Comparing Observation, Documentation, and Assessment in Education

This essay reflects on the distinctions between observation, documentation, and assessment within early childhood education programs. It defines each concept, highlighting that observation involves watching and listening to children to understand their needs and interests, while assessment is the process of collecting information about a child's progress to inform educational planning. Documentation, on the other hand, serves as a physical record of a child's development and learning journey. The essay emphasizes the importance of all three methodologies for effective evaluation and planning in children's education, noting that observation provides vital initial information, assessment enhances developmental opportunities, and documentation provides a tangible record of progress. Ultimately, the paper argues that while each method differs in its specific function, they are all fundamentally important to the overall process of designing and improving children's educational 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?
Students Name:
Student ID:
University Name:
Author Note:

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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

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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
DOCUMENTATION.
information about how is the child’s performance in any environment. The key idea is to
systematically observe, timely, by practitioners and so that regular discussions may take place. If
a concern is to be discussed with parents and caregivers to identify if an intervention is required.
In every stage of observation children must be involved in the process, The UN article on child
rights state that a child’s opinion is be taken into account every time, for any matter involving the
child (McLachlan, Fleer & Edwards, 2018). Sharing the child’s record with parents is also an
important facet of proper observation, since parents intimately know their children.
The next process of evaluation is the method of Assessment. For many children in the
early childhood phase of education, the notion of any assessment program, is an unfamiliar and
often intimidating concept since its association with notions of passing and failure in an exam
setting, and with testing procedures often makes some education providers very uncomfortable
with including the term in a child based learning framework (Eddy, Converse & Wenderoth,
2015). Childhood assessment is the process in which collecting information about the progress
of a child and then using the very same information to form perspectives and notions about a
child, the process revolves around review of the information, and using it to plan out a child’s
educational activities and plan them accordingly (Krechevsky et al., 2013). Early childhood
assessment is used for providing educators and parents with vital information about a child’s
education development and growth and to plan for their educational activities on a level
complacent with the child’s learning abilities (Suggate, Schaughency & Reese, 2013).
Assessment is important because it provides a complete record of growth in all developmental
areas, including cognitive, physical, of language, societal, emotional, a cognitive, physical and
innovative approaches to learning. To identify the children who need support and to determine

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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
DOCUMENTATION.
any need for adult intervention. It helps educators plan individualised instruction for the child at
the relevant stage of development (Van Hoorn et al., 2014). It also provides a common ground
for educators and parents to formulate a strategy to effectively support for the child. Methods of
assessment also include creating portfolios or data records that are gathered from educator’s
experience with working with children. Educator ratings are also an important aspect of
assessment of the cognitive and language abilities and an assessment of the socio-emotional
development. They help build partnerships between educators and parents. Standardised tests are
created (Bresler, 2013). These tests are meant to assess the performance of the children. Two
types of assessment tools that are used are program developed child assessment tools, aligned to
a specific program’s philosophy and curriculum, on the other hand published child assessment
tools are credible sources, in the assessment of the child’s overall development.
The next process of child assessment is the process of documentation, it plays an
important role in the overall development of any educational program that deals with children.
Successful documentation formats reflect a teacher’s overview and description of an event,
experience or skill development such as photographs and videos of a school field trip (Sumsion
et al., 2014). A child’s work such as arts and crafts, science experiments, videos of events that
take place in the class. Samples of a child’s work are also assessed like essay writing and
drawing assignments (Fawcett & Watson, 2016). Teacher’s transcripts of conversation during
class interaction, and even parent teacher interactions are documented evidences that are required
during documentation. Individual child growth and development of language progression,
expected behaviours of any group, curriculum activities like class assessments, posting samples
of learning standards and classroom routine work form part of the documentation process
(Branscombe, Burcham, Castle & Surbeck, 2013). The importance of an effective documentation

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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
DOCUMENTATION.
process entails that children become more curious, confident due to the process of displaying
examples of the child’s work. Children are stimulated by each other’s work, the display of
documentation of one child motivates others to follow his example, and it encourages the
development of something new. Careful display of children’s work makes them realise that they
are taken seriously (Krechevsky, Mardell, Rivard & Wilson, 2013). Documentation gives
information about children’s education and overall progress, it is focused on what the children
learn and how well they are able to comprehend the information. Continuous planning, based on
the evaluation of all tasks that children undertake, including complex individual tasks, the
teachers discuss and document the tasks, and discuss their ideas with the children. Planning tasks
based on what the children have found to be interesting, stimulating, puzzling and challenging.
Teachers reflect on the progress of the child Documentation provides ongoing plan of action for
the teachers to better planning and evaluation of the child’s overall progress (Blaiklock, 2013).
As teachers analyse the child’s work and evaluate and document it, their own understanding of
child’s development, thus increasing their own knowledge. Documentation also helps teachers
tweak their own awareness and redesign processes (Eddy, Converse & Wenderoth, 2015). Using
the documentation the teachers are able to make informed decisions on appropriate ways to
develop curriculums to advance children’s learning. Documentation allows to compare the
previous experiences and provokes new understanding of previous experiences. It makes it
possible for parents to become more aware of the progress of their child. Parent’s comments and
their own personal experience of their child in their homes provide deeper understanding to the
educator. This may even provide information to the teachers of situations of which they were
previously unaware of.( Schertz et al., 2013). Through learning about their child, the parents
become actively involved in the education of the child and take responsibility for their child’s

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CHILD EDUCATION PROGRAMS: OBSERVATION, ASSESSMENT AND
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overall development (Leonard, 2014). Thus effective documentation can improve a child’s
overall progress and provide a vital resource when it comes to their assessment.
To come to a conclusion about this topic, I believe that each of the three methodologies
of assessing early childhood education is required for effective evaluation of any program
intended to affect children’s educational programs. Observation, I believe is pivotal to the
process as it provides the vital information to any program. Observation has similarities with
assessment, it is an understanding of the child’s behaviour and activities, and assessment on the
other hand is the process of collecting information about the progress of a child and then using
the very same information to form perspectives and notions about a child. I came to the
understanding that observing a child begins with simple and effective methods of evaluating how
each child behaves, adapts to new situations and interacts with his peers. I have found some
difference with documentation and assessment, while the former deals with Assessment involves
means that enhance opportunities for a child’s overall development. The latter deals with the
methodologies to study his activities. Documentation, I believe is the physical record of the
child’s progress. Hence these methods while differing in their individual capacities, they are
fundamentally important to the overall process of designing children’s educational programs.

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References:
Alasuutari, M., Markström, A. M., & Vallberg-Roth, A. C. (2014). Assessment and
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Blaiklock, K. (2013). What are children learning in early childhood education in New
Zealand?. Australasian Journal of Early Childhood, 38(2), 51.
Branscombe, N. A., Burcham, J. G., Castle, K., & Surbeck, E. (2013). Early childhood
curriculum: A constructivist perspective. Routledge.
Bresler, L. (Ed.). (2013). Knowing bodies, moving minds: Towards embodied teaching and
learning (Vol. 3). Springer Science & Business Media.
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ar23.
Fawcett, M., & Watson, D. (2016). Learning through child observation. Jessica Kingsley
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Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting
Reggio-inspired approaches in all schools. John Wiley & Sons.
Leonard, L. B. (2014). Children with specific language impairment. MIT press.

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DOCUMENTATION.
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning,
assessment and implementation. Cambridge University Press.
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Suggate, S. P., Schaughency, E. A., & Reese, E. (2013). Children learning to read later catch up
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Van Hoorn, J. L., Monighan-Nourot, P., Scales, B., & Alward, K. R. (2014). Play at the center
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