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For an early childhood educator, observing a child begins by noting how each child behaves, learns, reacts to new situations, and interacts with others. An educator then takes this information and creates activities to promote growth in skills, document the success of those skills, and then reflect and assess.

Observation usually happens while you are caring for infants and toddlers. So you may not have uninterrupted time to record your observations. Often teachers record their observations (also called documentation) when children are sleeping, at the end of the day after children leave, or during planning time.

How Does Learning Happen? is organized around four foundational conditions that are important for children to grow and flourish: Belonging, Well-Being, Engagement, and Expression.

Observation and Documentation Dos and Don'ts Note the date, time, setting, Note the child (or children) involved. Record only the facts ? in a concise (to the point) manner. Record the facts in the order as they occur and exactly as you see it. Collect vivid details and quotes. Use a variety of Observation Methods.

Documentation takes children's and educator's thinking, and the experiences that educators observe, hear and feel into written or other records that can be shared, revisited and extended over time.

Documentation typically includes samples of the children's work, photographs of the children engaged in the project work, and comments and transcripts of conversations.

ELECT stands for Early Learning for Every Child Today.

Observations, documentations, and the results of other formal and informal assessments are used to inform the planning and implementing of daily curriculum and experiences, to communicate with the child's family, and to evaluate and improve educators' and the program's effectiveness.