Observation is fundamental to science activity at all levels and one of the key tasks for the teacher of young children is to teach them to observe - discuss

University Degree Education and Teaching

Natalie Hill

‘Observation is fundamental to science activity at all levels and one of the key tasks for the teacher of young children is to teach them to observe’

Within this assignment I will be discussing the above statement taking into consideration how a teacher may go about developing observational skills in children from an early age. I will be drawing on my own experiences of observation within school, how important observation is, the nature of observation, and reflecting on relevant literature, which I have read.

I believe the nature of observation is based on watching something carefully and to pay close attention to, for example, a plant. Observation is not solely based on sight but also includes the other three out of the five senses that we have. These include; touch, smell, and taste. When planning for observation you need to take into account the health and safety of the children. To successfully partake in observation you need to make sure the children are able to use all of their senses appropriately and safely. Also assist children in the correct way of using equipment if needed. Not everything you observe can be tasted or touched or even smelt. Therefore many observation activities need supervision.

However, I feel that observation is a very important and essential aspect to science, which I believe needs to be taught from an early age. Science lessons are very much based on observation therefore; to be successful at many science activities you have to learn the basic skills of observation. I think children as young as three years should be taught how to use observation.

Within the Curriculum Guidance for the Foundation Stage there is a section on how observation can influence planning. I feel this example is relevant to how I feel about children and observation and how easy it is to make observation fun and interesting. It talks about finding a stimulus that the children are interested in. It states that observation can be adapted to fit all six areas of learning and early learning goals. For example: creative development – colour of the leaves and ripening berries, texture, drawing of fruit. Physical development – fine motor skills: use of magnifying glass. Mathematical development – make comparisons of size and vocabulary such as bigger than.

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The National Curriculum states within the sub section of scientific enquiry that children within key stage one the ‘pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer a question.’ Observation does not have to be boring. For example: On my initial work experience I witnessed a science lessons in the reception class on changing materials (2b). Before the experiment took place the children were asked to predict what would happen if the chocolate was placed in the mixing bowl over the hot water and either draw or write down what might happen to the chocolate bar. The children then observed the chocolate to get their results and then they noted down what they had seen. For very young children you can play sorting games for example using sorting circles that overlap because some objects may belong in both sets.

I feel the responsibility of a teacher in teaching observation is very important, as we use observation every day. Therefore I believe that for children to develop their observation skills through science teachers need to allow children plenty of time to make lots of observations. These observations do not have to be to detailed; they could simply be that one species has wings and the other has none. Children learn best when they are curious. Curiousness leads to questions, which then lead to observations. Questions help children to improve their observational skills. I believe that when doing observations within a group the teacher when asked a question ought to answer with a question. This I feel will or may provoke a more detailed observation depending on the age of the children.

I remember when I was at primary school doing lots of observations of the schools environment. I remember one topic in particular. At the side of the playground there was a pound full of frogspawn the teacher took a small amount of the frogspawn and pond water, took it back into the classroom and placed in a tank. Then everyday in little groups we observed any development within the tank and noted it down.

Wynne Harlen stated that ‘The purpose of developing children’s skills of observation is so that they will be able to use all of their senses (appropriately and safely) to gather relevant information from their investigations of things around them.’ Therefore I feel that the teacher’s role is to provide lots of opportunities for children make their observations. Wynne Harlen also stated that there are four main aspects to making observation enjoyable theses include…

Interesting materials or objects to observe and appropriate aids to observation e.g. magnifying glasses
Sufficient time to observe them
Invitations to observe
Discussion of what is observed.

In addition to the four bullet points above I feel that displays are innovative in making open opportunities for children to observe especially if it is on something interesting. This would mean that whenever the children walk passed the display they stop to have a look. This would provide many opportunities to encourage the children to observe.

I also believe the role of the teacher is to gradually introducing scientific words to children. However I agree with the following statement by Brenda Prestt in 1985

‘Words introduced too soon are part of that ‘verbal wrapping paper’ of science….’ I agree, as I believe that a teacher should introduce observational language slowly rather than all at once in order to help the children to understand and grasp the scientific terminology.

My view is that discussion plays an important part in observation. I feel it encourages children to look closer at what they are observing. Discussion is a good way to get children talking about what they have observed and hear what others have observed. As a teacher we may find that discussion in a group makes others look at the object extra carefully focusing on different features that they had not noticed before. Discussion tells the teacher what the children have noticed as there maybe things the children find that the teacher did not. I also believe that holding a class discussion and for children to hear what others have found will help those who have difficulty concentrating at first. I feel observation works best if observations take place in small groups but come together and share ideas within a class discussion.

I believe that open-ended questions encourage children to focus on observations that they are doing. Wynne Harlen states that by using open-ended questions it ‘can prevent children becoming blinkered by existing ideas which lead them to observe what only what they expect.’ This was evident in the session, which I taught to a year three class.

As a result of a session I taught to a year three group at Beacon Primary School on observation. I found that many of the children when asked to look at the shell they had in their hand and describe what they can see and feel they all commented on the colour and shape. When teaching this lesson I had to try really hard to get the children to actually look at the shell in question and use as many describing words as they could. I thought this wound help them with their drawings they were going to draw at the end of the session rather than drawing it from imagination. I feel now that I as a teacher I could have made the session more interesting and appealing to the children by using water so that the colours of the could shells show up more clearly, making the observation process more enjoyable for the children.

After this experience I feel that to promote and encourage children’s observation skills I feel that most children would benefit in having a TA, teacher, or parent helper close by for guidance in the right direction. Teaching observation is not easy, they children need guidance on how to observe. Observation is more than looking at an object it is looking at an object in great detail. I feel that observations should be lead by questions, as I believe questioning children about the abject makes children look closer. I found this out on my placement at the Beacon Primary School.

We all make observations all the time, every day with out realising what we are actually doing. For example looking out of the window at the weather. We see it is raining so we dress appropriately. This was something that we were all taught to do within our first years of school through practical work.

I feel that there is a dramatic difference between learning through books and practical work and observation. I agree with Jane Glover quotation from 1985 as she stated that ‘… Children are often very stimulated by practical science and discuss their observations excitedly with their co-workers…’ Observation is very a hands on therefore I feel helps it can promote observational skills rather than teaching science through books. I found this helpful as a child to take part in practical/observational work rather than working through book after book.

In conclusion to this assignment on observation I feel that in order for a teacher to develop children’s observational skills they need . Observation is an aspect of science that I have always found to be tedious if it is not explained properly, and observing something that is different and enjoyable. I feel that this is the way that many children would feel and therefore a teacher would need to keep the observational side of science enjoyable in order to develop their skills. I feel that children would find this to be a lot more encouraging, especially if the teacher also enjoys teaching observation and knows what they are observing well.

Children need their work to be new and exciting. Therefore I feel that if observation, especially at the beginning of learning about how to observe, is kept fun and new, children would be more willing to develop and learn more about observation. Children need to be kept amused in order for them to want to work. If they thought that the lesson was going to be on something that they have already observed then they are going to want to leave, or get the observation done as soon as possible with as minimum work as possible.

Observation is vital to science. Therefore a child needs to have been taught how to observe properly. This means that in order to develop a child’s observational skills a teacher needs to work on those skills to keep them up-to-date as much as possible. I feel, as I have stated, that the most productive way of doing this is to keep observation enjoyable. Observations should be on subjects, which are new, different, or something that the children will find disgusting, such as the slime from a snail so that their enthusiasm for observation is kept high.