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Observation is a statutory requirement of the Early Years Foundation Stage (DFE 2014) but it is also an essential tool in understanding the development and the needs of the children in our care. The EYFS (2012) Development Matters guidance refers to a cycle of Observation, Assessment and Planning that supports children’s learning and their current needs. This ongoing process is commonly referred to as ‘The assessment and planning cycle’. Linking assessment with evaluation and planning helps practitioners to be clear in their intentions, their actions and their consideration in planning next steps for the child (Bruce, 2005). Hutchins (1999) explains that the process of assessment to planning and back again helps practitioners recognise how children have been ‘affected’ by the learning opportunities provided. The act of observation is the beginning of a process that leads a practitioner into their assessments (of what a child can do and might be able to do ‘next’) and then, through reflection and effective practice this ultimately into their activity and environment planning (which will, in turn, encourage situations that can be observed, thus starting the cycle again). She explains that the observation then must be analysed and interpreted in order to help practitioners evaluate the appropriateness of what they have provided. Bruce (2005) suggests that it is not just enough to observe and gather information. The Development Matters guidance (2012) refers to observation as ‘Looking, Listening and Taking Note’. Now we have identified what an observation is let's have a look at why we do them.

The Statutory Framework for the Early Years Foundation Stage (EYFS) (DFE 2014, p.13) requires practitioners to observe children in order to “understand their level of achievement, interests and learning styles.” The observations should then be used to inform and shape future learning and development. According to Bruce (2001, p.126), “it should open up our thinking and never be used to control children’s play and learning.” it should be clear where, when and why it is happening) and it should be focused on the here and now, “What you are seeing and hearing” and should not be subject to interpretation by the observer (Sancisi and Edgington 2015, p.7). It is clear then that an observation should be an accurate description of what is being seen and heard (Bruce 2010). The Development Matters guidance (2012) refers to observation as ‘describing’. Bruce (2001) refers to an observation as being a ‘description’ that informs our knowledge and develops best practice.

In the world of early years, an observation can be described as an unbiased and uncritical method of ‘capturing the facts’ demonstrated by a child through their actions and speech (Sancisi and Edgington 2015, p.6).

It makes it sound a bit like being a spy for a top government organisation! In more relatable terms, an observation is the opportunity to produce a factual account of actions, sometimes undertaken within a pre-set time frame. When looking in the Oxford English Dictionary (2016) for the meaning of the word observation we are met with suggested definitions such as ‘monitoring’, ‘examining’, ‘scrutinization’ and ‘surveillance’. But what if you’re a new student and you have been asked to ‘do an observation’ for the first time? So, let’s start with the basics What actually is an observation? Over time, through training, encouragement and support from my peers I grew in confidence and improved my knowledge and skills in this area of learning and now I know and understand what it is I am being asked to do.