A Practical Guide to EYFS Observations

Observing young children’s development is both an art and a science. It’s about noticing the small, everyday moments that reveal a child’s growing skills, interests, and personality. As teachers, our goal is to capture these moments accurately and meaningfully, providing a clear picture of each child’s unique learning and developmental journey. This guide is here to help you focus on what to look for during observations, ensuring that we celebrate and support every step our children take towards their full potential.

Types of Observations in EYFS

1. Anecdotal Records

Description:
Anecdotal records are brief, narrative accounts of specific incidents that provide insight into a child’s development, learning, and behaviour.

Usage:

• Record significant events or behaviours as they occur.
• Focus on objective descriptions without interpretation.
• Use to capture spontaneous moments or milestones.

Example:
“Today, during free play, Emma built a tower with blocks and counted each one aloud up to ten. This shows her developing counting skills and understanding of numbers.”

2. Running Record Observation

Description:
Running records involve documenting everything a child does and says over a set period, providing a detailed account of their activities and interactions.

Usage:

• Conduct over a short, defined time (e.g., 5-10 minutes).
• Capture continuous, uninterrupted observations.
• Useful for understanding a child’s learning process and social interactions.

Example:
“10:00 – James enters the block area, picks up a red block, and places it on the table. 10:02 – James looks at the block, then adds a blue block on top. This indicates his engagement in constructive play and colour recognition.”

3. Time Sampling

Description:
Time sampling involves observing and recording specific behaviours at regular intervals to gain insights into the frequency and duration of those behaviours.

Usage:

• Choose a behaviour to observe (e.g., cooperation with peers).
• Set a regular interval for observations (e.g., every 5 minutes).
• Tally occurrences of the behaviour during each interval.

Example:
Every 5 minutes, note if Sophie is engaging in cooperative play with peers. Tally the instances over a 30-minute period, showing her growing social skills and ability to work with others.

4. Event Sampling

Description:
Event sampling focuses on recording instances of a particular behaviour or event whenever it occurs, providing insights into patterns and triggers.

Usage:

• Identify specific behaviours or events to observe (e.g., instances of conflict during play).
• Record details each time the behaviour occurs.
• Analyse to identify patterns or causes.

Example:
Document each time Tom grabs toys from other children, noting time, context, and reactions. This helps identify triggers and potential interventions for managing sharing and turn-taking.

5. Checklists

Description:
Checklists are predetermined lists of skills, behaviours, or milestones that teachers can quickly mark as observed or not observed.

Usage:

• Use to track developmental milestones or specific skills.
• Efficient for recording multiple children’s progress.
• Can be used during planned activities or free play.

Example:
Checklist for language development may include items like “Uses complete sentences” and “Understands and follows simple instructions,” helping to track verbal communication skills.

6. Observation Through Learning Stories

Description:
Learning stories are narrative accounts that describe a child’s learning experiences, often including the teacher’s reflections and interpretations.

Usage:

• Write a detailed story about a significant learning experience.
• Include child’s actions, dialogue, and context.
• Reflect on the learning and potential next steps.

Example:
“During outdoor play, Lily discovered a ladybird. She observed it closely, asked questions about its spots, and carefully moved it to a safe spot. This shows her curiosity, care for living things, and scientific thinking.”

7. Photographic and Video Observations

Description:
Photographic and video observations involve capturing children’s activities and interactions through photos or videos.

Usage:

• Use to document specific skills or moments.
• Share with parents and colleagues to provide visual evidence of progress.
• Analyse to support written observations.

Example:
Take a photo of a child’s completed art project and note their use of colours and shapes, demonstrating their creativity and fine motor skills.

8. Sociograms

Description:
Sociograms visualise the social interactions and relationships within a group, showing how children interact with each other.

Usage:

• Observe and record who each child interacts with during an activity.
• Create a diagram to illustrate social connections and isolates.
• Use to understand social dynamics and plan interventions if needed.

Example:
Draw a chart showing that Jack interacts frequently with Mia and Sam, but rarely with other children, indicating potential areas for encouraging broader social engagement.

What to Look for During Observations

Observations should encompass a holistic view of each child’s development as outlined in the EYFS framework. Below are the key areas of learning and development, along with specific aspects to observe:

1. Communication and Language

• Listening and Attention:
• Does the child listen attentively in different situations?
• Can the child maintain attention and concentrate during activities?
• How does the child respond to what they hear?
• Understanding:
• Does the child follow simple and complex instructions?
• Can the child understand and respond to questions appropriately?
• How does the child demonstrate comprehension of stories or conversations?
• Speaking:
• Is the child able to express their thoughts and ideas clearly?
• How does the child use language to interact with peers and adults?
• Observe vocabulary range, sentence structure, and the ability to engage in conversations.

2. Physical Development

• Moving and Handling:
• Observe gross motor skills such as running, jumping, and climbing.
• Note fine motor skills such as picking up small objects, using scissors, and drawing.
• How does the child use tools and equipment?
• Health and Self-Care:
• Does the child understand the importance of physical activity and healthy eating?
• Can the child manage their own basic hygiene and personal needs independently?
• Observe self-care routines, like washing hands and dressing.

3. Personal, Social, and Emotional Development

• Self-Confidence and Self-Awareness:
• Is the child confident to try new activities and speak in a familiar group?
• How does the child express their feelings and thoughts?
• Observe the child’s sense of self and their ability to take risks and make decisions.
• Managing Feelings and Behaviour:
• Can the child manage their emotions and behaviour in different situations?
• How does the child handle transitions and changes in routine?
• Observe responses to rules, boundaries, and guidance.
• Making Relationships:
• How does the child form positive relationships with adults and peers?
• Observe the child’s ability to play cooperatively, take turns, and share.
• Note the child’s ability to resolve conflicts and empathise with others.

4. Literacy

• Reading:
• Does the child show interest in books and stories?
• Can the child recognise letters and sounds?
• Observe the child’s ability to understand and retell stories.
• Writing:
• How does the child use writing tools and materials?
• Observe attempts at writing, including mark-making, letter formation, and writing their name.
• Note the child’s ability to convey meaning through drawings and written words.

5. Mathematics

• Numbers:
• Can the child count accurately, recognise numbers, and understand basic mathematical concepts?
• Observe the use of numbers in play and daily routines.
• Note understanding of concepts like more/less, addition/subtraction.
• Shape, Space, and Measures:
• Observe the child’s ability to recognise and name shapes.
• Note that you must understand size, weight, capacity, position, distance, and time.
• How does the child use mathematical language?

6. Understanding the World

• People and Communities:
• Observe the child’s understanding of their own and other cultures and communities.
• Note awareness of family, friends, and local environment.
• How does the child show respect for others and diversity?
• The World:
• Does the child show curiosity and interest in exploring the environment?
• Observe understanding of nature, living things, and physical phenomena.
• Note engagement in activities like planting seeds, exploring materials, and asking questions about the world.
• Technology:
• How does the child use technology, such as tablets, computers, and other digital tools?
• Observe ability to operate simple equipment and understanding of how technology is used in everyday life.

7. Expressive Arts and Design Observations

• Exploring and Using Media and Materials:
• Observe the child’s creativity and experimentation with different media and materials.
• Note the ability to use tools and techniques in art, music, dance, and role-play.
• How does the child express ideas and feelings through creative activities?
• Being Imaginative:
• How does the child engage in imaginative play and make-believe scenarios?
• Observe the ability to invent stories, act out roles, and use objects symbolically.
• Note the child’s originality and innovation in play and creative work.

Best Practice in Observation and Evidencing Progress

1. Be Objective and Specific

• Focus on factual descriptions: Record exactly what the child does and says without adding interpretations or assumptions. For example, instead of writing “Sam was happy,” write “Sam smiled and clapped his hands after completing the puzzle.”
• Use direct quotes: Whenever possible, include the child’s exact words to provide a clear picture of their language and thought processes.

2. Be Consistent

• Regular observations: Make observations a routine part of the day to capture a comprehensive picture of each child’s progress over time.
• Varied contexts: Observe children in different settings and during various activities to get a well-rounded view of their development.

3. Use Multiple Methods

• Combine observation types: Use a mix of anecdotal records, running records, time sampling, event sampling, checklists, learning stories, and photographic/video evidence to create a rich, detailed picture of each child’s development.
• Triangulate evidence: Cross-reference observations with other data sources, such as parental input, child self-assessments, and work samples.

4. Capture Holistic Development

• Include all areas of learning: Ensure observations cover all EYFS areas of learning and development, not just academic skills.
• Note individual progress: Recognise that each child’s development is unique. Document progress relative to their starting points, focusing on individual achievements and growth.

5. Reflect and Plan

• Reflect on observations: Regularly review observations to identify patterns, strengths, and areas for development.
• Inform planning: Use insights from observations to tailor the curriculum and activities to meet the needs and interests of each child.

6. Engage with Parents and Carers

• Share observations: Communicate regularly with parents and carers about their child’s progress, using specific examples from observations.
• Involve families: Encourage parents to share observations from home and involve them in setting goals and planning next steps.

Conclusion

By focusing on these detailed indicators within each area of learning and development, staff can perform thorough and meaningful observations that capture the full scope of each child’s progress.