Observation, Documentation, Assessment, and Planning

Observation, Documentation, Assessment, and Planning in Early Childhood Education

Today is Day 15 and we are ready to discuss the key practices of observation, documentation, assessment and planning of early childhood education. I performed immediate observations of two children when it comes to indoor play. Since anecdotal records are used, I recorded their social interactions, communication, and problem solving. I shared these observation with my mentor and included them in a group learning story. This assisted me in the realization of the way observation can be used in the curriculum planning and how the educators monitor the learning progression (IKON Institute of Australia, 2024).

Activities and Routines for Tracking Development

Constant monitoring may be listed among the most crucial components of the development tracking. I also make use of observation records, which will be in form of anecdotal notes or running records showing children behaviours, communication, and their achievements (IKON Institute of Australia, 2024).

The Way I Do It:

All day, I monitor play and interaction of the kids and how they react to things. I make notes of important events in which a child shows improvement in motor development, social development, language, or problem solving skills. I write in a basic observation structure: date, Childs Name, Activity, Observation (what I observed it showed) and Reflection (what it shows about their development).

Reflection:

The pattern of child development can be observed through notes made every day. Examples of the language/social areas may include the fact that a child is improving its language skills because it uses more complicated sentences or that the social skills are being developed because the child shares and cooperates with peers.

Assessments with the use of Play-based activities

Assessment and tracking of development can be done through play. Using play-based learning, I will be in a position to observe the manner in which children communicate, problem solving abilities, how they communicate, their relationship with others as well as how they physically and mentally grow (IKON Institute of Australia, 2024).

The Way I Do It:

My plan activities that help to stimulate creativity, socialisation, problem-solving, and fine motors. An example is that I create a block-building station where they will cooperate and create something or a role-playing section where they will pretend to be different situations. In the activities, I consider the level of communication among children, development of fine motor skills, managing frustration, and feelings.

Reflection:

Through play, I observe the emergence of new skills in children. As examples, a child that has to be assisted in stacking blocks now stacks them alone demonstrating that he/she has developed fine motor skills and problem-solving. The play based assessments will enable me to monitor their development in more than one area.

A Magic Wand for Early Learning

If I had a magic wand, I'd make observation, documentation, assessment, and planning less about ticking boxes and more about genuine, individualised understanding. I'd want educators to have access to intuitive, user-friendly tools that streamline the process, freeing them up to focus on really connecting with each child and responding to their unique needs and interests. The focus would shift from standardised assessments to authentic, meaningful observations that truly capture the essence of each child's learning journey.