Introduction Child Observation Essay

The setting is headed by a teacher and the Early Years Foundation Stage Curriculum guides the work, and the children learn through play.

The observations were based upon the Tavistock model (Bick 1964) and my remit was to observe a child for 1×4 hours and record my observations after the sessions.

In the room with Anna, I had to contain my feelings around the observation.

Anna continued throughout my observation to drift from one activity to the next.

It was a time to observe Anna and explore my own feelings.

Anna made eye contact with me on a few occasions and I would not be convinced that she knew that I was watching her; however, that is purely my interpretation.

At that moment, I thought of how unique and complex children are as they do not have the language to explain how they think and explore the world that surrounds them.

By slowing down and observing them, we have the advantage and a willingness to speculate.

The worker gently tapped the hand of Anna, letting her know she was aware of the request.

Ending the hour observation was less problematic than I thought and I quietly put my coat on and said goodbye with a few children holding gaze with me as I left the room.

In the next session with Anna, I felt more relaxed and in tune with what I was trying to do.

The setting was a group of 12 children of mixed sexes, all of mixed abilities such as physical and learning difficulties.

The group was well staffed (by women) with some children having one to one support.

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