Child Observation for Learning and Research: Understanding the Methodology, Practice and Interpretation

This fully revised new edition of Child Observation for Learning and Research provides a thorough grounding in the methodology, practice and interpretation of observing children. The book takes the unique approach of demonstrating how acquiring observational skills serves as a key learning tool for understanding both children and theory.

The authors draw on their experience and expertise in childcare, early years education, social work and research to introduce the fundamental principles and processes of observation, building knowledge and confidence through a wide range of scenarios and activities. This new edition features a focus on inclusive practice and resistance to ableism, spotlighting the Rights of the Child with chapters exploring the deeper roots of child observation and notable theories of early childhood. It highlights critical perspectives on systematic child observations and updates current ways of working and learning in practice and research.

Each chapter includes vignettes illustrating real examples of observation, practice and research; key theorist and theory boxes highlighting relevance to learning and observation; end-of-chapter activities encouraging reflection on experiences of the observational process; and a wide range of references to support further reading and research.

Whether you are an undergraduate student or a practitioner embarking on a new course of study, you will find this book a valuable resource to support your practice, learning and research in child observation.

Theodora Papatheodorou (PhD) is an early years scholar with expertise in child observation as a systematic and reflective approach to understanding learning and development processes.

Paulette Luff (PhD) is a senior lecturer at Anglia Ruskin University. Understanding the importance and use of child observation is central to her teaching, research and writing.

Olivia Boulter (M.Ed) is a senior lecturer at Anglia Ruskin University. She works closely with undergraduate students, encouraging critical inclusive and reflective practice.