Differences Between Observation, Documentation and Assessment in Early Childhood Education Programs

Running Head: DIFFERENCES BETWEEN OBSERVATION, DOCUMENTATION AND
ASSESSMENT WITH REGARD TO CHILDREN'S EDUCATION PROGRAMS.
ARE THERE DIFFERENCES BETWEEN OBSERVATION, DOCUMENTATION AND
ASSESSMENT WITH REGARD TO EARLY CHILDREN’S EDUCATION PROGRAMS?
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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
DOCUMENTATION.
Research question: ARE THERE DIFFERENCES BETWEEN OBSERVATION,
DOCUMENTATION AND ASSESSMENT WITH REGARD TO EARLY CHILDREN’S
EDUCATION PROGRAMS?
The purpose of this reflective essay is examining, what is observation, documentation and
assessment, in the context of early children’s assessments and evaluations, to better understand
them and present the difference between these factors with respect to the early childhood
programs. The reflective study then categorically highlights their differences among these
essential factors for early childhood programs. Observation, assessment and planning support
early childhood programs that support their development. Documentation starts with observation
and understanding their current interest development and learning outcomes. Observation starts
with watching the child under care, their activities, individual interests effectively
communicating with them and taking evidence of what we hear or see. When we assess a child’s
development, analyzing the observation is of utmost importance and understanding what they
require. A child’s care and learning needs are also required to be observed from their parents and
guardians, this is then analyzed to determine interests, current development and learning
abilities. Regulations (Ministerial Council for Education, has developed Early childhood
development programs and Youth Affairs related programs, where the result of each child
assessment process undergoes separate evaluation. All these parameters together are required for
a child’s proper development and learning. This information comes from our evaluations based
on these parameters.
I shall start with the concept of observation first, Observation is a very important aspect
of everyday professional practice, when working with a child belonging to any age group. It is
the way to determine the individual needs of children by listening to and studying their activities.

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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
DOCUMENTATION.
It allows us to view the child as an individual, in any large or small and large group setting. The
child’s activities, emotions and every activity is to be noted. Observation can be of two types,
planned (formal) and spontaneous (informal). Without proper observation planning would be
based on what the caregiver feels important. Carrying out regular observations is important since
it puts the child at the focal point. What is vital, are the observational skills that include proper
observation of the child’s activities. This helps if there is understanding of the present
development and information gathered from parents. Attention must be paid to the interactions
which the child has with adults and other similar aged children. A child’s responses, behaviour,
learning and development is done by being an objective practitioner. If a child does not often
communicate, to have an open mind to listen to him and establish proper communication, gather
better evidence, properly reading the child’s body language, his communication with peers and
adults (Alasuutari, Markström & Vallberg-Roth, 2014).Observations help us to recognise every
child’s personal needs more accurately and to identify any causes that may concern the parties
involved. Their emotional and well-being bears a very strong influence on their development,
also on their ability of learning and communication and their behaviour. Their coping ability,
with different situations can only be learned through proper observation methods. Proper
planning and questioning is also employed to clarify, to confirm and reject ideas about children’s
demands, where a child can respond to questions directed to him. Most types of observations in
early childhood are participant observations that are carried out when we are playing and
working with children. Spontaneous observations are simultaneous behavioural actions of the
child. The planned observations last for very short period of time. Participant observations are
those which are understood when the practitioner is fully involved with the child, noting
significant developments. IT involves observing on a regular basis, to gather different types of