Child observation simulator: babies

Scenario #1 – Observing Ava and Alix

Observation is a key tool when working with children. You may not always document everything that you observe, but you should develop the skill of recording incidental and significant information throughout the day. The most informative picture of a child will result from observations gathered in various contexts, both in and out of the setting. Observation of children should always take place in a context that is meaningful to them. Observations that are rooted in child-initiated learning experiences will generate valuable information for making accurate assessments of learning and development.

Watch the video and read the description below to take a step backwards and have a look at some everyday happenings. Comments, questions and links to more information are included in the following pages to support your thinking.

In the baby and toddler room Ava (22-months-old) is in the home corner area. She is sitting at the little table stirring a spoon in a small bowl as if she is mixing something.

Alix (10-months-old) crawls over and sits on the floor facing Ava. Ava turns around in her seat, looks at Alix, smiles and pretends to scoop food from the bowl. She offers it to Alix, holding the spoon to Alix’s lips, saying “Ahhh baba” and opens her own mouth wide. Ava says “mum mum mum” chomping her lips together.

Alix opens her mouth for the food and looks bewildered that there is nothing to eat.

Ava giggles, smiles at Alix and says “gain?” while nodding her head.

Alix grins and does a bouncy movement with both arms.

Ava repeats the action a few more times using the same actions and words.

Each time the spoon is offered to her lips, Alix opens her mouth in anticipation and looks crestfallen when there is yet again no food. But she repeats the same bouncy movement and grin in response to Ava’s “gen?” question.

After a few more repeats, Alix turns and crawls across the room. Ava twists around in her seat, puts the bowl back on the table and continues to stir the contents with the spoon.

Schemas in children’s play (PDF)