Contextualising Observation

In an early childhood centre, observation can support teachers in learning many things about the children. In fact, Standing (1998) explains how Montessori believed that a teacher needs to “come to see in the soul of the child something so rich and pure, so delicate and precious that it is a privilege to be with it” (p300). Teachers can achieved this by observing the children in their true form as they express themselves freely in the environment, thus they reveal their inner needs and natural traits (Montessori, 1972).

Relationships and Interactions

Observation can support teachers in learning about the relationships in children’s lives. Also, from these observed relationships teachers can discover who the children are being influenced by. In addition, observation enables teachers to gather information to help grow these relationships with each of the children as it gives opportunities to develop respect and promote attachment (Gonzalez-Mena, 2011).

These types of relationships and interactions could be those with other children, adults or perhaps even animals and materials. For example I observed much interaction between the siblings of the older child and the infant.  I noticed that they would interact with their siblings often in a playful manner such as when the older child’s younger brother hugged her and then began to climb over and on her. Additionally I also observed interactions that occurred between people of different ages such as the infant and his Aunty; the older child and her cousin; and the adult with a girl. Linking this to Montessori, observation can show the benefits of having mixed aged children and the learning that occurs between the children. Montessori (2012) explains that when there are children of different ages they help each other with tasks and it also leads to the younger children going to the older children to be inspired.  By knowing these relationships the teacher can give responsibility to the older children. Thus, this then empowers the children to assist in their development of independence; contribute their strengths and knowledge and taking gradually more responsibility for their individual care and learning (Ministry of Education, 1996).

Furthermore, these observations can reveal to the teacher the language development of the child through the child’s interactions with others. For example, observing the infant it was seen that he is learning about what to say to be given or to take something as he or others would say “Ta”. Therefore from observations such as this it can be said that language is learned through interactions with people in the environment (Gonzalez-Mena, 2011). Additionally, by observing children and then reflecting on these observation teachers can discover the non-verbal ways that children, especially infants, communicate and perhaps it can support teachers in the developing understanding of particular behaviours. For example, in observing the infant after he had eaten the raisin he went up to his Aunty and touched her leg with his arms outstretched and looked like he was asking for something to eat. This example could be linked to the Communication strand of Te Whāriki and its links to the Relationship principle as the child is “develop[ing] the “give and take” of communication” (Ministry of Education, 1996). Overall, these details in observations can also assist teachers in learning who the child is learning this language from and perhaps who needs more assistance or guidance.

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Development and Learning

Additionally, another of the main reasons to have this skill is that it assists teachers in knowing about the child, such as their current learning, development, needs and interests and what they can do (Livingston, 2008). Furthermore, Gonzalez-Mena (2011) states how through the act of observing teachers discover the child’s process of their activity; what they are thinking and discovering and what their needs are to support their ongoing work.

From the people I observed, I find out what they were interested in. For example the infant and older child appeared to have interests in movement as seen when they were playing with their bikes, the rocking horse, trains and star jumping; while the adult had skills in cooking and organisation. In an early childhood centre, observing the child’s interest can lead to learning about the children’s funds of knowledge, which can lead to building on these skills and interest that the children have obtained through participation with their family and community (Arthur et al, 2012). Furthermore, by supporting these known interests it is portrayed to the children that they are being acknowledged as individuals first and who each have unique abilities and skills (Livingston, 2008).

 I also discovered what learning they are currently at or have mastered. For example the infant is learning new words; the older child is learning to write and the adult knows how to use a knife, the stove and a pricing gun. Linking this to Te Whāriki, this would mean that there are connections to the Exploration strand as each of the subjects were learning by being involved in activities and by interacting with others (Ministry of Education, 1996).

Furthermore, I was also able to learn about their physical development. For example all of the people I observed mainly used their right hand for most tasks such as writing, eating or cutting. I noticed that with the infant even though he could walk he would sometimes still hold onto edges such as the couch or chair legs, also I think he is still developing his balancing as he would sometimes fall over when he moved in an area with many objects. In relation to Montessori by observing and noticing these developments is supports a teacher in being able drop their preconceived ideas about a child, as through observation they learn and gain evidence about the child and their previous development (Montessori, 1989). Such as with the infant, rather than saying that he is clumsy I have evidence that he can become unbalanced when there are too many objects on the floor.

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