Tag: how to write observations in childcare

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.

Grammarly, is it worth it?

~ Storykate ~ Leave a comment

“Hey educators!

Let’s talk about a secret weapon I’ve been trying for a few years as an early childhood educator, as a trainer , ECT and a writer, of course – – Grammarly!

You know how much we educators and early childhood teachers have to write – observations, reports, newsletters, and emails to families and community members. It’s a writing extravaganza, and let me tell you, Grammarly has been my partner in crime throughout this literary adventure.

Even in its free version, Grammarly has been the magic wand that ensures all my written gems, from lesson plans to heartwarming notes for parents, sparkle with professionalism. It’s like having a trusty friend by your side, always ready to make sure your ‘theres’ and ‘theirs’ are in the right place. Or a free corrector (I used to have a person who would proofread my articles at the magazine I used to work for 20 years ago).

So, fellow educators, let me take you on a journey through my writing world, where Grammarly, even in its free version, has been the unsung hero, saving time, boosting confidence, and adding a sprinkle of writing prowess to everything I create. Ready to dive in? Let’s go!”

Here are some key advantages of using Grammarly

  • Correct Grammar and Spelling:
    • Grammarly helps catch and correct grammar and spelling mistakes, ensuring that documents are error-free. This is crucial for maintaining professionalism in written communication, especially when creating reports, newsletters, or correspondence with parents and colleagues. It is invaluable for me who speaks English as a second language.
  • Enhanced Clarity and Readability:
    • Grammarly provides me with suggestions for improving sentence structure and word choice, helping to convey my ideas more clearly. This is beneficial when writing play and learning plans, programs, educational materials, or any documents intended for parents, other educators or administrators.
  • Consistent Writing Style:
    • Grammarly helps maintain a consistent writing style by offering suggestions for consistency in punctuation, capitalisation, and formatting. Consistency in communication is essential for creating a polished and professional impression.
  • Time Efficiency:
    • Early childhood teachers and educators often have busy schedules. Grammarly can save time by quickly identifying and correcting errors, allowing teachers to focus more on interacting with children, creative planning, curriculum development, and other essential tasks.
  • Professional Development:
    • Using Grammarly can contribute to ongoing professional development. As teachers receive feedback on their writing, they can learn from suggested improvements and enhance their language skills over time. I feel that over time, it teaches me word by word.
  • Improved Confidence:
    • Teachers & educators may feel more confident in their written communication when using Grammarly. Knowing that your documents are free of errors and well-crafted can boost confidence when sharing information with parents, administrators, or colleagues.
  • Adaptable to Different Writing Styles:
    • Grammarly is flexible and can adapt to various writing styles, including formal documents, casual communication, or instructional materials. This adaptability is valuable for teachers who engage in diverse forms of written communication. I use my Grammarly plugin for all my written tasks.
  • Plagiarism Checker:
    • Grammarly includes a plagiarism checker that can be beneficial for teachers when creating original content. This ensures that educational materials, lesson plans, or other documents are free from unintentional plagiarism.
  • Feedback for Improvement:
    • Grammarly not only corrects errors but also provides explanations for suggested changes. This feedback can be valuable for teachers who want to understand grammar rules and improve their writing skills.

Try it and see your writing getting better, day by day!

Learn to apply ZPD concept to analysis of learning observations

~ Storykate ~ Leave a comment

How to Apply the Zone of Proximal Development to Writing and Analysing Learning Observations in Early Childhood Education

As you know, I am a huge fan of Lev Vygotsky and talked about his theories on multiple occasions.

Let’s learn to apply Vygotsky’s theory to your everyday work with children. I believe that the concept of the zone of proximal development (ZPD) is a valuable tool for early childhood educators to use when writing and analysing learning observations.

The ZPD is the gap between what a child can do independently and what they can do with the support of a more knowledgeable other (MKO). This means that the ZPD is a dynamic and ever-changing space, as children are constantly learning and developing new skills.

To apply the ZPD to writing and analysing learning observations, educators can focus on the following:

  • Identify the child’s current level of understanding. What does the child already know and understand about the topic at hand? What skills have they already mastered?
  • Identify the child’s next steps. What are some things that the child is almost able to do independently, but could still benefit from some support?
  • Provide scaffolding. How can you provide the child with the support they need to reach their next steps? This could involve providing explicit instruction, modelling, or breaking down a task into smaller steps.
  • Observe the child’s progress. As the child practices new skills, observe their progress and adjust your scaffolding accordingly.

When writing learning observations, you can use the ZPD to frame your teaching reflections. For example, educators could write about:

  • What the child already knows and understands about the topic.
  • What the child is almost able to do independently, but could still benefit from some support.
  • How they provided scaffolding to support the child’s learning.
  • The child’s progress in achieving their next steps.

Here is an example of a learning observation that is written using the ZPD framework:

Child: Sarah (4 years old)

Topic: Block building

Observation: Sarah was playing with blocks in the construction area. She was able to build a simple tower by stacking blocks on top of each other. However, when she tried to build a more complex structure, her tower kept falling over.

Scaffolding: I sat down next to Sarah and showed her how to build a more stable tower by using a wider base and interlocking the blocks. I also helped her to troubleshoot some of the problems she was having, such as how to build a bridge between two towers.

Progress: After some support from me, Sarah was able to build a more complex tower that did not fall over. She was also able to build a bridge between two towers.

This learning observation shows that Sarah is in the ZPD for block building. She is able to build simple structures, but she still needs some support from an MKO to build more complex structures. The educator in this example provided scaffolding by modeling how to build a stable tower and helping Sarah to troubleshoot problems. As a result, Sarah was able to achieve her next steps in block building.

The ZPD can be a powerful tool for early childhood educators to use when writing and analyzing learning observations. By focusing on the child’s current level of understanding, next steps, and progress, educators can gain a deeper understanding of the child’s learning and development.

How to use Barbara Rogoff’s planes of analysis for observations

~ storykate ~ Leave a comment

Who is Barbara Rogoff?

Barbara Rogoff is a prominent American developmental psychologist known for her research in the field of cultural psychology and child development. She was born on 22nd November 1940. Rogoff has made significant contributions to our understanding of how culture and context shape cognitive and social development in children. Her work emphasises the importance of considering cultural factors when studying human development and learning.

One of her most well-known concepts is “guided participation,” which suggests that children learn from their participation in culturally relevant activities and interactions with more experienced individuals, such as parents or caregivers. Rogoff’s research has also explored topics like how children learn through observation and participation in everyday activities, the role of apprenticeship in learning, and cultural variations in child-rearing practices.

Barbara Rogoff has received numerous awards and honours throughout her career, and her work has had a significant impact on the field of developmental psychology and education. She has written extensively on these topics, and her books and research papers have been influential in shaping our understanding of how culture influences human development.

What are three planes?

According to Barbara Rogoff, there are three planes of analysis (you can call them lenses) that we can use in our observations of children.

  1. Individual Plane: This plane focuses on the individual’s cognitive and psychological processes. It involves examining how an individual’s thoughts, emotions, and cognitive abilities contribute to their learning and development. This is the internal perspective of the learner.
  2. Interpersonal Plane: The interpersonal plane looks at the social interactions and relationships that play a crucial role in a person’s development. It emphasises the importance of interactions with parents, caregivers, peers, and other members of the community in shaping one’s understanding of the world and cultural practices.
  3. Community or Cultural Plane: This plane considers the broader cultural context in which an individual is situated. It examines how cultural norms, values, practices, and traditions influence the way individuals learn and develop. It acknowledges that culture plays a significant role in shaping cognitive and social development.

Let’s explore the concept of the three planes of analysis in the context of early childhood education and care with examples:

  1. Individual Plane:
    • Example: In a preschool classroom, a child named Emma is working on Australian animal puzzle. Emma’s cognitive abilities and problem-solving skills come into play as she tries to fit the puzzle pieces together. Her individual plane of analysis involves her thinking processes, her ability to focus, and her emotional response to the task. The educator may observe how Emma approaches the puzzle and tailor her guidance to support Emma’s individual learning style and cognitive development. We may recognise Emma’s personal development milestones and interests.
  2. Interpersonal Plane:
    • Example: In the same preschool, another child, Liam, is engaged in a cooperative play activity with his peers. They are building a tower with blocks together. They call it “Zoo for animals”. The interpersonal plane of analysis comes into play as Liam interacts with his peers. He learns not only from the materials but also from his interactions with others. He may negotiate, share, and problem-solve with his peers, which contributes to his social development and ability to work collaboratively.
  3. Community or Cultural Plane:
    • Example: The preschool aims to create a culturally inclusive environment. The cultural plane of analysis recognises the cultural diversity of the children and their families. For example, Manisha is from India and her family celebrates Divali. The curriculum includes stories, songs, and activities that reflect various cultural backgrounds, including Manisha’s family traditions and preferences. This approach acknowledges that children come from diverse cultural backgrounds, and their early childhood experiences are influenced by their cultural context. It helps foster an inclusive and culturally sensitive learning environment.

How to use the three lenses/planes of analysis.

Snaky snake!

Who: Sarisha, Jessica, Emily

When: date, time

Sarisha, Jessica and Emily went outside together. They started running around the preschool yard. They looked under the tables, benches, A-frames, trampoline, veggie patches.

They were looking at the holes in the ground and in the puddle. They have been observing the yard for a few minutes.

While running they communicated with each other verbally and non-verbally.

Emily shouted “Snake, snake”. Sarisha and Jessica joined in “Snake, snake”.

Emily said, “Snaky snake!” I was curious and asked the girls what they were doing. “Looking for the snaky snake” – replied Jessica. She took my hand and pulled me towards the bushes.

“Let’s go together! We must find the snaky snake!” exclaimed Sarisha, her voice filled with excitement. Emily and Jessica eagerly agreed, and the trio entered the cubby house, peering into a saucepan in hopes of finding their mysterious snake.

Disappointment struck when Emily cried out, “There is no snaky snake in here!” Sarisha replied optimistically, “Not here, but we’ll find it.” Jessica chimed in, suggesting they check near the water puddle. Their adventure continued as they made their way to the puddle, with Jessica changing, “Snaky, snake” in anticipation of a thrilling encounter.

Concerned about the potential danger of the snake, you asked if it was hazardous. “No,” reassured Emily, “it’s a funny snake; it’s actually a lizard.” They spotted Bailey and a group of boys approaching. Fearing that the boys might disrupt their quest, Jessica and Emily playfully yelled, “shoo-shoo” and “sssssss,” pretending to ward off any interference from the boys. The girls then giggled and ran away, determined to continue their search for the fascinating “snaky snake.”

PersonalInterpersonalInstitutional
Snakes, lizards, hunt; treasure hunt —these topics seem to be of interest of this focus group of children. They Initiated this. play and seemed to enjoy. running, chasing and exploring space.
Imaginative play Children know about snakes’ holes – some habitat knowledge. Children already played Easter Eggs Hunt the week earlier. They were able to transfer knowledge of the process of looking for hidden treasures to the snaky snake play.		Emily, Sarisha and Jessica have been playing together most of the time. They interacted a lot and seemed to enjoy their playful interactions. Jessica seems to lead the rest of the group.Liberty Av preschool has a large backyard so children can run around and explore the space safely. The environment includes natural logs and trees, bushes, secluded spaces and places (cubby house), holes and a huge puddle. Water play is part of everyday curriculum. There is always a water table outside with play provocations. Considered a part of curriculum, there is always water table outside.

What do you think about this way to analyse observations?

Learn more about Barbara Rogoff

Barbara Rogoff TED TALK about sophisticated collaboration

Essential guide to writing learning observations for early childhood educators

~ storykate ~ Leave a comment

Almost 50 + pages of goodies!

I have created an essential guide to learning observations with a lot of information, illustrations and examples. I hope it will make your life easier as an educator, especially if you are only starting your journey. The guide is only 5.99 AUD today!

https://payhip.com/b/W0SY9

Cheers,

Kate