The practical answer
A useful observation describes what a child did and said, explains what that tells you about their learning, sets out a next step and is reviewed later. A few clear sentences for each part is usually enough. Follow your service’s documentation and privacy policies.
What an observation is for
Observations are one part of the planning cycle described in the approved learning frameworks: gather information about a child, analyse what it means, plan, act and reflect. Their job is to inform what you do next.
That purpose is a useful filter. If a sentence does not describe what happened, explain the learning or shape a next step, it probably does not need to be there.
A four-part format
- What happened: Two to four sentences describing what you saw and heard. Use the child’s own words where you can.
- What it shows: Your interpretation of the learning, linked to the framework in your own words.
- Where to next: One specific follow-up: an experience, a change to the environment or a conversation with the family.
- Reflection: A short note added later. What happened when you followed up, and what would you change?
Your service or educational leader may use a particular template. The four parts usually map onto it without much change.
An illustrative example
Example only. The child and details are invented
What happened: At morning tea, M carried the water jug to the table with both hands, poured until the cup was about half full and said, “That’s enough for me.”
What it shows: M is managing a self-help task independently and judging how much is enough. This connects with emerging autonomy and taking increasing responsibility for their own wellbeing (EYLF Outcomes 1 and 3).
Where to next: Offer jugs and containers of different sizes at the water trough, and invite M to help set up morning tea.
Reflection, one week later: M poured for two friends and slowed down as each cup filled. Introduce the words full, half and empty during water play.
The example is short on purpose. It records a real moment, makes one clear interpretation and leads somewhere.
Capture it in the moment
Reconstructing a moment hours later takes longer and usually loses the child’s words. A few words jotted at the time are enough to write from later.
How you capture matters as much as what you capture. Use the devices and methods your service’s policies allow, and check the current expectations around digital devices and images. The guide to the 2026 image and device rules explains why services have been reviewing these workflows.
Write less, describe more
Phrases such as “engaged with” and “explored” often hide what actually happened. Replace them with the action: what the child picked up, said, tried or changed.
- Describe before you interpret, and keep the two apart.
- Link to an outcome by explaining the connection, not only by quoting a number.
- Leave out praise that does not add information.
- Write a next step you can realistically follow up.
How often you document, and in what format, is set by your service. One clear observation that leads to a follow-up is more useful than several that do not.
Keep privacy and permissions in view
Observations contain children’s personal information. Follow your service’s policies on names, photographs, storage and who can see each record. Do not keep children’s records on personal devices or accounts unless your service’s policies specifically allow it.
A photograph is not an observation on its own. If you include one, it needs the right permission and the same interpretation as any other record.
Choose a format that fits the moment
- Jotting: A few lines about one moment. Quick to write and easy to build on.
- Anecdotal record: A slightly longer account, written after the event, with interpretation.
- Learning story: A narrative about a significant moment, often written to the child and shared with the family.
- Group observation: What an interaction showed about the group, with notes on individual children where relevant.
Choose the format that suits what happened and your service’s expectations, not the one that fills the most space.
Using documentation in applications and interviews
Employers often ask how you plan, reflect and make learning visible to families. A de-identified example of one observation and its follow-up is stronger evidence than a general statement about the planning cycle.
Never include identifiable children’s records, photographs or family details in an application. Describe the situation in general terms. The interview preparation guide and the selection-criteria guide show how to structure that evidence.
Apply this to your next step
Interview preparation, $50
Work through your own examples with Parth in one 30-minute strategy call, including how you explain your planning and documentation.
Parth runs AUS ECT Funlion, providing educator career support and centre marketing services. Examples in this guide are illustrative unless otherwise stated.