It goes without saying that constant observations lead to a better understanding of the development and needs of children. They help child care practitioners to gain knowledge to
allow practitioners to promote these developments and meet these
needs. Observations can be carried out by various means but will
allow practitioners to confirm preconceived ideas or to alter ways of
thinking in some areas. Through observations in the past
developmental norms have been observed. This gives childcare
practitioners guidelines. Children may be outside the normal expected
development either under achieving or over achieving. Observing these
developments will allow the practitioner to amend the children’s
learning. If a child is not progressing as expected the practitioner
will be able to help the child further develop in weaker areas. Also
if a child is achieving more than expected the practitioner will
understand the child needs further stimuli to other children of the
same age. Observations therefore help identify any needs which are
not being met. Good practice is often recognized through observations
and they help practitioners recognize where alterations should be made
either in the setting or their own personal actions. Good
observations help us understand individual children; this will help
practitioners notice if a child is acting differently to normal. It
would then allow the practitioner to work out if the child was ill or
had something or someone upsetting them.
In early years settings observations should be shared with staff and
concerns discussed. Parents may also be involved. For example a child
who is not toilet trained by the appropriate age may cause concerns.
The practitioner would help the child by discussing with the parents
methods to help the child develop.
Observations carried out throughout a child’s life helps pass on
information from one setting to the next. It could be a certain
behavior characteristic that has reoccurred in a new setting. A
practitioner would realize this was an ongoing concern and would have
more information to help determine the cause of the behavior.
Observations passed onto a new setting will help staff understand a
child and aid them in offering the correct level teaching.
Observations can help staff recognize disabilities such as hearing
speech or sight impairments. The earlier these are recognized the
more help a child will receive.
Not all observations will require action, it would be wrong to believe
they would. Observations are there to assess children and on many
occasions the observation will show the child is developing normally
and the setting is offering suitable learning. Through observation
practitioners might see areas where children may struggle, for example
playing with certain children could cause conflict. Social skills
that may be lacking could be highlighted. Physical skills that are
lacking may be noticed and the child would then be encouraged to work
on that skill.
All observations are governed by rules of confidentiality stated in
the Data Protection Act. Specific permission must be sought before
doing an observation, taking photographs or using other materials.
All information collected is strictly confidential and should not be
discussed outside of the setting. Parent’s signatures need to be
obtained and recorded before observations are passed onto outside
agencies. For example a taped speech observation may need to be
passed onto a speech therapist to give a clear indication of a speech
problem. One exception to this rule is if concerns were raised over
neglect or abuse when this information could be passed onto a child
welfare team.
Information collected about the children should be kept in a secure
place. Computer files must be made secure by using passwords.
Observations made by students should not contain full names or
photographs unless specific permission has been sought. Some
observations are made using photographic and video evidence, or sound
recordings may be made, prior permission from the parent or career must
be gained before using these types of observations.
When carrying out an observation it is important not to get involved
with the activity or to influence the child’s behavior. If possible
do not let the child know they are being observed as this could alter
their normal behavior pattern.
Observations should show awareness of ethical backgrounds such as
religion. For example some children will not make eye contact with an
adult. This could be interpreted as low self esteem where in actual
fact the child is encouraged at home not to do this, as it is seen as
disrespectful in their religion. Some cultures segregate children
from adults for the majority of time and they would therefore feel
intimidated by being spoken to an adult. Also boys from certain
cultures are not encouraged to play with girls and it would be noticed
in a sociogram. This would be normal behavior for that child and a
cultural difference should be noted. It is therefore important to
gain knowledge about the various cultures to help make more accurate
judgments. Learning about cultural moral codes, diet, eating
patterns, dress and language will help with many observations. One
incidence I have witnessed in my placement is an Asian child who comes
from a very large family. He is the youngest child at home and is
very strictly ruled by all the elders in his family. At school he is
very loud and always takes the lead, often to the extent of bullying
others. Comments were made by the staff regarding his behavior but
when his family life was explained his behavior was more
understandable and positive steps were made. Without giving regard to
culture this child would have been observed as a bully and very
confident. It is very important to never let sexist or racist
attitudes affect observations.
Gender is also an aspect that needs to be looked at. Observations
made about children’s play habits may raise concerns that play areas
are not being accessed by male or females. For example the kitchen
role play area may only be used by girls or the climbing equipment
predominantly be used by the males. This type of observation would
show the practitioner the opposite sexes need to be encouraged to use
each area. A Rota could be drawn up to ensure the equipment is used
by all. Without this observation the setting could be seen to be
discriminating against gender. One observation I have realized to be
true in my setting is stereotyping children. I have made this mistake
myself. A few years ago I worked with a boy with severe behavioral
problems. This year his younger brother is in the class I work in. I
wrongly assumed the brother would have the same behavioral issues
that his older brother had. In this case I was very wrong as the
younger brother had no behavioral problems. This has helped me to
stop making assumptions about children and generalizing about
behavior. This is a form of stereotyping to think about when making
observations. Another form of stereotyping is for example thinking of
a two year old as in the terrible twos, all children are individual
and should not be labeled with stereotypical ideas. Practitioners
have a duty to make observations accurately and clearly, whether or
not such observations agree with our previous assumptions. It is
vital not to jump to conclusions or guess why children respond in a
certain way.
To conclude always use observations for the benefit of the children,
and to develop good practice in the workplace. Keep observations up
to date and regular. Ensure confidentiality is respected and files
are kept secure. Ensure observations are carried out without
assumptions and allow for cultural differences. Never let racial or
sexist attitudes affect the observations made.
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