Narrative observations

In Part 1 of this series, we looked at definitions and descriptions of narrative observations and how they can be used to describe the learning and development of children. There is often confusion around the nature of observations; how many to do, what they need to contain, how they can be shared with parents and carers and how they can be used to plan effectively for each child.

Over the last few years in Early Years, the practice of recording a limited number of quality observations has taken a bit of a backseat. Teachers and practitioners have been moving towards regular, quick observations (many of which are repetitive and don’t say anything new about the child) alongside the practice of ticking statements of expected learning outcomes. It is quite common for teachers and practitioners to ask on social media platforms ‘How many observations and assessments do you do for each child, each week?’ As if the number of observations and assessments has anything to do with the quality of the experience children have in their early years setting, or their learning outcomes. Reams of spreadsheet data has not helped to ensure all children do well in their early years. In fact, quite the opposite.

Dr Julian Grenier, author of the new Development Matters, has stated in a vodcast with the Foundation Stage Forum that enormous amounts of data is meaningless to staff and parents and creates ‘an awful lot of work for not a lot of outcomes for the children’. The new Development Matters, he says, offers staff the opportunity to ‘rethink the balance of what we’re doing and make sure we’re putting our efforts where they really need to be.’

With the new EYFS and associated Development Matters guidance, along with clear messages from Ofsted and Dr Grenier, we now have the opportunity to review our methods of observation and assessment, and make them work for us, our colleagues, our children and our families.

So we must make sure that any observations and assessments we make of our children are manageable, useful and do not take excessive amounts of our time away from the children. As Dr Grenier says, ‘Let’s put our efforts where they’re going to make a difference, which is in the direct work with the children. It’s the playing, it’s the conversations, it’s helping children to learn something new, it’s the respectful partnership with parents’.

If you’re working with colleagues to try a new narrative approach to observations, it might be helpful at first to look at each area of learning individually. In this article, we’ll be looking at the three Prime Areas. Although children learn simultaneously across the seven areas, it’s helpful to look at the areas individually to work out what we’re looking for in a quality observation.

Whether you are working with the existing 2017 version of the EYFS programmes, or are early adopters of the 2021 version, you can still use the following suggestions because they are based on open-ended questions to guide you in thinking about the child’s learning and development. The questions are not based on any predetermined learning intentions or targets.

Using open-ended questions to help you observe your children will encourage a narrative approach, resulting in an observation unique to each child. No longer will you or your colleagues be writing ‘Sam happily joins in with nursery rhymes and songs’ and ticking the associated statement. Your observations will be detailed, exact and informative, for both you and the child’s parents and carers. And importantly, the information will give you something to plan with, to build on the child’s learning.

When you’re observing a child, think about one or two of these questions below - maybe even print them off and have them close by as a prompt. For each section, the earlier questions are generally more suited to babies and very young children, and the later questions for older children within the EYFS. But don’t let this stop you from using them freely. There are no right or wrong questions to answer; these are just prompts to help you and your colleagues think about what you’re looking for when you’re observing children. There are no age-bands to worry about - if you see a question that interests you, with a particular child in mind, then that’s the one to go for. 

Communication and Language 

The EYFS 2017 version states:

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

The new 2020/21 version states:

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

Listening, attention and understanding

How do they respond to different sounds, e.g. speech or music? 

How do they react when they hear their own name or to familiar phrases such as, "Where's Mummy?" 

In what ways do they like to explore? 

When do they gaze at faces or copy facial expressions or movements?

In what circumstances do they pay attention and concentrate? 

In what ways do they respond to others' body language? 

When do they recognize or are calmed by a familiar voice?

How do they demonstrate their enjoyment of sounds, stories, rhymes and songs? 

How do they show you they are listening attentively? 

How do you know they are understanding a story read or told to them?

What is their understanding of single words, two-word utterances, or more complex sentences? 

When and how do they follow directions?  

How is their understanding of simple concepts developing, e.g. big/little? 

How do they respond to instructions, or to 'How', 'What' and 'Why' questions? 

How do they engage in dialogue with others?

What strengths do they have in understanding more complex ideas and concepts?

Speaking 

How do they gain attention and communicate their needs? 

Can you give examples of their speech or gestures? 

Which familiar words or expressions are they using? 

What is their understanding of people or things that are not present? 

When do they use changes in pitch, intonation or volume?

How do they use language to express their feelings and thoughts? 

How do they use talk to organise themselves and their play?

In which situations do they initiate a conversation?

In what ways are they using newly learned vocabulary?

Which stories and rhymes are favourites?

In what ways can they use talk to connect ideas or explain their own?

How do they use talk to disagree with an adult or a friend?

How do they anticipate the future and recall the past? 

How do they use language in imaginary and role play? 

How do they use questions or comments to clarify their thinking and develop understanding?

In what ways do they suggest or explain ideas or concepts?

How do they use talk to help work out problems?

How do they use talk to explain how things might work or why they might happen?

How do they talk about and retell stories?

Personal, social and emotional development

The existing framework says:

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

The new 2020/21 framework says:

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Managing feelings and behaviour, self-regulation

When and how do they demonstrate a range of emotions, e.g. pleasure, fear and excitement? 

How are they calmed, or are able to calm themselves?

In what ways do they show an understanding of their own feelings?

Which objects, actions, or activities soothe them when they are feeling tired, stressed or frustrated? 

How do they find solutions to conflicts?

How do they control their immediate impulses?

In which situations do they take turns or wait for what they want?

How do they demonstrate an awareness of others' feelings or needs? 

In what ways do they display their growing sense of will and determination, and how do they respond to appropriate boundaries? 

How do they use questions to clarify their thinking and develop understanding?

How do they demonstrate their understanding of possession?

How do they show care and concern for others? 

In what ways do they demonstrate their understanding of right and wrong? 

How would you describe their behaviour?

How do they demonstrate an increasing capacity for self-regulation with /without adult support?

Self Confidence & Self Awareness, Managing self

How do they respond to your voice, actions, body language and eye-contact? 

How do they demonstrate that their own voice and actions have an effect on others? 

How would you describe their levels of confidence and assertiveness? 

How do they express their needs, views and feelings? 

How do they express their preferences?

How do they demonstrate their growing independence and positive self-image? 

In what ways do they set themselves tasks or goals and work towards them?

How confident are they to try new activities?

To what extent and in which situations do they follow instructions?

How do they show perseverance if some activities pose difficulty?

How do they cope with transitions?

How do they express discomfort, hunger or thirst, or anticipate food routines? 

In what ways do they demonstrate their developing ability to engage in eating and drinking, or assist during nappy changing or toileting? 

How do they cope with new social situations or experiences?

In what ways do they see themselves as a valued individual?

Can you describe their level of independence in dressing, undressing, and personal hygiene? 

In what ways have they demonstrated resilience?

What is their understanding of the effects of activity on their body, or of good practices in exercise, eating, sleeping and hygiene?

Building Relationships 

How do they respond to affectionate attention from a familiar adult? 

How do they gain attention and communicate? 

How do they show interest in people and activities, and explore new situations? 

How are they learning to make relationships? 

In what ways do they notice or talk about differences between people?

Can you describe ways in which they play cooperatively with other adults and/or children? 

How do they show concern for others? 

How are they learning to share toys, take turns, and negotiate with others? 

In what ways do they demonstrate a sense of community?

Physical development

The existing EYFS framework states:

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity6, and to make healthy choices in relation to food.

The new 2020/21 framework says:

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practise of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

Gross motor skills

How do they respond to sounds, sights, and objects? 

In what ways are they gaining control of their body? 

What evidence can you see of their increased strength?

Which toys or resources do they take pleasure from?

What can you say about their positional awareness?

How do they demonstrate an interest in sensory experiences? 

How do they demonstrate their increasing confidence in experimenting with different ways of moving? 

In what ways are they demonstrating increasing skill in coordination?

When do they demonstrate increasing skills of balance?

How can you describe the various ways they move energetically?

In what ways are they showing increasing independence in personal care and hygiene?

In what ways do they show an increasing control over objects? 

Do they demonstrate different physical skills indoors and outdoors?

In what ways do they negotiate space and obstacles?

How do they demonstrate agility?

Can you describe their level of skill with throwing and catching a ball?

How do they demonstrate core muscle strength?

How do they demonstrate repeated patterns or sequences in movement?

In what ways do they demonstrate increasing understanding of the need for safety and managing risks? 

Can you describe how they use a range of large and small apparatus?

How do they demonstrate an understanding of the factors that support good health?

Fine motor skills

Which materials or objects do they like to explore?

How do they manipulate objects or materials?

How do they make choices in tools and techniques?

In what ways are their skills developing in mark-making?

How do they use a range of small tools, including scissors, paint brushes and cutlery?

Can you describe their fine motor skills?

How skilled are they in holding a pencil effectively in preparation for fluent writing?

In which circumstances do they show a preference for left or right hand?

 Remember the guidance available to you, among others, is the revised EYFS which becomes statutory in September (2021), the new Development Matters, and Birth to 5 Matters. 

In the next article of this series, we’ll be looking at prompts for writing narrative observations in the Specific Areas of Learning in the EYFS. And you can find Part 1 of the series here.