
The Five Key Domains
AERO’s Learning Trajectories focus on five critical domains of early childhood development:
- Mathematical Thinking – Developing number sense, patterns, and spatial awareness.
- Executive Functions – Building attention, memory, and self-regulation.
- Social and Emotional Learning – Developing relationships, empathy, and emotional regulation.
- Physical Development – Enhancing fine and gross motor skills.
- Language and Communication – Supporting listening, speaking, and understanding.
How Are Learning Trajectories Different from Traditional Milestones?
Traditional developmental milestones focus on whether a child has reached specific skills at a certain age. This can lead to a deficit-based approach where the focus is on what the child can’t do.
Learning trajectories, on the other hand, are strengths-based. They focus on:
✅ What the child can do.
✅ How the child is progressing.
✅ What the next step in learning might look like.
Instead of measuring children against a fixed timeline, learning trajectories recognise that development is not linear and that each child’s learning journey is unique.
How Learning Trajectories Support the EYLF Planning Cycle
The EYLF planning cycle includes five key stages:
- Observe – Identify where a child is within the trajectory.
- Assess – Understand how the child’s development aligns with the trajectory.
- Plan – Develop intentional strategies to support the next steps.
- Act/Implement – Engage children in meaningful learning experiences.
- Reflect – Evaluate the effectiveness of your strategies.
Learning trajectories provide a clear framework for each stage of the planning cycle, helping educators move from observation to intentional action.
Example:
A group inquiry into bugs can touch on multiple developmental domains:
- Mathematical thinking – Counting bugs and comparing sizes.
- Executive functions – Planning how to search for bugs.
- Social and emotional learning – Collaborating with peers and asking questions.
- Physical development – Using fine motor skills to draw bugs.
- Language and communication – Describing findings and asking follow-up questions.
This kind of integrated learning experience becomes easier to plan when you’re working with learning trajectories.
Strengthening Partnerships with Families and Colleagues
Learning trajectories also enhance communication and collaboration with families and fellow educators.
👩🏫 With Families: Educators can use the trajectories. These tools help explain where a child is at in their learning. They identify what their next learning steps might be. This process encourages families to extend the learning at home.
🤝 With Colleagues: Learning trajectories create a shared language for planning and reflection. This shared language makes it easier to align teaching strategies. It also supports consistent practices across a service.
The Role of Reflection and Professional Learning
Learning trajectories encourage educators to reflect on their teaching practices and identify gaps in how they support children’s development.
For example, an educator might realise that they focus heavily on language and communication. They need to incorporate more opportunities for developing executive functions. These include problem-solving and self-regulation.
Ongoing professional learning helps educators deepen their understanding of the trajectories and adjust their practice accordingly.
Planning Intentional Teaching Strategies with Learning Trajectories
One of the biggest advantages of learning trajectories is that they offer clear, actionable guidance for intentional teaching.
If a child is learning early counting skills, the trajectory might suggest:
- Encouraging counting during play.
- Introducing games that involve patterns and quantities.
- Using songs and rhymes to reinforce number sequences.
Instead of guessing what to do next, educators can confidently choose strategies that are backed by developmental research.
Contributing to the Quality Improvement Plan (QIP)
Using learning trajectories can strengthen your service’s QIP by demonstrating:
✔️ A clear, research-based approach to planning and assessment.
✔️ Consistent, intentional teaching strategies across all domains.
✔️ A commitment to reflective practice and continuous improvement.
The trajectories help meet the National Quality Standard (NQS) by providing a structured approach to planning, documentation, and assessment.
Why Every Educator Should Start Using Learning Trajectories
If you’re not already using AERO’s Learning Trajectories, now is the time to start. They provide a strengths-based, research-informed framework for supporting children’s learning across key developmental domains.
Learning trajectories help educators move beyond observation to intentional teaching, ensuring that every child receives the support they need to thrive.
👉 Access AERO’s Learning Trajectories here: AERO Learning Trajectories
Stay tuned. I am going to create a series of videos about AERO. These will focus on their use in planning in early childhood education and care.
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.
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
Learn to write running record observations
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.
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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