ABSTRACT
However, many educators struggle with the process of observation and may not always know how to support groups or individual children especially if they do not know how to recognise biological development, implement the curriculum, or understand how play is structured. Goouch and Powell consider other factors to be a lack of training and support offered to Early Years educators who work with infants and young children and a failure by policy-makers to recognise the educational value of this work. Early Years educators should understand that the child development model they are working with determines and influences the way in which they observe infants and young children, placing boundaries around what they expect to see, what questions they ask, and what answers they accept. Early Years educators entering the profession today also come from a variety of backgrounds and many have not learnt the basics in child development or have opportunities to reflect on the processes of their observations.
