Observation in childcare involves being attuned to the child through listening and watching as they play, learn and explore.
This idea suggests that for observation to be meaningful teachers and educators must be curious and open to the meanings that arise – to therefore gain a deeper picture of the child and their learning. Dewey re-imagined the learning process of shifting from the traditional ‘transactional’ method of the time to a model that encouraged a passion for knowledge and ‘intellectual curiosity.
#What is a running record observation full#
In Dewey’s opinion, education was not just a place to acquire a pre-determined set of skills but a place to realise one’s full potential. This quote provides a good beginning point as it tells us that there is no ‘right’ way but many ways to approach observation and as John Dewey (1938) says: “ we have to understand the significance of what we see, hear and touch…”. The words of John Dewey, a philosopher, academic and educator from the late 18 th early 20 th century can provide a foundation of what observation looks like and means in the early education and care setting. We have to understand the significance of what we see, hear and touch”. What are observations in Early Childhood Education? Observation in childcare is crucial for both early childhood teachers and educators, parents and children.Īs part of an ongoing cycle of assessment and planning, observations can be made for individual children or small groups of children allowing educators to interpret children’s play, behaviour and learning styles and adjust teaching practices where necessary.
Observation is a fundamental tool for teaching in early childhood education because it supports awareness of a child’s development, skills, interests, strengths and play.
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