ABSTRACT
Observation is a vital element in most human relationships. Attending to another person, often automatically and unknowingly, noticing their facial expressions, being aware of their body language, tone of voice and general behaviour, provides valuable clues about how they are feeling and how to respond. We recognise that a colleague who comes into the office looking pale and tired will appreciate help
This chapter considers the role of skilled and careful observation of young children in fostering relational approaches to young children’s care and education. Here relational pedagogy is defined as work with children which recognises that human relations are of paramount importance, both within care and education settings and beyond. The connections and understandings exchanged and developed in the context of shared practices and meaning-making are also central to this relational approach to caring, learning and teaching. In the light of this, the first section of the chapter 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.
