Hi, welcome to the site.
Whilst examining the observations you've conducted you need to pin down the information that tells you ...
• Are
staff expected to be anywhere specific in the room (deployment)? Identify how many
staff members were involved with the child during the times you were making the observations - this will enable you to look at the interaction such as if the activity was adult led (and what that was) if an adult was nearby ready for assistance or if a child was initiating and leading an activity and had invited a staff member to take part.
•
Environment - if it was a happy place to be, busy, quiet, stressful.
• Planning - were the activities that the child was involved with during the observations planned, spontaneous
• Room layout - what did the room look like? eg. maybe your playroom has tables arranged at one end of the room so that floor space was available for large blocks, sand & water tray areas?
• Session/day - how long the session when you were making the observation? How long had the child been present and were they staying for the full session?
• Sharing information - who do you share the information from the observations with? supervisor, manager, child's parents, mentor?
• Current early years curriculum framework, Understand child’s current development level - if you work in England your setting will be using the EYFS framework to underpin everything they do. All the activities should enable children to have opportunities to explore, learn and develop so that at the end of the EYFS it's hoped they will meet the Early Years Outcome. How do the observations link to the EYFS (did you observe physical play? children being social, managing their feelings and behaviour? taking part in maths?
EYFS ELGs on silkysteps and the
2014 (updated 2017) EFYS framework to download on gov.uk
• Assess interactions (adult/child; adult/child/child)
•
Assess specific events - was there a time a child became upset or were there any conflicts between children during the time you made the observation, did a child go, ask or was asked if they want to visit the toilet, was there a clearing away time, snack or mealtime, arrival or departure/home time?
• Identify and support additional needs
• Identify and support skills - left or right handed? climbing steps, pedalling a bike, steering a pushchair/wheelbarrow, catching a ball? What was the activity you observed and which skills were involved?
• Identify and support likes /dislikes,
• Summative and Formative assessment requirements such as
---
Two year progress check - ask your setting how they use children's development information for the progress check.
--- EYFS profile
--- Common Assessment Framework
--- Child’s style of learning
•
Schemas - which schematic play did you observe? eg.
enveloping (covering and concealing themselves or objects?
containing to hold something in place eg. building fences around small world animals/walls around small cars/holding a lid on a saucepan?
transporting (moving things from one place to another?
trajectory where they pushed a toy on wheels in a direction, threw or kicked a ball at a target?
Books on schema on amazon.co.uk
Child development birth to 19
Observation and planning in practice
For the links to theory, use what you've learnt about childhood theorists and their ideas about children's stages of development, attachment, transitions and key-person approach.
Hope this helps a little
Best wishes
__________________
402 city and guilds, observations!
& 
Linear Mode
