example of a child observation essay

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Child Observation, Essay Example

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Ann is three years and two months old Caucasian girl. She goes to preschool at a local church. Ann is the only child in the family, thus getting all the parents’ attention. She is cute little girl with dark hair and wonderful green eyes. One would say she is too skinny, but I would say that it is just for now, because she is growing and is pretty tall for her age. Ann is actually 41 inches tall. I was observing the child in a preschool room of a church, and during my observation Ann was listening to a story, playing and interacting with her peers and her teacher Mrs. Harnett.

When Mrs. Harnett starts reading the story “A Trip to the Zoo” and all the children sit around and listen. However, Ann is not interested in the story, thus she is looking around the classroom, fidgeting, and playing with her pigtails. Ann is exploring the environment around her to better understand it and her peers. She definitely is I need for movement. When the kids are playing the “centers” game, in which everybody gets a chance to become a “leader”, Ann does not want to work in a team. She picks her own puzzle and starts working on it by herself. She is a “can do” child, though she cannot accomplish the task completely, she does it with the help of Mrs. Harnett. Ann is a quick learner, for after Mrs. Harnett advices her to try turning the pieces, she does it correctly right away and completes the puzzle. Ann is developing her motor skills through interaction with small pieces of the puzzle. Ann is more interested in learning about other areas of physical development rather than simple interaction with her peers, thus she keeps working on her puzzle ignoring them. Ann grabs another puzzle and tries to solve it. When one of the girls starts playing cashier and yells: “Anyone coming to pay?” Ann overhears it and sharply says “No”. She demonstrates she does not want to interact with her peers and keeps working on her own. She also shows a great understanding of spoken language, and responds with an intonation expressing emotions. However, Ann does not refuse another child Kelsey trying to help her with a puzzle. After they successfully complete it, Ann suggests cleaning up, thus demonstrating she had learned a habit of not leaving a mess behind. Ann is very happy about completing a puzzle.

Another activity she gets enrolled in is working with dough. She is developing her fine motor skills when squeezing the dough and squishing it into a sheet of paper trying to make a star. She makes a remarkable comment on the good smell of dough, thus proving to intensely develop her sense of smell at the age of three. Mrs. Harnett tells all the children to clean up, and Ann looks at other kids first, and then starts cleaning up. Thus, she demonstrates she is aware of peers surrounding her. Also Ann cleans her hands after that, showing she has developed a sense of cleanliness. Again, Ann was very cheerful after she succeeded to make a star out of dough. Mrs. Harnett gathers all the children for another story and Ann sits down and listens attentively. After the story, the teacher asks questions about the story and Ann is the only one who does not say anything. She feels inferior towards her peers in the classroom because she is the youngest one in this class. However, Ann demonstrates clear understanding of questions and spoken language in whole, for she does not look confused on this one.

For her age of three years and two months Ann is very capable child comparing to other peers. She has demonstrated good learning ability, when following Mrs. Harnett’s advices and successfully completing the assignments. Ann did not frequently express her emotions, being inferior and intimidated by her peers because of the fact that she was the youngest in the group. However, she was very happy and cheerful after succeeding in any of the assignments, like solving puzzles and working with dough. Her physical development is on relatively high level, for she is relatively tall comparing to other children of her age, and possesses great motor skills, when interacting with the environment. I think the child is highly influenced by the environment for she is always aware, thus studying things and people that surround her.

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A Guide to Writing Observations in Early Childhood Education

Butler Diaries @ Sep 18, 2023

The practice of documenting observations is a cornerstone in Early Childhood Education and Care (ECEC). These observations serve multiple purposes, from mapping a child's developmental milestones to identifying their interests and skills. Moreover, observations lay the groundwork for effective programming and are instrumental in maintaining quality as delineated by frameworks like the Early Years Learning Framework (EYLF) and the National Quality Standards (NQS).

Importance of Observations

Observations are vital for creating a personalised learning experience for each child. They help educators discern the child's social, emotional, and cognitive development, as well as their learning styles. By comparing these observations against frameworks like EYLF and NQS, educators can design effective programs that adhere to recognised standards of quality and excellence.

Link to EYLF and NQS

The EYLF emphasises a vision where "all children experience learning that is engaging and builds success for life". Observations directly contribute to this by identifying what engages a child. Further, NQS, under Quality Area 1—Educational Program and Practice, highlights the necessity for educators to "base their programs on the interests and needs of each child."

The Process of Writing Observations

1. setting and timing.

The first step is choosing the right setting and time. Ideally, this should be a natural setting where the child feels comfortable and acts spontaneously. This could be a spontaneous experience or learning captured during a programmed experience.

Observations from a Variety of Sources

Observational data should be gathered from a diverse range of sources to build a more complete picture of each child's development and learning journey. While individual observations by an educator provide valuable insights, corroborating these findings with observations from peers, family members, and even the children themselves, can lend a more comprehensive view. Methods can range from direct observations and individual portfolios to input from family interviews and peer reviews. We help you capture a variety of observations using our Individual Observations Book and Children's Journals .

This multi-faceted approach aligns well with the EYLF's principle of 'Ongoing Learning and Reflective Practice', encouraging a holistic understanding of each child. It also resonates with NQS Quality Area 1, which encourages a 'cycle of planning' that incorporates a diverse array of observational sources. Use the Individual Observations Book and Children's Journals in conjunction with the Weekly Programming and Reflection Diaries to show your cycle of planning.

By employing a diverse range of observation sources, you ensure a richer, more nuanced understanding of each child's developmental needs and learning styles. This, in turn, enables you to create more targeted and effective programming. In this way, the observational process becomes not just a measure of where a child is at, but a roadmap for where they have the potential to go.

2. Objective Description

Focus on capturing an objective account of the event. Describe what the child is doing, saying, and any interactions they are having. Steer clear of personal opinions or interpretations at this stage. Here you are simply recounting what occurred. You can use quotes to capture children's verbal communication.

3. Reflect and Analyse

After capturing the raw observations, the next step is to reflect and analyse the data. This is where the frameworks like EYLF come into play. Align your observations with the Learning Outcomes outlined in this framework.

Suppose you observe a child engaged in a block-building activity. You note the following:

Objective Description: "Jamie carefully stacks blocks, counting aloud, 'One, two, three'."

Reflect and Analyse: This can be linked to EYLF Learning Outcome 4 — "Children are confident and involved learners" and Learning Outcome 5 — "Children are effective communicators."

In your reflection, you should also consider how you could build on Jamie's learning and how this observation contributes to what you know about Jamie as a whole.

What about Theorists?

An enriching layer of depth can be added to your observations by linking them to the work of educational theorists. This not only provides a conceptual foundation for your observations but also reinforces the pedagogical approaches in line with both EYLF and NQS. For example, if a child shows a proclivity towards imaginative play, you might link this behaviour to Vygotsky’s theory on the Zone of Proximal Development, suggesting that imaginative play is a key part of cognitive development. Or perhaps, a child showing significant autonomy in choosing activities can be linked to Erikson’s stages of psychosocial development, particularly the 'Autonomy vs. Shame and Doubt' stage. Here is a cheat sheet that may help you, "Linking Theorists to the EYLF Outcomes."

Integrating theoretical perspectives into your observations is an effective way to demonstrate the deep understanding and meticulous approach you apply to Early Childhood Education and Care. It adds an extra layer of validation to your observations and shows alignment with Quality Area 1 of the NQS, which highlights the role of educational programs in stimulating and engaging the children's minds.

Incorporating theorists is not merely an academic exercise; it's a compass that guides educators in providing targeted and effective learning experiences. It's another step towards fulfilling our collective mission: to provide a nurturing environment where each child’s learning journey is not just documented, but celebrated.

The Key to Observations: Meaning

Observations in Early Childhood Education and Care are more than mere snapshots of a child's actions or utterances; they should offer meaningful insights into a child's developmental journey. Meaningful observations delve deeper into understanding a child's interests, strengths, and areas for growth. They should be relevant to both the child's immediate learning and their long-term development, and be capable of informing targeted, individualised programming.

Being meaningful also involves focusing on significant moments, not just interesting or entertaining ones. It means looking for patterns over time rather than isolated incidents, and aligning these patterns with the Learning Outcomes in the EYLF and Quality Areas in the NQS. This way, you’re not just observing to fulfil a requirement, but actively engaging in a process that has a meaningful impact on a child’s educational trajectory.

As you gather these meaningful observations, you are not only complying with standards but also demonstrating a dedication to the rich complexities of each child’s development. In capturing the essence of each child's journey, you're making a vital contribution to the field of Early Childhood Education and Care—ensuring that every experience is not just documented but deeply understood and celebrated.

Documenting Observations

Utilising the 'Butler Method', our specialised diary solutions can streamline this process for you. By integrating the EYLF and NQS frameworks into our documentation system, we make it easier for ECEC professionals to map out observations to specific Learning Outcomes and Quality Areas.

Use the Individual Observations Book and Children's Journals to capture your observations. These are designed to be used in conjunction with the Weekly Programming and Reflection Diaries that capture your program and show your cycle of planning. Educational Leaders can use the Educational Leader Diary to support educators in their documentation.

Final Thoughts

Writing observations in Early Childhood Education and Care is a nuanced task that requires meticulousness and dedication. When conducted correctly and backed by the guidelines laid down by EYLF and NQS, they become powerful tools for quality education and care.

By grounding your observation practices in these frameworks, you ensure that you are not just documenting a profession but celebrating it. With the right tools and knowledge, every child's unique journey can be recognised, nurtured, and celebrated.

For a more comprehensive guide and specialised diary solutions, please explore Butler Diaries. We are committed to making your professional experience in ECEC organised and streamlined, ensuring that your focus remains on the child's developmental journey.

Acknowledgement of Country

Butler Diaries acknowledges and pays respect to the past, present and future Traditional Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.

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Child Growth and Development Observation Essay

This observational research aims to explain the behavior in detail and analyze it in terms of child developmental psychology. Three one-hour observations of the subject going through their typical everyday school routine. These observations were conducted in a school setting. The topic of this observation is a five-year-old tall girl. As the observer, there was no contact with the subject. After three observations, the child’s physical development, gross motor, and fine motor skills-related activities were analyzed.

Initially, the participant was observed at recess and P.E. for one hour of playtime and physical activity, during which gross motor abilities were assessed. During the first half-hour of recess, the youngster could hop, leap, skip, run, and jump, demonstrating excellent balance and coordination. According to Paris et al. (2018), by age five, children get stronger control and more accurate movement and become less clumsy. According to the observation, it was clear that the individual enjoyed these intense exercises. During the second part of the provided day’s P.E. observation, several objects were available at various stations, including volleyball, jumping ropes, and cones.

The objective of these exercises was to arrange students at each station so they may practice each skill for seven minutes before moving to the next station. During these exercises, the subject had difficulty with the jump rope, which led to dissatisfaction. However, after receiving positive feedback from the adult, the subject seemed to strive harder to satisfy the adult and demonstrate new abilities. During the transition from jumping rope to volleyball, it was observed that the subject resisted participation, stating, “I am angry because I want to keep jumping” This demonstrates that the subject can articulate feelings clearly but has difficulty controlling anger, which is a normal developmental trait for a child of this age.

During the second and third observations, which occurred during writing and reading class, the emphasis was on fine motor abilities. The subject participated in three different centers: writing three letters correctly, making letters with playdough, cutting and pasting words, and matching them to images on paper. While observing the playdough center, the subject did not follow the instructions for the activity. Instead, the five-year-old female used playdough inappropriately, such as throwing it at her classmates. This was an unanticipated behavior, so the child was removed from the center for a few minutes before being allowed to return to the activity.

After some time away from the activity, the subject followed instructions and was able to make letters using playdough and fingers; nevertheless, compared to other children of the same age, the subject’s grip on the playdough did not seem to be fully developed. According to Paris et al. (2018), five-year-olds should be able to manipulate things and have more hand mobility as their muscles grow more refined. In addition, the kid had difficulty with the cutting exercise because it was difficult for him or her to grip the scissors, indicating that the child’s finger muscles are not fully developed. This developmental milestone may take some time to achieve at various ages.

In conclusion, it was felt that a five-year-old girl is developing properly in gross and fine motor abilities at a typical rate. She has gained and developed abilities commensurate with her age as a five-year-old girl and is eager to learn other skills. Because it may seem a simple chore, the observer was struck by how difficult it was for the youngster to grip scissors and how hard she struggled. However, at that age, it was not as simple as it may have seemed to adults; thus, it is essential to pay great attention to these particulars to offer children more possibilities to aid their growth.

Paris, J., Ricardo, A., Rymond, D., & Johnson, A. (2018). Child growth and development . College of the Canyons.

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IvyPanda. (2023, August 7). Child Growth and Development Observation. https://ivypanda.com/essays/child-growth-and-development-observation/

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Home / Essay Samples / Psychology / Child Development / Child Observation

Child Observation Essay Examples

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