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.
To learn more about observations, check out my Full Guide for Educators
https://payhip.com/b/W0SY9