1.3 Identify ways early years educators assess the development of babies and children

This guide will help you answer 1.3 Identify ways early years educators assess the development of babies and children.

Early years educators play a key role in tracking the progress and development of babies and young children. Observing and assessing their progress ensures that each child’s needs are met, and appropriate support or intervention is given when required. In childcare settings, there are specific methods and tools to carry out these assessments. These approaches help in understanding the developmental stages of children across physical, emotional, social, and cognitive areas.

Observation

Observation is one of the most common and effective ways to assess development. It involves watching and listening to babies and children in various situations to understand their behaviour, interactions, and abilities. Educators use both structured and unstructured observations.

• Structured observation involves looking for specific behaviours or skills, such as whether a baby can grasp an object or a child can share toys with friends.
• Unstructured observation allows the educator to notice behaviours as they occur naturally during play or routines.

Some tools used during observations are checklists, anecdotal records, or narrative descriptions. This method is simple but provides deep insights into how a child engages with their surroundings.

Developmental Milestones

Educators often assess babies and children against developmental milestones. These milestones are a set of skills or activities most children achieve by a certain age. For example, by the age of one, many babies start to say their first words, crawl, or pull themselves to stand.

Using milestone charts helps educators spot any delays or areas where a child may require extra help. These charts cover areas like:

• Communication (e.g., speaking their first word)
• Physical development (e.g., crawling, walking)
• Emotional and social skills (e.g., recognising their caregiver)
• Cognitive abilities (e.g., solving simple problems)

Progress against these milestones is recorded and reviewed regularly.

Play-Based Assessments

Play is a natural activity for children and provides an excellent opportunity to assess their development. Through play-based assessments, children are observed engaging in activities they enjoy. For example:

• Building towers with blocks might show their fine motor skills and spatial awareness.
• Role-playing as a doctor might reveal their understanding of the world or their communication abilities.
• Playing with peers can show how they share, negotiate, and manage emotions.

Play reduces pressure on children, making it easier for educators to get a true picture of their abilities.

Learning Journals

Learning journals are individual records of a child’s progress. These folders or books contain photos, artwork, observation notes, and developmental checklists. Each entry offers a snapshot of the child’s experiences and achievements.

Parents and carers often contribute to learning journals by sharing milestones or observations from home. Educators then align this information with their own assessments to create a complete picture of the child’s development.

Documenting entries in these journals allows practitioners to reflect on what the child is learning and plan their next steps.

Parent and Carer Feedback

Families know their children best. By discussing a child’s progress with parents and carers, educators gain valuable insights that may not be visible in the childcare setting. For example:

• A parent notices their child can count to ten at home. This can be noted in the child’s records.
• A carer mentions concerns about the child’s speech, prompting an educator to monitor this more closely.

Regular communication between families and practitioners ensures that a child’s experiences in and out of the setting work together to support their development.

Standardised Assessments

Formal assessments use tools and tests developed to measure specific aspects of a child’s growth. These assessments are based on research and indicate whether a child is developing at a typical rate. Examples include:

• Speech and language screening tests
• Gross motor skill assessments
• Behaviour or emotional development scales

While standardised assessments offer useful benchmarks, they are usually reserved for children where extra support may be required.

Progress Tracking Systems

Digital tools and software can assist early years educators in tracking children’s development over time. These systems make it easier to record observations, upload photos or videos, and generate reports. By using these records, educators can detect patterns, highlight achievements, or spot gaps in a child’s progress.

Digital systems are especially useful for comparing group progress or identifying trends that might help plan group activities. However, care must be taken to protect children’s personal data under data protection laws.

Key Worker Role

Children in early years settings are often assigned a key worker. This is a staff member responsible for building a close relationship with the child and their family. The key worker regularly assesses the child’s development through one-to-one interactions, focused observations, and routine monitoring.

By focusing on individual children, the key worker ensures any developmental needs are identified promptly. This approach also builds trust between the family and the childcare setting.

Baseline Assessments

When a child starts in an early years setting, a baseline assessment might be carried out. This helps educators establish the child’s current abilities. Information for the baseline may come from:

• Conversations with parents about interests and needs
• Initial observations in the setting
• Questionnaires provided to families

This early information helps practitioners plan activities and learning experiences that support development from the very start.

Peer Observations

Sometimes, children’s interactions with peers reveal important developmental information. Observing how a child responds to others, whether they play cooperatively or prefer solitary activities, or how they handle conflict provides clues about their social and emotional skills.

Educators might organise group tasks or games to observe these interactions naturally. Peer observations help when assessing social milestones such as sharing, turn-taking, and leadership roles.

Planning Next Steps

Assessment is not just about recording development. It also involves using this information to plan the next steps. For example:

• If a child struggles with fine motor skills, they might be encouraged to do threading activities or play with playdough.
• If a child shows advanced development in a certain area, such as maths, activities can be introduced to extend their learning.

These plans are regularly reviewed and adapted based on the child’s progress.

Multi-Agency Input

In some cases, educators might work closely with other professionals to assess a child’s development. This can include speech and language therapists, health visitors, or educational psychologists. Input from these specialists ensures children receive the right support, particularly when facing developmental challenges or disabilities.

The shared expertise allows for a more in-depth understanding of the child’s needs and progress.

Using the Early Years Foundation Stage (EYFS)

In the UK, the Early Years Foundation Stage (EYFS) framework guides educators in assessing development. The EYFS is divided into seven areas of learning and development:

1. Communication and language
2. Physical development
3. Personal, social, and emotional development
4. Literacy
5. Mathematics
6. Understanding the world
7. Expressive arts and design

Practitioners record observations across these areas to ensure children are making progress. Summative assessments, such as the two-year progress check or the EYFS profile at the end of the Reception year, summarise the findings.

Adapting to Individual Needs

Each child is unique, so assessments are adapted to suit their needs and abilities. For example:

• Children with English as an additional language may use gestures instead of words, which can still demonstrate understanding.
• A child with mobility issues might participate in activities differently but show the same developmental progress as their peers.

This flexible approach helps practitioners provide an inclusive environment for all children.

Celebrating Achievements

Lastly, developmental assessments are not just about identifying gaps, they are about celebrating progress too. Recognising achievements boosts children’s confidence and self-esteem. Parents also appreciate seeing their child’s skills and abilities acknowledged. Displayed artwork, certificates, or praise during group time are simple but effective ways to celebrate milestones.

Regular assessment, when done sensitively, encourages a child’s natural development and ensures they are supported in reaching their full potential. The combination of all these methods provides a thorough understanding of a child’s growth in their early years.