Day 15: Observation, Documentation, Assessment, and Planning

Welcome to Day 15, where we focus on the essential practices of observation, documentation, assessment, and planning in early childhood education. I conducted focused observations of two children during indoor play. Using anecdotal records, I documented their communication, problem-solving, and social interactions. I discussed these observations with my mentor and used them to contribute to a group learning story. This helped me understand how observation informs curriculum planning and how educators assess learning progression (IKON Institute of Australia, 2024).

Activities and Routines for Tracking Development

One of the most essential aspects of tracking development is consistent observation. I use observation records, such as anecdotal notes or running records, to document children’s behaviors, interactions, and achievements (IKON Institute of Australia, 2024).

How I Implement This:

  • Throughout the day, I observe the children’s play, interactions, and responses to activities. I take notes on significant moments where a child demonstrates progress in motor skills, social interactions, language use, or problem-solving abilities.

  • I use a simple format for observations: date, Child’s Name, Activity, Observation (what I saw), and Reflection (what it indicates about their development).

Reflection:

Through daily documentation, I can track patterns in children’s development. For example, I might notice that a child’s language skills are improving as they start using more complex sentences or that a child’s social skills are developing as they begin to share and cooperate with peers.

 Assessment Through Play-Based Activities

Play is a natural way to assess and track development. Through play-based activities, I can observe how children express themselves, solve problems, interact with others, and develop physically and cognitively (IKON Institute of Australia, 2024).

How I Implement This:

  • I plan activities that encourage creativity, social interaction, problem-solving, and motor skills. For example, I set up a block-building station where children work together to build structures or a role-playing area where they act out different scenarios.

  • During these activities, I observe how children communicate with peers, use fine motor skills, handle frustrations, and express emotions.

Reflection:

During play, I see how children develop new skills. For instance, a child who previously needed help to stack blocks now stacks them independently, showing improvement in fine motor skills and problem-solving. Play-based assessment allows me to track how children grow in various domains simultaneously

Want to Know More?

Contact us today to learn more about our observation, documentation, assessment, and planning processes at Childcare Portfolio in Sydney.