'Providers must undertake sensitive observational assessment in order to plan to meet young children's individual needs' (DCSF, 2008, Statutory Framework for the Early Years Foundation Stage, p37)
This quote, taken from statutory guidance (my italics), places observation firmly at the heart of planning the curriculum for the young children in our care.
Through observation we should be able to gain an insight into the worlds of the children with whom we work, and go some way towards understanding how our provision looks through their eyes.
Observing children while engaged in a playful, self-chosen activity can be particularly valuable, because they exhibit high levels of engagement (Laevers, 1997) and operate at a higher level than they would in a more formal adult-led activity.
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