Writing observations can feel confusing when you are new to early childhood education. What should you write down? How much detail do you need? What counts as learning?

This simple guide walks you through what to look for, how to record an observation, and how to turn what you notice into meaningful learning and future planning.

What Is an Observation?

An observation is a record of something meaningful you notice while a child is playing, communicating, exploring, solving a problem or interacting with others.

Rather than trying to record everything a child does, focus on moments that can help you understand the child’s:

• interests and preferences
• strengths and emerging skills
• thinking and problem-solving
• communication
• social interactions
• physical development
• emotional development and self-regulation
• independence
• creativity and imagination
• participation in routines and experiences

The observation becomes useful when educators consider what the moment tells us about the child’s learning and how this information can inform future experiences.

Before You Observe: What Should You Look For?

You do not need to watch for everything at once.

Choose a meaningful moment and ask yourself:

What is the child doing?

What is the child saying or communicating?

Who are they interacting with?

What are they interested in?

Are they trying something new?

Are they solving a problem?

Are they repeating or practising a skill?

How do they respond when something becomes difficult?

Is this something I have noticed before?

Useful things to record

When possible, note:

• Date and time
• Setting/location
• Children involved
• What happened
• Exact words or important communication
• Actions and interactions
• Materials used
• How the child responded
• Significant learning you noticed

Observation Tip: Describe Before You Interpret

Try to separate what you actually saw from what you think it means.

For example:

Instead of:

Mia was very clever and good at building.

Record what you saw:

Mia selected five wooden blocks and placed them on top of one another. When the tower fell, she looked at the blocks, picked them up and began building again. On her second attempt, she placed the larger block at the bottom.

The second example gives us evidence that we can analyse later.

We may notice persistence, problem-solving, spatial awareness and experimentation — but those interpretations come after recording what happened.

Simple Observation Template

1. Basic Information

Child:
[Child’s name/initial]

Date:
[Date]

Setting:
[Where did the observation happen?]

Experience/Context:
[What was happening?]

2. Observation — What Happened?

Write what you actually saw and heard.

Consider:

• What did the child do?
• What did they say or communicate?
• What materials did they use?
• How did they interact with others?
• What happened when they encountered a problem?

Try to include specific actions and important words rather than general descriptions.

3. Analysis of Learning — What Does This Tell Us?

Ask yourself:

• What skills did the child demonstrate?
• What might they be learning?
• What interests can I see?
• Did they solve a problem?
• Did they communicate or cooperate?
• Did they persist when something was difficult?
• Is a new skill beginning to emerge?

Learning identified:
[Write your analysis here.]

4. EYLF Connection

Choose an EYLF outcome because the observation provides evidence for it — not simply because the activity seems related.

EYLF Outcome:
[Outcome number and relevant element]

Why it connects:
[Briefly explain what you observed that demonstrates this learning.]

5. Possible Extension — What Could We Do Next?

Think about how you could build on the child’s current interest, strength or emerging skill.

Ask:

• What could make this slightly more challenging?
• What materials could I add?
• Could I introduce new vocabulary?
• Could another child become involved?
• Could we explore the same idea in a different way?
• What would I like to observe next?

Possible extension:
[Write your idea here.]

Worked Example

Child

Mia, 3 years

Setting

Indoor construction area

Observation

Mia selected several wooden blocks and began stacking them vertically.

After placing the fifth block, the tower fell.

Mia looked at the blocks and said, “It fell!”

She collected the blocks and started again. This time, she picked up a larger rectangular block and placed it at the bottom before adding the smaller blocks.

When the tower remained standing, Mia smiled and called to the educator, “Look! It’s big!”

Analysis of Learning

Mia demonstrated persistence by returning to the task after her first tower collapsed.

She experimented with the size and position of the blocks and changed her strategy by placing a larger block at the base.

This may demonstrate developing problem-solving, spatial awareness and understanding of cause and effect.

Mia also used language to describe what happened and communicate her achievement to the educator.

Possible EYLF Connections

EYLF Outcome 4: Children are confident and involved learners

Mia demonstrated curiosity, persistence and problem-solving as she experimented with different ways to construct her tower.

EYLF Outcome 5: Children are effective communicators

Mia used spoken language to describe what happened and share her experience with the educator.

Remember: You do not need to connect every observation to every possible outcome. Select the outcome that is genuinely supported by what you observed.

What Could I Do Next?

An educator could provide:

• blocks of different sizes and shapes
• photographs of different buildings
• measuring tapes or rulers
• opportunities for collaborative construction
• questions such as, “What could make the tower stronger?”

The educator could then observe whether Mia continues experimenting with balance, size and construction strategies.

Tips for Better Observations

1. Look for meaningful moments

You do not need to document every activity. A small moment can reveal significant learning.

2. Record children’s words

If possible, record important phrases exactly as the child says them. Their words can provide valuable evidence of their thinking.

3. Be objective

Write what you can see and hear before adding your interpretation.

4. Notice the process, not only the result

A finished tower or painting tells only part of the story.

Notice how the child experimented, communicated, made decisions, responded to difficulty and changed their approach.

5. Observe strengths

Documentation should not become a list of what a child cannot do. Look for existing strengths, interests and emerging capabilities.

6. Don’t force an EYLF link

First observe the child.

Then analyse the learning.

Then consider which EYLF outcome is genuinely supported by the evidence.

7. Think about what happens next

A useful observation can inform future planning. The extension should connect to what you actually noticed rather than simply adding an unrelated activity.

Inclusive Observation Tips

Children demonstrate learning in different ways.

A child may communicate through:

• speech
• gestures
• facial expressions
• movement
• signs
• pictures or visual supports
• AAC or other communication systems
• actions and choices

Be careful not to interpret limited speech, reduced eye contact, different sensory responses or different styles of participation as an absence of learning.

Consider whether the environment, communication method, sensory demands or accessibility of the experience affected how the child participated.

Quick Observation Checklist

Before finishing your observation, check:

• Did I describe what I actually saw and heard?
• Did I include meaningful actions or communication?
• Did I identify learning rather than simply describe the activity?
• Is my interpretation supported by evidence?
• Did I identify strengths, interests or emerging skills?
• Does my EYLF connection make sense for this observation?
• Did I explain why it connects to the EYLF?
• Does my extension build on what I observed?
• Have I considered different ways the child may communicate or participate?
• Have I protected the child’s privacy and dignity?

A Simple Formula to Remember

Observe → Describe → Analyse → Link → Extend

Observe: What caught your attention?

Describe: What actually happened?

Analyse: What learning can you see?

Link: How does the evidence connect with the EYLF?

Extend: What could you provide or investigate next?

You don’t need to make an observation complicated. Start with what you genuinely notice about the child and use that evidence to understand where their learning could go next.