ABSTRACT
This chapter focuses on aspects of Young Child Observation and, in particular, its relationship to its older sibling, Infant Observation. It draws on the author's experience as a young child seminar leader on the Tavistock Observational Studies course. The chapter examines how the complexities of sibling feelings in both the observers themselves and in the observed family influence the way in which students establish the observer role as they struggle to find a place for themselves with the young child, a place that is neither so neutral that it risks being seen as dismissive by the child, nor so involved that it leads to a confusion of roles and boundaries, in relation to both the young child and their parents. It explores some of the ideas the young child will undoubtedly have about the observer.
