Hey educators? I have been thinking a lot about observations, documentation and planning in the context of early childhood education and care.
Writing observations in childcare is essential, but are we making it harder than it needs to be? Should we focus less on writing and more on learning moments? Let’s break it down 🧵👇
1/ What Are Observations Really For? Are observations just about compliance, or should they be tools to truly understand children’s development? EYLF explained this as documenting learning outcomes, but are we hitting the mark? Do we use the outcomes as our broad beacons for individual learning goals?
2/ Stop Writing Just to Tick Boxes Good observations should highlight:
How a child is developing key skills and dispositions
Their culture and funds of knoweldge
Their interests and strengths
Next steps to extend learning
The distance travelled (if it is a summative observation).
Is this what your observations look like? Or are we just writing to meet requirements? 🖊️
3/ The Jottings Debate Quick jottings in early childhood education capture moments, but some argue they’re not enough to connect learning to EYLF outcomes. What do you think?
Are jottings sufficient?
Or do detailed observations provide better insights? 🖊️✏️
4/ Observations vs Overload Early childhood teachers in Australia face mountains of paperwork. Even if it is digital, it is still there. But is all this documentation improving teaching and learning? Or is it taking valuable time away from children? 😟
5/ Action Words = Better Observations Struggling to write meaningful observations? Use action phrases:
“The child problem-solved by…”
Collaborated with … ” These words link observations to learning outcomes effectively.
Save time with tools for writing observations in childcare: 👉 https://youtu.be/eoUcVM-fMPE?si=T08UccEpOWlVB_cY
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.
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.
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
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.
Sue Martin, a renowned early childhood educator and author, popularised the concept of the “Four Cs” in early childhood education observations. She introduced this framework in her book “Observing Young Children: A Guide for Early Childhood Educators,” published in 1999.
Let’s explore the Four Cs with examples from an early childhood education and care (ECEC) context:
1. Context (Martin, 1999)
Example 1: During circle time, 15 children aged 3-4 are seated on a mat. The educator holds a large picture book with vibrant illustrations.
Example 2: A group of children is playing outside climbing trees.
Understanding the context helps us interpret behaviour. A child who seems fidgety during circle time might be more interested in books presented one-on-one or in a smaller group setting.
2. Content (Martin, 1999)
Example: During block play, Maya (age 4) carefully selects several large red blocks and begins constructing a tall tower. She concentrates intently, occasionally adjusting the blocks to ensure stability. When the tower reaches a certain height, Maya calls over to a friend, “I need help!”
Here, the content focuses on Maya’s actions (selecting blocks, building), problem-solving skills (adjusting blocks), and communication (seeking help).
3. Connections (Martin, 1999)
Example: Recalling past observations, we know Maya enjoys building and construction. This observation connects to her developing fine motor skills, spatial reasoning, and ability to follow through on a task. We can also consider her social-emotional development by noting her willingness to collaborate with a friend.
By making connections, educators can tailor future learning experiences. Perhaps they can provide Maya with larger or more challenging building materials, and loose parts to further develop her spatial reasoning.
4. Conclusions (Martin, 1999)
Example: Based on observing Maya’s focused building and successful collaboration, we can summarise she is demonstrating strong fine motor skills, problem-solving abilities, and an interest in working with others.
This conclusion informs educational decisions. We might create a block-building challenge with progressively more complex structures, encouraging teamwork and problem-solving among the children.
Reference:
Martin, S. (1 сожалению, нет русского издания) (1999). Observing young children: A guide for early childhood educators. Wadsworth Publishing Company.
