Appraising Observation

It can be said that the process of observation is helpful in evaluation and programming to a large extent. Observation is part of the planning process as it assists teachers in the creation and preparation of learning experiences or techniques for the child or children that have been observed (MacNaughton & Williams, 2009). Moreover, Arthur et al (2012) explains how observation can be helpful in examining what and for whom aspects of the programme are working for and thus teachers can make informed decisions about the curriculum. Which, according to the New Zealand ECE curriculum of Te Whāriki, should “reflect the holistic way children learn and grow” (Ministry of Education, 1996, p14). Furthermore, evaluation and planning are essential in early childhood education in order to ensure that learning experiences are offered to the children that will support their achievement of the Te Whāriki’s strand goals, which are there to assist the child in developing in all areas of development (Ministry of Education, 1996).

This of course has links to the Montessori philosophy. Observation is a form of evaluation and planning as it supports the teacher in knowing when to intervene; when to remind children about rules and when to suggest what work the child could do (Cattin-McNichols, 1991). Moreover, as the Montessori materials are presented in an order, observations allow teachers to discover what the child’s current stage of development is (Lillard, 1996). Thus, teachers can draw on observations to select the appropriate material to give a lesson or presentation to the child when they are seen as being ready for it (Feez, 2010). While observation can inform planning of the next material to be introduced it can also be used to evaluate whether or not the child needs assistance as there will be records of perhaps what the child does when they look like they need support. However it must be remember that if intervention is too early it could make the child want to give up or abandon their work (Standing, 1998), meaning that observation is important in gaining information to help in this evaluation of when to intervene. Furthermore, if a teacher does intervene the role of the teacher is to assist the child in their development and learning rather than just giving or forcing it upon the child (Montessori, 1972).

            Through my observations, I was able to discover what possible planning I could do with the people that I had observed. For example the infant was interested in the trains and movement; perhaps this could lead to an activity which involves moving trains down ramps or making a railway track. The older child was showing her writing and perhaps this could lead to an activity involving letters or other equipment used for writing or lead to an activity in art. By planning experiences based on the children’s interest, teachers can create what is called an emergent curriculum where the teachers are also being learners as the learning is based around the children’s interests and needs rather than from just the adult or a book (Gonzalez-Mena, 2011). Thus, observation supports the planning of a child centre programme as it takes into account the children’s individual strengths, experiences, needs and interests which can then support teachers in providing the right resources and assistance (Arthur et al, 2012).

Observation is also useful in the evaluation and planning of the environment. According to Montessori (1989) it is significant to prepare an environment which will provide the children opportunities to be free. Moreover, it should be an environment which has beauty, order and simplicity and the children can be involved in concentration and activity (Lillard, 1996). For this reason, teachers need to observe the children on a continual basis in order to be able to evaluate and modify the environment to maintain the harmony between the environment and the children’s learning (Cornhill & Grey, 2010). Furthermore, this also ensures that there are only materials and objects that will support the children’s development in the environment (Standing, 1998). Thus, the Montessori teacher’s role is to be “the guardian and custodian of the environment” (Montessori, 2012, p227) as it is through this evaluating and planning of the environment that will ensure that the children are given the freedom to learn.

Overall observation is important for learning about and knowing the child, as well as supporting teachers in the evaluation and planning of curriculum and presentations. Thus it is important that teachers view observation as an essential tool in ensuring that the children are learning about aspects that interest them as well as support their ongoing development.