Childhood Observation Essay

Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
It was an exciting time where children appeared to be absorbed in creating their maps, looking outdoors to check they were creating it correctly, and using the photographs they had taken on the camera. The children often linked their own personal thoughts to the objects they were drawing outside, and a wide range of language emerged. For example Henry was drawing the daffodils and discussed with is peer how he has lots in his garden, and he liked the smell. Ollie discussed with henry how he has also seen the daffodils in church

Children’s motivation levels are high outdoors and there are lots of points of interests that will stimulate their communication skills. I have witnessed from this observation the impact the changing weather and seasons has on Henry and Ollie. The interactive nature of opportunities outdoors awakened henry and Ollie’s senses and inspired talk. The interaction between children as they talk provides the practitioner with further knowledge of how to extend their learning. Research by Low Deiner and Qiu, also highlighted that children whose primary language is not English are more likely to talk outside rather than indoors. This observation also showed that the outdoor area is a framework for a range of pedagogy such as R.E, Communication and Social skills and Literacy and

One of the children (George) created a map, that did not look like a physical representation of the children outdoor area, when his partner asked what he was drawing he explained he was using his imagination. The ‘water represents the big children’s playground, our area is the island, the dotted line is where we have to find the word treasure, that’s hidden under the X!’ George’s partner Pedro looked puzzled and asked me why he was doing it wrong. I explained that George was not doing it wrong, it is his interpretation of his outdoor area, and this is how he imagines it. This allowed me to be reflexive and flexible as a researcher, and to ensure at all times the child’s voice was being heard, and that I was not shaping the research to the outcome I wanted. I also thought this was a lovely example of children’s imagination. The child’s outdoor area can represent a number of things to them as expressed through George map. As adults we will never think how children do, or how we once did (Christensen, 2004). Child lead learning and child participation is increasingly being valued, as reflected in the literature. The map-making activity was a superb way to extend the pupils critical thinking, contributing to their communication and language development. Examples from my observation reflect the impact the