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Observation Proforma
Name
Institution
Professor
Course
Date
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Observation Proforma
Observation and analysis I: Xavier in the Sandpit.
Child’s/Children’s Name/s: Xavier.
Date: 16/05/2024
What is the context? (Who is present, what are they doing, what happened prior to
this, etc.)
Xavier is in the sandpit area with two peers. Prior to the observation, he was involved
in a group activity that included collaborative play.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g., writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Time Setting Activity Description
10:00 Sandpit Xavier selects a shovel and begins filling a bucket with
AM Play Area sand, showing focus and determination.
10:05 Sandpit Attempts to construct a sandcastle. The structure collapses,
AM Play Area and he shows a brief expression of disappointment.
10:10 Sandpit Observe a peer making a sandcastle, then mimic the
AM Play Area technique by patting the sand down firmly before attempting
again.
10:15 Sandpit Successfully building a sandcastle shows joy through
AM Play Area clapping and sharing smiles with peers and the educator.
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
-Fine Motor Skills: Xavier’s manipulation of the shovel and bucket demonstrates
developing fine motor control (EYLF Outcome 4).
-Problem-Solving: Adapting his technique after observing his peer illustrates
problem-solving abilities (EYLF Outcome 4).
-Social Learning: Engaging with peers and imitating their actions highlights social
learning, which is critical for cognitive and social development (EYLF Outcome 1).
What can I do to extend the child’s learning or development and/or to promote
positive dispositions and/or build positive relationships and promote interactions?
Introduce more complex sand activities that require cooperative planning, like
building a large sandcastle or series of connected structures.
Encourage role-playing games where children can assume roles like construction
managers or architects to enhance communication skills and teamwork.
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Observation and analysis II: Xavier and the Toy Cars.
Child’s/Children’s Name/s: Xavier
Date: 20/05/2024
What is the context? (Who is present, what are they doing, what happened prior to
this etc.)
Xavier is in the indoor play area with another child, primarily focused on setting up
and playing with toy cars and a track.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g. writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Setting up the track: Xavier arranges the tracks in a circular pattern, experimenting
with different cars to see which one moves fastest.
Problem-solving: Noticing that one car stops frequently, he inspects the wheels,
identifies a problem, and switches to another car, showing adaptability.
Engagement and Play: Throughout the session, Xavier remains deeply engaged,
making engine noises and enhancing his imaginative play.
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
Investigative Skills: His ability to identify and solve the issue with the car
demonstrates developing investigative skills (EYLF Outcome 4).
Cognitive Development: Understanding cause and effect as he tests different cars
shows cognitive growth, especially in scientific thinking (EYLF Outcome 4).
Social Interaction: Playing alongside another child and observing their actions
contributes to his social learning, which is foundational for his social development
(EYLF Outcome 1).
What can I do to extend the child’s learning or development and/or to promote
positive dispositions and/or build positive relationships and promote interactions?
Introduce more complex track configurations or add challenges like ramps or
obstacles to develop problem-solving skills further.
Facilitate group activities where children can collaborate on designing tracks,
promoting teamwork, and enhancing social skills.
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Observation and analysis III: Xavier and the Puzzle Pieces.
Child’s/Children’s Name/s: Xavier
Date: 25/05/2024
What is the context? (Who is present, what are they doing, what happened prior to
this etc.)
Xavier is at a small table in the classroom, engaging with a jigsaw puzzle under
minimal guidance from the educator.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g. writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Time Setting What happened
10:15 Indoor Xavier picks up a puzzle piece, attempting to fit it into the
AM Play board. He rotates it several times, showing persistence.
10:17 Indoor Successfully places the puzzle piece after correctly orienting it.
AM Play He claps his hands and smiles at the educator, seeking
affirmation.
10:20 Indoor Quickly matches another piece, applying his observation of
AM Play colors and shapes from the previous success.
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
Problem-Solving Skills: Xavier’s ability to adjust the puzzle piece orientation
demonstrates his problem-solving skills, which are crucial for cognitive development
(EYLF Outcome 4).
Spatial Awareness: His recognition and manipulation of shapes enhance his spatial
awareness, a key aspect of early mathematical learning (EYLF Outcome 5).
Relationship Building: Positive interactions with the educator during the activity
strengthen his trust and comfort in learning environments, supporting his social and
emotional development (EYLF Outcome 1).
What can I do to extend the child’s learning or development and/or to promote
positive dispositions and/or build positive relationships and promote interactions?
Introduce more complex puzzles to challenge further and develop his problem-solving
and spatial reasoning skills.
Plan group puzzle activities to encourage teamwork and communication and promote
social skills and collaborative problem-solving.
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Observation and analysis IV: Xavier at the Water Table
Child’s/Children’s Name/s: Xavier
Date: 28/05/2024
What is the context? (Who is present, what are they doing, what happened prior to
this etc.)
Xavier is at the outdoor play area’s water table, surrounded by several peers, engaging
with various floating toys and cups.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g. writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Time Setting What happened
09:30 Outdoor Xavier uses a cup to scoop water and pour it into a floating
AM Play toy, observing as it begins to sink.
09:35 Outdoor He experiments with a different toy that does not sink when
AM Play filled with water, showing curiosity about the outcome.
09:40 Outdoor Engages in sharing a toy with another child, observing and
AM Play learning from the peer’s different play method
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
Scientific Understanding: Xavier’s investigation into why different toys behave
differently with water indicates developing scientific inquiry skills (EYLF Outcome
4).
Social Learning: His interaction and sharing with peers enhance his social skills and
help in building relationships, which are crucial for his emotional and social
development (EYLF Outcome 1).
Cognitive Development: Observing and questioning the different reactions of toys
with water demonstrates his growing understanding of cause and effect, a key
cognitive skill (EYLF Outcome 4).
What can I do to extend the child’s learning or development and/or to promote
positive dispositions and/or build positive relationships and promote interactions?
Introduce varied materials that change the properties of water (e.g., color dyes, oil,
salt) to enhance his scientific inquiry.
Organize structured group activities at the water table to promote collaborative
learning and teamwork, further developing his social and cognitive skills.
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Observation and analysis V: Xavier with Building Blocks
Child’s/Children’s Name/s: Xavier
Date: 02/06/2024
What is the context? (Who is present, what are they doing, what happened before
this etc.)
Xavier is in the block area, playing alongside three other children. The educator is
present to facilitate sharing and turn-taking.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g., writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Time Setting What happened
11:00 Indoor Begins to stack blocks to construct a tower, carefully placing
AM Play each block.
11:05 Indoor The tower topples over after reaching its height. Xavier pauses,
AM Play assesses the situation, and then begins to rebuild using a wider
base, demonstrating adaptive problem-solving.
11:10 Indoor Builds a taller and more balanced tower by finding satisfaction in
AM Play jumping and clapping. An example of engagement with a peer
involves pointing at the tower and expressing acknowledgment
of the accomplishment.
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
Problem-Solving and Cognitive Flexibility: The way Xavier behaves when the tower
falls also corresponds with the achievement of cognitive flexibility that is aligned with
EYLF Outcome 4: “Children are confident and involved learners.”
Social Skills: This shows he is willing to share his success and communicate with a
peer, building his social skills and making EYLF Outcome 1:” Children have a strong
sense of identity and wellbeing’’.
What can I do to extend the child’s learning or development and/or to promote
positive dispositions and/or build positive relationships and promote interactions?
Propose more complicated architectural assignments, such as the construction of a
large bridge or building, which will contribute to group cooperation in planning and
completing the construction.
Introduce more shapes and sizes of blocks that will add to the difficulty of the
problem-solving process and, at the same time, encourage creativity in Xavier
(Hamdan et al., 2021).
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Observation and analysis VI: Xavier at Story Time
Child’s/Children’s Name/s: Xavier
Date: 05/06/2024
What is the context? (Who is present, what are they doing, what happened prior to
this etc.)
In a one-pupil-per-circle configuration, Xavier is in a circle with other kids, and the
educator tells a story about animals.
What did the child/children do? (Write a detailed observation, and/or include a
photograph and/or a sample -e.g., writing or drawing - and how the child created
the sample or what they were doing in the photograph)
Time Setting What happened
2:00 Indoor Listens to the story with good attention and, at some point,
PM Play points at some pictures of animals in the book
2:05 Indoor Imitates a lion roaring, loud and clear, participating and
PM Play showing interest.
2:10 Indoor Interacts with the educator, asks questions about the lion and
PM Play responds affirmatively to the answers.
What learning/ development/dispositions/relationships/interactions did I observe?
How does what is happening in this observation link to the Learning Outcomes in
the Early Years Learning Framework?
Engagement and Comprehension: Xavier’s contribution and even questioning during
story time, making references, and comprehending what is being told fits EYLF
outcome five on children being effective communicators.
Imaginative Play and Social Interaction: His mimicry of animals and engagement
with the teacher exhibits imaginative and social learning and development, indicating
EYLF Learning Outcome 1.
What can I do to extend the child’s learning or development and/or promote
positive dispositions and/or build positive relationships and interactions?
Add acting components to the story problem-solving sessions where children would
play some of the parts in the story they are read or told further to deepen their
understanding of the story’s structure and characters’ positions (Allen & Kelly, 2019).
It is recommended that children be allowed to pick their books for story time as it
helps empower them and keep them interested and active listeners.
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References
Allen, L., & Kelly, B. B. (2019). Child Development and Early Learning. Nih.gov;
National Academies Press (US).
https://www.ncbi.nlm.nih.gov/books/NBK310550/
Hamdan, H. A. M., Andersen, P. H., & de Boer, L. (2021). Stakeholder collaboration
in sustainable neighborhood projects—A review and research agenda.
Sustainable Cities and Society, 68, 102776.
https://doi.org/10.1016/j.scs.2021.102776
