Looking, listening, learning and linking: uses of observation for relational pedagogy

Considers the role of skilled and careful observation of young children in fostering relational approaches to young children’s care and education. The first section discusses the potential of observation as a pedagogical tool and then highlights inadequacies that have been identified in this area of early childhood professionals’ practice. The second section draws on evidence from a collective case study of 11 newly qualified childcare and education workers, employed in three different early years settings. Findings from this research indicate that informal observant practice is very meaningful and enhances relationships with children, families and colleagues. However, this is not often reflected in the formal documenting of observations, which are focused upon monitoring the progress of individuals and therefore have limited use in developing children’s care and learning. Finally, proposals are made for a move towards more inclusive and collaborative ways of working, drawing inspiration from models of excellence in order to maximise the potential of child observation as a tool for relational pedagogy