Observation Forms for Early Childhood Development

This document provides observation forms for early childhood development, including examples of children's behavior and attitudes. It also includes links to the EYFS and suggestions for next steps in learning. The subject is early childhood development, and the document type is observation forms.

Oobservation forms
First observation
Day, Date and Time: 16/02/2016 11:00
Context for Learning: ‘Pictures of their favorite animals’
Age: 0-03 years Practitioner/Key Person:
How did they learn? Photo(s) to illustrate process
Children’s between the ages of 0 to 3 years are
in the stage of learning and development. They
learn by watching things and remembering
activities that happening around them. In case
if they have learnt about animal once it would
be easy for them to remember. This always
uses to exist when they like any animal they
can easily draw and describe in what animal
they are interest in.
By drawing anything they can easily present
their feelings and emotions of liking.
Here, the photo has been given for Sen’s (Age
3) favourite animal (a Tardigrade) that he saw
in a book. He remembers that color is brown
and that there were big eyes in its face.
Whenever children’s use to draw any image of
their favourite animal it is highly essential to
ask them various questions. It is the only way
through which children’s are able to know
more about that animal and be confident. It
helps them in improving their skills and be
confident to draw their desired animals
pictures that they know.
It is the most effective through which they are
able to learn and know more about different
animals (EYFS, 2012).
However, encouragement is the most important
factor in children’s life. At their learning and
growing stage it is essential to make them
more creative and let them show their
imagination.
Shen can present all his imaginations and
creativity in his sketch.

At this age children should naturally be
allowed to draw pictures from their
imagination.
Observations
At the time whenever any children is becoming creative and watching other child’s to draw any
other animal’s picture at that time it help them to understand and remember that animal. However, I
was encouraging the entire child’s to draw it in better manner and learn them as well. I usually
praise them about their work and help them by giving various ideas.
At the time of observation it is essential to do not make them realize that you are observing their
activities and try to feel them like you are observing that how these activities helps them in
improving their skills. At the starting of any task children’s found it difficult and it is necessary to
provide them appropriate guidelines.
Level of Involvement How did the adult support
learning/development?
High:
Medium: Due to the starting phase of
difficulty!
Low:
Adult one here is a teacher who usually guides all
their child’s and make sure that they enjoyed the
activity.
They always ask them for any type of help they
need at the time of drawing animal.
In this regard, building communication such as
explaining and giving them opinion.
Links to EYFS
EYFS suggest that when children’s can
describe their words through physical activities
they will become more creative. This provides
them appropriate suggestion about where they
improve their communication skill by
answering the required questions (EYFS,
2012).

Home Involvement
Learning can be done by making regular practice at home. It can be assessed by providing
homework to children’s at their homes. However, this is quite effective through which teacher can
involve the children’s at their homes as well.
Here, parents can teach them about different animals and communicate with the teacher that how
the child is developing at home. Parents can easily identify the problems of their children’s at
home.
Next Step (Possibly lines of Development)
Once child have completed the drawing there could be a discussion in group related to the carpet
such as why did they pick that animal?
Evaluation
The activity was quite impressive and most of the children have completed it in an effective way.
Sen were very creative. The EYFS (2012) says that children age 0-3 years “develop preferences for
forms of expression.
Name of child: child A Date:
Observer: Observation no:
Context: Time:
Making relationships Seen Observations
(What the child is doing or saying)

Does the child:
The child is not comfortable while working in a
group. He has further shown an inability to share
ideas. Neither does he wants to understand the rules.
However, the child is very good in forming
relationships but at the time of working as groups he
might become selfish sometimes just to highlight his
work. He is a very good listener and treats others
with full dignity and respect.
Form relationships yes
Take turns yes
Share fairly no
Work as part of a group no
Understand about rules no
Treat others with respect yes
Take into account idea
of others
no
Self-confidence and self-
awareness
The child is not comfortable to speak in a group
setting. He avoids sharing ideas. It takes time for him
to sort out the problems. There is also a lack of
concentration in him followed by a feeling of being
less involved Most of the time he feels motivated and
work hard to get involved with others. He is very
confident in his area of field and gives his best to
perform effectively.
Is the child:
Interested yes
Speaking in a group No
Solving problems No
Motivated yes
Concentrating no
Persevering no
Independent yes
Involved No
Confident yes
Initiating ideas no
Independent yes
Does the child:

The children’s usually share their feelings and knows
that they need to listen to other people. They
generally look after other children’s as well and try
to understand what is right and what is wrong with
the same. They always know the consequences of not
following the rules and being too loud so many times
in the classroom.
Express needs and feelings in
appropriate ways?
yes
Show an awareness of
expectations and behaviour?
yes
Understand what is right and
wrong?
yes
Show an awareness of the
needs, views and feelings of
others?
yes
Links to areas of learning
The child usually makes a strong language skill in order to communicate effectively. With the help
of this, they are able to develop positive relationships and easily make friends.
Comments / Next steps?
The child here needs help for effective communication and getting involved with other. However, he
does not share his ideas and not comfortable while working in a group. EYFS suggests that the child
should contribute in child-led activities. It is the most effective way to get him involved with others
and raise their confidence level. They also make it sure that child can ask for any type of help at the
time of problem.
Observer: Date:
Observation no:
Name of child: Child B
Context:
Playing and Exploring - engagement
Is the child:
Seen Observations
What the child is doing or saying
Finding out? yes The child clearly shows his interest and explores more
information order to enhance his knowledge. He is also
very good at finding out facts from things they have read.
Exploring? yes
Playing with what they know? yes

They are willing to go far away by trying various new
concepts and ideas.
Willing to ‘have a go’? yes
Active Learning – motivation
Does the child: The child has got a huge difficulty in getting involved with
others. There is also a lack of concentration.Become involved? no
Concentrate? no
Keep trying? yes
Enjoy achieving what they set out to
do?
Not
clear
Creating and Thinking Critically
Does the child: They usually present their new ideas and want to have
control over their decisions. They also make very careful
decisions.
Have their own ideas? yes
Choose ways to do things? yes
Make links? yes
Links to areas of learning:
At the time of any classroom and play there are different children’s which usually go through the
expression and share various ideas with the same. They try to express their ideas and emotions in an
effective way.
Next steps:
The child needs to work on involvement and concentration.
Comments:
It is highly essential to help children’s and support if
they need help. It encourages them to enjoy their
work and have their own ideas.
Level of Involvement :
1 2 3 4 5
OBSERVATION Name of child/ren:
Date: Time: Name of Practitioner:
Child Initiated Activity: Adult Led Activity:

Small Group Play Solitary Play Large Group Play
Sand Area Water Area Role Play Area Small World Area Construction Area
Writing Area Book Area Listening Area Creative Workshop ICT Malleable Area
Maths Area Investigative Area Outdoor Area Snack Area Carpet Area Story time
What is happening? (What is the child saying or doing?)
The child has been interacting in small groups. He also seems to be comfortable with others. However he
started facing issues while playing in large group. On a positive note the child showed a best possible level
of concentration in solitary play. He also seemed a lot more involved than others.
Large group play
Role playing takes place from their book which they read in their small reading groups. The child was highly
enthusiastic in the activity which he covers.
Links to Learning Next Steps in Learning
The child is having very good listening skill. They
also practiced their language skills in order to make
appropriate communication.
They should try and do more activities that require a
lot of concentration. It helps in improving their
attention regarding the tasks and activities which
they takes place.
Early Characteristics of Learning Parental Contribution:
In order to reach their right cognitive development
stage it is highly essential for child to be more
supported in their early years.
The parents required to ensure that the child does
independent work with having appropriate
concentration.
What did the child do?
(observation, photos, notes)
Self-
confidence
and self-
awareness
Areas of Learning and
Development

In order to improve the basic
communication with other children
and practitioners they took a main
character role and performed with
confidence.
Confidence
Showing
preferences
Interest
Inquisitiveness
Motivation
Individuality
Involvement
Persistence
Excitement
Initiating ideas
Creating
Concentration
satisfaction
Sense of self
Sense of
achievement
Respect for
others
Joining in
Sharing
Interacting
Taking risks
Personal, Social and Emotional
Development
Developing better relationship
Raising self confidence
Communication and Language
Listening and Understanding
By Speaking
Literacy
Reading
Writing
Mathematics
Numbers
Shape, space and measure
Understanding the World
People and communities
The world
Technology
Expressive Arts and Design
Exploring and using media and
materials
Being imaginative
What next? What opportunities
can we provide to support the
learning?
What do you think about this? (what might the
child be thinking? What learning and
development might this show?)
Activities work on improving
concentration skills.
Child is learning to become confident in front of
others. Emotional and socially the development is
very good.
EYFS link: Development Matters
The EYFS advises that every child has to direct their
opinion and communicate their ideas.

Personal, Social
& Emotional

Development
22 - 36 months
Key to types of evidence
P=Post it note
LJ = Learning journey entry
O =Observation
Dates & types of evidence
Dispositions and Attitudes
Show their particular characteristics, preferences and
interests
By considering the painting
it can be noticed that
children in showing their
curiosity towards animals by
asking different questions.
Begin to develop self-confidence and a belief in themselves Several children feel
confident by providing
attempt for trying new thing.
Self-confidence and Self-esteem
Begin to be assertive and self-assured when others have
realistic expectations of their competence
Some children feel happy by
knowing that their elders
have expectations from them
and they make best of their
efforts to act accordingly.
Begin to recognise danger and know who to turn to for help In this activity, Children had
asked various questions
regarding rhino. For this

purpose they had
communicated with the
practitioner.
Feel pride in their own achievements Most of the children feel
proud in sharing their
achievements with their
acquaintance especially with
the person who had guided
them. They feel so good
when they are appreciated
for their attempt.
Making Relationships
Learn social skills, and enjoy being with and talking to
adults and other children
Conversation of children
with adults show their way
of presentation of ideas to
the entire class.
Seek out others to share experiences Almost all children feel
happy in listening
experience of their friends
regarding their surroundings.
Respond to the feelings and wishes of others Children and kind and
polite. They apt as per
behavior of others.
Behaviour and Self-control
Are aware that some actions can hurt or harm others Children requires reminder
of words for the prevention
of situation that can hurt
them. They do not mean
their words as they act
innocently.
Self-care

Seek to do things for themselves, knowing that an adult is
close by, ready to support and help if needed
Children cannot complete all
tasks by themselves thus
they require guidance of
their teachers. However,
they are required to try is
first by themselves.
Become more aware that choices have consequences Children are generally
cognizant of their decision
especially when it means
that other people are hurt.
Thus, they are needed to be
reminded that their
privileges were taken away
if they will not act fairly.
Take pleasure in personal hygiene including toileting Children must be aware
about the hygiene and
cleanliness. With this
awareness they will be
habitual for good habits.
Sense of Community
Show a strong sense of self as a member of different
communities, such as their family or setting
All children were having
strong feelings regarding
they do not like and they feel
sad imminently. It can be
noticed by their changing
behavior.

Show affection and concern for special people Some children make good
response to some special
people by telling them about
their likes and dislikes.
Time sample observation
Date_______________________
Name of child_ _____child B______________________________ Initials of
Observer____________
Time Activity Language Social group
9:00
Drawing with crayons Help can be attained
through facial
expression
5 children

10:00 Cutting up paper and
magazines
Sharing ideas with
other about what they
are doing and why
they are cutting these
pictures.
8 children
2:00 Dressing up They are pretending
to be a character to
the rest of the class. It
raises their
confidence speaking
in front of others.
10 children
12:00 Singing rhymes Improvement in
language skill
5 children
9:00
Kicking and throwing
a ball
Child can have an
opportunity to
experience practice
with balance and
develop the ability to
move with control.
8 children

10:00 Size and shape. Communication skills
are used by child’s to
develop their ideas of
the activity and
discussed different
sizes by using
comparing language.
6 children
Level of Involvement How did the adult support
learning/development?
High:
Medium: After having appropriate
understanding help needed to complete the
tasks.
Low:
All children’s are in different learning stage.
Practitioner need to give support and extra practice
when they are doing a task so that they can make it
with full confidence with their learning.
Development should be shared with parents.
Links to EYFS
Appropriate encouragement for children’s to
exploring new ideas and helps them at the time
of requirements.
Home Involvement
Parents should have appropriate information about the development of child. For the same, home
work is provided to them. Extra practice at home improves the skill by repeating and practicing the
work.

Next Step (Possibly lines of Development)
Give them chance to select one activity among various activities. It makes them more independent
as well as encourages them.
Evaluation
There are different ways of children’s for handling the activities. Some of them found it bit hard to
complete while some children’s took the activities in a fun way.
Tracking observation sheet
Child’s Name: Child B
Observer:
Date:04/01/2016
Area of learning;
PSED/PD/CL/Language/M/UW/EA&D
Wellbeing: 1 2 3 4 5
Involvement: 1 2 3 4 5
Links to learning observed:
Child is having good conversation with peers
but not with adults.

Reason / focus for observation:
The language development for children aged 0-3
years always use to take opinion from
experienced person. It helps them in improving
their language as well as communication skill.
They must have good conversations with adults
and their peers (EYFS). For the same, they need
to use vocabulary and information about
appropriate use of tenses.
Next steps:
They require using thoughtful questions and
expanding their vocabulary.
Tense can be improved through one on one
interaction with adults.
Room Layout:
As per the above figure, it can be determine that he room should have a carpet area for quiet time
with stories. In addition to this, there must be a book corner with appropriate sitting and table
chairs. There are lots of different places in the classroom which helps in engaging their interest
and give them things to do.
Child observation
Carpet area
Book corner
Display
Tables and
chairs
Sink, water tray and
activity area
Door
Art and displays on the wall
Art

Name of child: A (cannot specify)
Age in years and months: 2 years 10 months
Gender: Male
Date: 08/02/16
Permission sought from: Parent/carer
Method / type of observation:
What type of observation is it?
Aims and objectives of observations:
The aim is to help their child develop
their skills and understanding of learning
and the important of learning. And
however to give them target and
feedback about their work and to support
them with their meeting their target
levels.
Participant / non-participant:
Participant in activity
Setting Classroom
Number of staff present: 3

Number of children present: 10
Start time / end time: 08.30-11.00
Brief description of child:
Describe the child and what they’re like
Consideration / comments: What did you observe? Is she meeting
the targets for her age group? Is she
doing the things she’s supposed to?