Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.14: Use observation, assessment and planning to promote the development of children
Learning outcome: Be able to carry out observations in own setting in line with current frameworks
Assessment criteria: Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision


As an early years practitioner, it is essential to conduct observations of children in line with current frameworks, including the Early Years Foundation Stage (EYFS). Through observations, practitioners are able to gain valuable insights into a child’s development and the ability to identify any areas of concern. This blog post will look at how an early years practitioner would observe an individual child, a group of children, indoor provision, and outdoor provision.

Observing an Individual Child

When observing an individual child, it is important for practitioners to consider both the child’s physical development and their social-emotional development. Physical development can be observed by looking at the child’s gross motor skills (e.g., running, jumping), fine motor skills (e.g., writing or drawing) as well as their overall physical health. Social-emotional development can be observed through interactions with other children or adults as well as their ability to self-regulate emotions when faced with challenges or frustrations. It is also important for practitioners to note any changes in behavior or communication that may indicate a potential issue.


Observing a Group of Children

When observing a group of children, practitioners should take note of several things including how each child interacts with one another, how they collaborate on tasks or activities and how they handle disagreements. It is also important for practitioners to pay attention to any signs of bullying or exclusion that may be occurring within the group dynamic. Additionally, it is beneficial for practitioners to observe if any one child appears uncomfortable or excluded during activities which could indicate that more support may be needed in order for them to successfully participate in the activity.

Observing Indoor Provision

When observing indoor provision, practitioners should take note of the environment itself and how conducive it is for learning and exploration. Are there enough resources available? Do the resources promote positive learning experiences? Is there enough space available? Additionally, practitioners should pay attention to any safety hazards that could present themselves such as electrical cords or furniture that could pose a risk for children who are exploring the area independently.


Observing Outdoor Provision

Finally, when observing outdoor provision, practitioners should again take note of the resources that are available such as play equipment and materials like sandboxes or water tables and assess whether they are appropriate for the age range being served by the setting. Additionally, they should look out for potential safety hazards such as broken fencing or sharp objects that could pose a risk if not addressed properly. Practitioners should also pay close attention to weather conditions such as wind speed and temperature so that appropriate precautions can be taken for outdoor playtime such as providing sunscreen or hats depending on what kind of day it is going to be outdoors!


In conclusion, observation plays an integral role in early years practice by providing insight into individual children’s needs and group dynamics as well as assessing environments (indoor/outdoor) so that necessary adjustments can be made accordingly. By taking note of these aspects when conducting observations practitioners are able ensure safe learning environments where all children can thrive!

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