Teach-Early-Years-14.1

valued a child’s journal as a future keepsake of their early years. CAPTURED ON CAMERA The growing popularity of using photos and video doesn’t look like it’s diminishing: 21% of educators reported increasing their use of video in observations, and 25% had increased their use of photography. Similarly, they reported that along with creating their own observations, families added photos and videos. Information from families about a child’s activities and experiences outside of the setting really helps educators to know the child’s interests well and to plan for their future learning. AI AND OBSERVATIONS Many commentators have discussed how artificial intelligence can support the early years. As far as writing observations are concerned, we need to reflect on what we want from new technology, particularly as we want to ensure that the early years workforce is one of qualified and highly skilled individuals. Undertaking an observation is a human-specialist activity that early years educators are skilled in, requiring an ability to note tiny changes and an understanding of the nuances of a child’s communication skills. AI can’t replace this professional judgement, but it can be a tool to support us, and I’m sure over the next few years we will see some very innovative uses of such technology in the education sector. EVOLVING BUT REMAINING I’m a huge advocate for observations, as I think most early years educators are. And as Dr Stella Louis, an early years consultant, trainer and author, states: “We can only develop observation practice if we cultivate the central place given to observing children, building it into initial and continuing professional training and qualifications, and if we proactively encourage educators to think about what they see and to act on their observations.” The welcomed changes to the EYFS framework and requirements for assessment have seen many pause for thought, and I think it’s one of the reasons why we’re seeing a greater variety of observations. The involvement of families is exciting, and I wonder whether it would have developed so much if we’d not all experienced a pandemic during which online communication was our main way to stay in touch. The statutory summative assessments (progress check at age two and the EYFSP) can only be effective if we can reflect on the formative assessments we’ve completed throughout a child’s time with us. To do this, we need to have captured the evidence; some can be in our heads but not all of it. Observations also play a key role in staff discussions that help us to moderate decisions about each child’s learning. Without observations, it’s hard to imagine how these kinds of discussions could be conducted. Understanding a child’s next steps in their development and learning is central to our role as educators. Creating the right opportunities and THINGS TO CONSIDER Reflect on group observations in your own practice and as a team. Do you use them to keep families up to date with collective learning experiences? Do they inform your curriculum? What is the balance between group and individual observations? Support your provision and professional learning with video observations . Use them as discussion opportunities around child development and how children make use of the learning environment or to nurture less experienced team members as they notice good practice in colleagues. Consider why you are making an observation. Is it to inform future provision? To remember an important milestone? To celebrate and share with a child’s family? An observation is only necessary if it will have a direct, positive impact on the child. Use video observations as a way of sharing ideas for learning at home. For example, educators at Wentworth Nursery School encourage parental engagement by sending parents video clips of learning happening in the setting that they could also be doing at home. learning environment in which they can thrive requires our experience, expertise and our professional judgement. The ongoing evolution of observations is really positive, but equally, the ongoing use of observation is essential. Read about the Tapestry survey findings in full at bit.ly/3B6IXaC Teachearlyyears.com 25