Early Childhood Observation Paper

Through research, it is evident that there is a close link between observation, documentation and assessment in early childhood settings. Each one could be easily misunderstood as being the same thing, however with this in mind observation, documentation and assessment each hold different purposes and processes that individually benefit the child’s learning and development. It is important to note that observations gather information, documentation makes learning visible and assessment demonstrates the learning progression and outcomes. Each method is commonly used by educators throughout the day to record and document the child’s learning.
It is stated in The Early Years Learning Framework that educators use a variety of strategies to gather

Martin (2007) states that “No two people see the same child in an identical way. Two educators can be asked to observe the same child. What they see and interpret will depend on what they look for and their own particular perspectives.” Observations gather a vast array of information to complete a holistic view of the child. Observations are commonly recorded through jottings, learning stories, anecdotal records, work samples and photographs. Gathering information about each individual child is a means of grasping a snap shot of the child’s

(Huffman. n.d.) Assessment is a vital part of a high quality early childhood program. Through gathering, analysing and interpreting information, a child’s learning is made visible and can be extended upon. The Early Years Learning Framework states that “Assessment for children’s learning…is part of the ongoing cycles that includes planning, documenting and evaluating children’s learning.” (DEEWR, 2009). Ongoing assessment includes a variety of methods of which display the outcomes in which the child has achieved. These processes consider not only the endpoint but the ‘distance-travelled’. (DEEWR,