ABSTRACT
Observation as a tool emphasises the importance of going beyond seeing to actively recording and documenting data on the phenomena we are exploring. This chapter provides a focus on the multiple and varied methods of observation with young children, from covert to overt, depending on the aims and objectives of the research focus and the associated role of the researcher. Roles can range from non-participant, to participant observer, to complete membership, and a number of roles may be assumed within the one research inquiry. Observation plays a central role in early childhood education practice. Early years practitioners are uniquely placed to be able to engage in a meaningful way with young children through observations, and to minimise the potential effects of the presence of the observer on the child’s behaviour and responses. Structured observations tend to have a precise focus and aim and are underpinned by principles associated with quantitative methodological approaches.
