{"id":496,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-25T09:21:53","modified_gmt":"2026-03-25T09:21:53","slug":"observations","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/observations\/","title":{"rendered":"Observations"},"content":{"rendered":"
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Observations<\/h1>\n

Resources<\/strong><\/a> \uf0ad<\/span><\/span><\/p>\n

What are these?<\/h3>\n

“A young child’s voice is interpreted by our observations of their actions, emotions and words.\u00a0 These observations are central to assessment and inform us what children need<\/cite>.”<\/p>\n

(Realising the Ambition<\/a>, Education Scotland, 2020, p. 46)<\/p>\n

Practitioners must know each child as an individual to be responsive<\/a> to their needs and interests.\u00a0 Using this knowledge of the child to understand how they learn and their learning dispositions<\/a> will provide them with a unique and meaningful curriculum experience.<\/p>\n

“Observation is the foundation of education in early years.\u00a0 It is through recording and reflecting on children’s activities and interests that we can gather the information necessary for the construction of an appropriate curriculum for them.\u00a0 Observation is also the way in which we can gather the material from which to make an informed professional judgement about children’s progress, and about how to help them best.”<\/cite><\/p>\n

(Planning for Early Learning, Hurst, 1991, p. 80)<\/p>\n

\u00a0<\/h3>\n

Key messages:<\/h3>\n