The skill of observation informs our practice at all the age levels. The skills practised and employed at every level are appropriate for the ages of the children in the group and it is important at all levels for children to see that observation is a very critical part of the adult’s work. Just as we help the children to not interrupt each other’s work, the same holds true for the adults’ work. When asked a question by a child, we can kindly say, “I am observing at the moment but will come to you when I am finished.” We can keep a small notebook in which to write things noticed, to record times when children are deeply engaged in their work, times and potential causes of disruptions, children who work side-by-side, but chat more than they actually engage with materials, etc. Which children seem to work well together and which ‘couples’ tend to just chat? Who tends to be more productive when working alone—and on what—versus who works well in a small group—and on what?  

On training courses at all age-levels the importance of observation is discussed and ideally practised as a preparation to be a teacher.

Observations in the environment also inform teachers about each child’s challenges, strengths, etc. as a preparation for discussing the child’s work both with the child and the parents.

Observation as a scientific practice was modelled for us by Montessori and continues to inform our practice today. It is no more nor less important at any age level—it is one of our critical tools which informs practice.