Observation, Curriculum and Planning
NERPSA Learning | Staff Learning and Practice Framework
Writing Meaningful and Professional Observations
Learn how to notice, record and communicate evidence of children’s learning accurately, respectfully and usefully.
Who should complete this
Educators, teachers and educational leaders
What it covers
Observation methods, writing, ethics and analysis
Completion evidence
Activity, reflections, assessment and certificate
Estimated time
Approximately 50 to 70 minutes
Purpose
This lesson supports educators to choose an appropriate observation method and produce records that are factual, strengths based, respectful and useful for assessment and planning. It separates what was seen and heard from professional analysis and future planning.
Use current requirements
This lesson supports, but does not replace, the current VEYLDF, National Quality Framework, NERPSA policies, service procedures or guidance from the Educational Leader.
By the end of this lesson, you should be able to
Explain why observations are collected.
Choose a method that suits the purpose.
Distinguish evidence from interpretation.
Write clearly, factually and respectfully.
Record children’s words and actions accurately.
Connect evidence to analysis and planning.
Protect dignity, privacy and child safety.
Avoid labels, assumptions and unnecessary detail.
1
Module one
Purpose and professional requirements
Observations provide evidence that helps educators understand children’s learning, development, wellbeing, interests, participation, relationships, ideas and emerging capabilities. They are one source of information within an ongoing assessment and planning cycle.
An observation is not valuable because it is long. It is valuable when it captures meaningful evidence that can be interpreted and used.
Observations sit within a larger cycle
- Observe, listen and collect information.
- Assess, analyse and interpret learning.
- Plan a response, opportunity, environment or intentional teaching strategy.
- Implement the plan.
- Evaluate and critically reflect on what happened and what should occur next.
National Quality Standard Element 1.3.1 describes an ongoing cycle of observation, analysis, documentation, planning, implementation and reflection. Regulation 74 requires documentation of child assessments or evaluations for delivery of the educational program, including specified information for children preschool age or under.
2
Module two
Foundations of a strong observation
Accurate
Record what was actually seen and heard, including exact words where relevant.
Purposeful
Know why you are observing and select evidence that helps answer that purpose.
Respectful
Use strengths based language that protects dignity and avoids labels or judgement.
Include enough context
Record the date, time or period, setting, people involved using approved identifiers, what occurred immediately before the relevant action, what the child did or said and how the interaction or experience developed.
Use precise language
Too vague or judgemental
“C4 was naughty at group time and refused to listen.”
This labels the child, assumes intention and does not explain what happened.
Observable and specific
“At 10.05 am, after the group-time invitation, C4 remained at the block table. C4 looked towards the group and said, ‘I’m still building my bridge.’”
This records the context, action and exact words without judgement.
Write in a way another professional can understand
A reader should be able to distinguish what occurred from what the educator later thought it might mean. Avoid unexplained abbreviations, emotional language, diagnostic claims and statements about intention that are not supported by evidence.
3
Module three
Observation methods and when to use them
There is no single correct method for every situation. Choose the shortest method that can collect the evidence you genuinely need.
Brief jotting
A short dated note capturing a meaningful action, comment, interest or emerging skill.
Use when: the evidence is brief and can be understood with limited context.
Include: context, action or words and why it may be significant.
Anecdotal observation
A concise past tense account of one significant event or interaction.
Use when: a particular moment shows learning, agency, problem solving, communication or relationship development.
Include: beginning, relevant sequence, exact words and outcome.
Running record
A continuous, time ordered account recorded over a defined period.
Use when: sequence, sustained engagement, interactions or changes over time matter.
Include: start and finish times with actions and language in order.
Time sample
Records what is occurring at regular predetermined intervals.
Use when: exploring patterns in participation, engagement, location, interaction or use of an environment.
Include: consistent intervals, the same categories and enough occasions to avoid a misleading conclusion.
Event sample
Records each occurrence of a defined event, including what happened before and afterwards.
Use when: seeking patterns around a specific behaviour, transition, interaction or environmental condition.
Include: an objective event definition, antecedent, action, response and outcome.
Learning story
A strengths based narrative that makes learning visible and may include educator interpretation, child voice, family contribution and possible next steps.
Use when: documenting dispositions, sustained learning, identity, relationships or progress in a form that can be shared meaningfully.
Include: evidence first, then clearly identified analysis and response.
Child interview or conversation
Records a child’s explanation, ideas, questions, theories, preferences or reflection.
Use when: the child’s perspective is necessary to understand the experience.
Include: open prompt, exact or clearly indicated paraphrased response, context and nonverbal communication where relevant.
Photo, work sample or artefact
Uses an authorised image, drawing, construction plan, writing sample or other product as evidence.
Use when: the artefact shows process, thinking, representation, skill or change over time.
Include: date, context, child explanation, educator annotation and consent or digital-use requirements.
Group observation
Records a shared inquiry, interaction, project or group learning process.
Use when: the learning is genuinely collaborative and individual records would create unnecessary duplication.
Include: group context, contributions, interactions and any individual evidence that is significant.
Family or professional contribution
Records relevant information contributed by families or other professionals.
Use when: it helps build a fuller, culturally responsive and continuous understanding of learning or wellbeing.
Include: source, date, relevant information and any consent or information-sharing requirements.
Detailed worked examples
Open each example. The wording demonstrates the observation method, followed by a separate analysis and a proportionate next step. The examples use child codes and do not contain identifying information.
Brief jotting: a significant comment during outdoor play
Purpose
To preserve a short but meaningful piece of evidence that can be considered with other information later.
Observation
12 August 2026, 10.20 am, vegetable garden. C3 pointed to two leaves with holes and said, “Something ate this one in circles. This leaf has straight bites.” C3 turned both leaves over and looked underneath them.
Analysis
C3 noticed and compared visible features, proposed that an animal caused the changes and investigated further by examining both sides of the leaves. This provides evidence of curiosity, comparison and an emerging working theory about living things.
Possible next step
Invite C3 to photograph or sketch the leaf markings and consider how the group might investigate which garden animals leave different signs.
Common mistake
Writing only “C3 enjoyed gardening.” This does not preserve the child’s language, comparison or investigative action.
Anecdotal observation: collaborative problem solving
Purpose
To record one significant event with a clear beginning, sequence and outcome.
Observation
14 August 2026, 9.45 am, block area. C2 and C6 were placing rectangular blocks across two wooden crates. When the centre block fell, C2 said, “It’s too far.” C6 moved the right crate closer. C2 replaced the block and pressed down on it with one hand. C6 rolled a wooden car across the bridge. The block remained in place. C6 said, “Now it’s strong,” and C2 replied, “Because we made it shorter.”
Analysis
The children developed and tested a shared theory about distance and stability. They used observation, language, cooperation and revision to solve a construction problem.
Possible next step
Provide planks of different lengths, measuring tools and materials for recording bridge designs. Revisit the children’s explanation and invite further predictions.
Common mistake
Adding unobserved thoughts such as “They knew immediately that the span was too long” or turning the record into praise rather than evidence.
Running record: sustained engagement over ten minutes
Purpose
To examine the sequence of a child’s actions, language, attention and responses over a defined period.
Observation
18 August 2026, 10.00 to 10.10 am, collage table.
10.00: C5 selects a cardboard circle,
red paper and scissors. C5 places the circle on the paper and
traces around it with a pencil.
10.02:
C5 begins cutting on the drawn line. The paper tears near the
edge. C5 pauses, looks at the tear and obtains another
sheet.
10.04: C5 traces the circle again
and says quietly, “Slow around the bend.”
10.06:
C5 turns the paper with the left hand while opening and
closing the scissors with the right hand.
10.08:
C5 completes the circle, places it over the cardboard and
says, “This one covers it.”
10.10: C5
applies glue to the cardboard and attaches the paper circle.
Analysis
The sequence shows sustained attention, adaptation after an unsuccessful attempt, self-directed language and increasing coordination between both hands. The record also shows that C5 changed strategy rather than abandoning the task.
Possible next step
Continue to provide varied cutting materials and curved shapes. Ask C5 whether the phrase “slow around the bend” might help another child learning the technique.
Common mistake
Recording so much unrelated detail that the sequence becomes difficult to interpret, or attempting a running record when supervision requirements do not allow sustained note taking.
Time sample: patterns of participation across the session
Purpose
To identify patterns by recording the same information at predetermined intervals. One interval should never be treated as a complete picture.
Observation
Purpose: Explore where and how C7
participates during the morning program.
9.15:
Book area, alone, looking through a vehicle book.
9.30:
Block area, beside two peers, placing road signs near a shared
construction.
9.45: Outdoor sand area,
with one peer, filling and carrying buckets.
10.00:
Snack table, with four peers, listening to conversation.
10.15:
Outdoor path, with two peers, pushing a trolley and saying,
“Delivery coming.”
10.30: Group music,
standing at the edge of the group and copying hand movements.
Analysis
Across this sample, C7 participated in solitary, parallel and collaborative experiences. Engagement increased when materials supported transport themes and practical shared roles. The sample does not justify a broad conclusion about C7’s participation on other days or in other contexts.
Possible next step
Collect another sample on a different day and consider how transport-related roles might support participation in a wider range of group experiences.
Common mistake
Changing the interval or categories during the observation, or using one short sample to label the child as solitary, social, disengaged or dependent.
Event sample: understanding a recurring transition difficulty
Purpose
To identify possible patterns before, during and after a clearly defined event. The event must be described objectively.
Observation
Defined event: C4 leaves the group area
within two minutes of the pack-up signal.
9 August, before:
C4 was building a train track when the bell sounded.
Event: C4 covered both ears, moved behind the
bookshelf and said, “Not finished.” After: An
educator showed C4 a two-minute visual timer. C4 returned to
the track, connected two pieces, then placed them in the tub
when the timer ended.
11 August, before:
C4 was painting when the bell sounded.
Event: C4 moved to the bathroom doorway and
held the painting. After: An educator offered
a drying-rack label and said the painting could be continued
later. C4 placed it on the rack and joined the group.
Analysis
The two records suggest that abrupt interruption of unfinished work and the bell may both be relevant. Visual notice and a clear way to preserve unfinished work supported the transition. Further evidence is required before drawing a firm conclusion.
Possible next step
Use a consistent advance warning, review the sound used for transitions and provide an agreed system for saving unfinished work. Continue recording whether these changes alter the event.
Common mistake
Defining the event as “C4 refuses to cooperate.” This is judgemental and too broad to record consistently.
Learning story: making sustained learning visible
Purpose
To communicate a meaningful episode of learning in an accessible, strengths based narrative while still grounding the story in evidence.
Observation and story
Your map brought the game together
Today
you watched three children move wooden animals between the
block area and the home corner. You collected paper and a
black marker and said, “They need to know the way.” You drew a
long line, added a bridge and marked two circles. When another
child asked what the circles meant, you explained, “This is
food and this is where they sleep.” You placed the map on the
floor and invited the children to follow it. When the animals
reached the bridge, you added a second line and said, “This
road is safer.”
Analysis
C9 used drawing and symbols to communicate spatial information and support a shared imaginative game. C9 responded to peers, explained meaning and revised the representation as the play developed. Strong connections are evident to communication, learning and connection.
Possible next step
Offer photographs of familiar local features, varied map examples and materials for creating signs. Invite C9 and peers to develop a larger shared map.
Common mistake
Using decorative language that obscures the evidence, describing every activity as extraordinary, or writing directly to a child in a way that introduces claims not supported by the event.
Child interview: documenting the child’s theory
Purpose
To understand the child’s perspective rather than relying only on the educator’s interpretation.
Observation
20 August 2026, following shadow drawing outdoors.
Educator: “What did you notice about
your shadow?”
C8: “It copied me, but it
got long when I went over there.”
Educator:
“What do you think made it longer?”
C8:
“Maybe the sun was pushing it. When the sun is up there, it
goes down.” C8 pointed above their head and then towards the
ground.
Educator: “How could we
investigate that idea?”
C8: “Draw it now
and come back when lunch is finished.”
Analysis
C8 described change, proposed a causal theory and suggested a method for comparing evidence over time. The interview reveals thinking that could not be determined from the drawing alone.
Possible next step
Support C8 to mark the shadow at agreed times and compare the position and length. Revisit the original theory using the collected evidence.
Common mistake
Using leading questions that supply the answer, correcting the child during the interview or presenting a paraphrase as an exact quotation.
Photo or work sample: annotating visible evidence
Purpose
To preserve evidence of process, representation, design or change that is visible in an authorised image or artefact.
Annotation
Work sample: C1’s three drawings of a bean
seed completed on days 1, 5 and 9.
Child explanation:
“First it was just round. Then the root came out. Now the stem
is going the other way because it wants the light.”
Educator note:
Across the three drawings, C1 added the root, stem and two
leaves and changed the placement of each feature to reflect
direct observation of the growing seed.
Analysis
The sequence shows increasingly detailed representation, attention to change over time and an emerging theory connecting plant growth with light.
Possible next step
Invite C1 to compare seeds placed in different positions and decide what evidence would help investigate the light theory.
Common mistake
Using a photograph without an explanation of what it demonstrates, or focusing on whether the finished product looks attractive rather than on process and learning.
Group observation: shared inquiry without duplication
Purpose
To document learning that was genuinely created through group interaction while recognising significant individual contributions.
Observation
24 August 2026, water channel investigation. A group of five children attempted to move water from the trough to a bucket using guttering. C2 held the first gutter while C6 raised one end and said, “It needs a hill.” C4 placed a second gutter underneath the first. Water leaked through the gap. C9 suggested, “Put them inside each other.” The group overlapped the guttering and tested it again. Water reached the bucket. C5 marked the successful position with chalk so the group could rebuild it after lunch.
Analysis
The group combined ideas, allocated actions, tested a design and used feedback from the materials to revise it. C9 contributed the overlap strategy, while C5 introduced a method for recording the successful arrangement.
Possible next step
Provide additional lengths, connectors and containers and invite the group to compare how height and angle affect flow.
Common mistake
Writing “the children worked well together” without recording the different contributions and the way ideas changed the shared outcome.
Family contribution: connecting learning across settings
Purpose
To add relevant family knowledge and continuity without turning private family information into unnecessary program documentation.
Record
Family contribution received 26 August 2026. C10’s family shared that C10 has been helping a grandparent sort bolts and washers by size in a home workshop. They reported that C10 calls the smallest pieces “the babies” and checks each bolt against several washers before choosing one.
Educator connection
This information may help explain C10’s sustained interest in sorting loose parts and testing which components fit together at kindergarten. It adds context that was not available from the service observation alone.
Possible next step
With the family’s agreement, invite C10 to explain the sorting strategy and provide safe large-scale nuts, bolts and loose parts for classification and construction.
Common mistake
Recording unrelated family details, presenting the family account as something directly observed by the educator or sharing it beyond those who require it.
Do not collect every type for every child. Use professional judgement, avoid duplication and collect evidence over time that is proportionate, meaningful and useful.
4
Module four
How to write an observation
Before observing
- Clarify the purpose or question.
- Choose the most suitable method.
- Check whether active supervision or another immediate responsibility means the observation must wait.
- Use the approved child code and current NERPSA documentation system.
While observing
- Record specific actions in the order they occurred.
- Use exact quotes where possible and quotation marks only for words actually spoken.
- Record relevant gestures, expressions, materials, peers and environmental context.
- Avoid interrupting authentic play solely to obtain a better record.
- Never allow documentation to reduce supervision.
After observing
- Check the record while the event is fresh.
- Remove labels, unsupported conclusions and unnecessary identifying details.
- Separate observation from analysis.
- Consider the child’s perspective and whether further information is needed.
- Analyse the evidence using professional knowledge and relevant VEYLDF outcomes.
- Identify a proportionate next step and later evaluate what occurred.
| Instead of writing | Write observable evidence | Why |
|---|---|---|
| She was very clever. | C2 rotated the puzzle piece twice, aligned the straight edge and placed it into the frame. | Records the strategy rather than a general judgement. |
| He was angry. | C7 clenched both hands, pushed the chair backwards and said, “Stop. I was using that.” | Records actions and words without claiming an internal state as fact. |
| They played nicely. | C3 handed C5 a wooden block and said, “You can make the other tower.” C5 replied, “Then we can join them.” | Makes cooperation and shared planning visible. |
| She cannot count. | When asked how many shells were present, C8 pointed to the shells and counted, “One, two, three, five.” | Records current evidence without defining the child by a deficit. |
5
Module five
From observation to analysis and planning
Observation
What did the child do, say, make, communicate or attempt? What was the relevant context?
Evidence: “C6 placed three planks between two crates. When the centre plank fell, C6 moved both crates closer and replaced the plank.”
Analysis
What might this evidence show when considered with other knowledge of the child?
Interpretation: C6 tested distance and stability, noticed the effect of spacing and revised the design after the first attempt.
A useful analysis asks
- What learning, development, wellbeing, disposition or working theory is visible?
- What strategy did the child use?
- What changed, developed or persisted?
- What other evidence supports or challenges this interpretation?
- How does the child understand the experience?
- Which VEYLDF outcome or practice connection is genuinely relevant?
- What response could extend, deepen or support the learning?
Do not attach every VEYLDF outcome to every observation. Select the strongest genuine connection and explain the evidence that supports it.
A meaningful next step
A next step may involve changing the environment, providing materials, revisiting an idea, asking a thoughtful question, modelling a strategy, supporting peer collaboration, seeking family knowledge or continuing to observe. It should arise from the evidence, not from a generic activity list.
6
Module six
Dignity, privacy, child safety and professional records
- Write about children as capable people with rights, strengths and individual contexts.
- Record only information necessary for the professional purpose.
- Use approved systems, child codes and service supplied or authorised devices.
- Never use a personal device to capture, store or transmit images or videos of children.
- Follow consent, image, digital technology, retention, access and information sharing requirements.
- Do not include humiliating descriptions, jokes, personal criticism or speculative diagnoses.
- Include the child’s voice and perspective where appropriate rather than writing only about the child.
- Ensure documentation does not interrupt supervision, relationships or responsive practice.
- Store drafts and completed records so they cannot be accessed by unauthorised people.
Observation is not a substitute for child safety action
If information indicates a child may be unsafe, follow immediate child safety, mandatory reporting, reportable conduct, incident and internal escalation requirements. Do not delay required action while completing an educational observation. A child safety record must follow the correct reporting and recordkeeping process.
Observation is not diagnosis
Educators may record patterns, strengths, participation, communication and observable concerns. They should not present an unsupported clinical or diagnostic conclusion as fact. Where appropriate, discuss evidence through authorised pathways and work respectfully with families and relevant professionals.
Practice activity: evidence or interpretation?
Select the best classification. All four must be correct before the completion record can be generated.
“C1 placed the blue cup beside the red cup and said, ‘This one is taller.’”
“C1 appears to be comparing attributes and using relational language.”
“Between 9.30 and 9.45 am, C5 returned to the drawing table three times.”
“C5 demonstrated persistence and an intention to refine the drawing.”
Complete all four statements.
Required workplace reflection
Apply the learning to your practice
Do not include children’s full names, family names, staff names or
unnecessary identifying information. Use general descriptions or
approved child codes. Drafts are saved only in this browser on this
device.
Your answers save automatically as you type.
Framework and practice connections
ACECQA assessment and planning cycle
Element 1.3.1 and current practical guidance for meaningful, proportionate educational program documentation.
Open ACECQA Element 1.3.1Current VEYLDF
The Victorian framework, practice principles, outcomes and planning cycle used to assess and respond to evidence of learning.
Open the VEYLDFACECQA early childhood documentation
Current guidance on Regulations 73 to 76, proportionate documentation, children’s rights and safe use of images and devices.
Open documentation guidanceNERPSA policies and resources
Use current policies and approved service documentation systems, including privacy, child safety and digital technology requirements.
Open NERPSA policiesCompletion requirements
- Read the complete lesson.
- Review the observation methods and examples.
- Complete all four practice classifications correctly.
- Complete all four written reflections.
- Achieve at least seven out of eight.
- Complete the participant declaration.
- Generate and submit the combined completion record.
Generate your completion record and certificate
The button unlocks when every requirement is complete.
Complete all learning requirements to unlock your record.
Submit the complete PDF
In the print window, choose Save as PDF. Submit the complete file through the NERPSA Document Submission Form in the NERPSA Connect App or Staff Resources website.
This is the only acknowledgement required. Please do not email the certificate or reflections separately.