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My Observation in The Classroom

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Published: Mar 25, 2024

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Observation Essay

Observation essay generator.

To properly observe something, you need to make use of all your five senses. Paying attention to all the details and being level-headed is a must. That said, a lot of effort goes into the act of observing something. The data gathered in your observation, whatever it may be, is necessary. Therefore you should write an observation essay and share your findings with the readers. 

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What Is an Observation Essay?

An observation essay is a piece of academic essay that incorporates the observer’s perspective over a situation, event, behavior, phenomenon, and even a person. In this document, the writer should state everything he or she directly noticed on the subject. In addition, they can also use first-person narration in this paper.

How to Write a Well-Versed Observation Essay

Whether you are a student writing an essay of your observation for a school assignment or educational research , or maybe a professional conducting a business analysis , you should compose it critically. The findings you present in your observation essay could be necessary to your field or industry. To keep it professional and informative, incorporate appropriate elements and organize it properly. 

1. Follow Guidelines

If there are guidelines provided, ensure to read them beforehand. The list usually includes instructions regarding the format, the length, essential questions, the structure, and the deadline. To avoid forgetting the items to remember, you can secure a checklist beforehand. These details will act as your guide and will set the limits for your essay writing . 

2. Devise an Outline

Considering that you already finished observing, take out your notes, and start constructing your outline. Consider basing its structure on the guidelines. You should decide what information goes on in a particular paragraph and organize it to be comprehensive to the general readers. You can save your energy by researching sample blank outline templates online instead of starting from scratch.

3. Compose Your Thesis Statement

Write your thesis statement in your introduction. After writing your hook and engaging your readers, it is now time to state what the essay will discuss. What did you observe? What are the general idea and nature of your essay? Your thesis statement will act as the central idea of your descriptive writing. Its length must only be one sentence. 

4. Close With a Detailed Conclusion

After presenting the main ideas and supporting your claims, you should provide a conclusion statement that would sum it all up. In the last paragraph, you should restate the thesis statement and explain how all of these ideas are relevant to each other. Your conclusion should link back to the idea in your introduction.

How do you observe something properly?

The practice of observing is necessary for writing field reports of studies, especially in science and psychology. When you do an observation of something, it is advisable to research the subject you are studying. Also, you need to focus on your visual and hearing senses and your thought process. Avoid or get rid of factors that can distract you.

What are the different methods of observing?

The various methods of observing are categorized based on the level of involvement of the observer with the subject. If an observer is not noticed or personally seen by the participants, then he or she is employing the complete observer method. On the other hand, if the subjects recognize and interact with the observer, the implemented method is observer as participant.

How should you note your observations?

The first step in taking field notes of your observation is, write down the necessary details of the subject. Also, you should include the time and place. In writing your findings, you should stay objective and factual. Also, don’t forget to write a description of the setting and the materials involved.

The readers of your observation essay are not present at the time you did your observation. An observation essay is effective if its content is enough to supply information that would make the readers feel as if they are personally present at that time. Secure an observation essay, and earn an award certificate from your school or your work. 

Text prompt

• Instructive
• Professional

Discuss the behavior of animals at a zoo and what it reveals about them in your Observation Essay.

Reflect on the atmosphere of a music concert you attended in your Observation Essay.

How to Begin an Observation Essay: Tips and Strategies

• Dr. Huey Logan
• December 8, 2023
• Study Guides

Welcome to our guide on how to start an observation essay . Whether you’re a student or a professional writer, beginning an observation essay can sometimes be a challenging task. It requires careful planning, attention to detail, and an ability to capture the essence of the subject or event you’re observing. In this article, we’ll provide you with valuable tips and strategies to help you kickstart your observation essay effectively.

Here's What You'll Learn

Before we dive into the tips and strategies, let’s briefly discuss what an observation essay is. It is a type of paper where you provide remarks and findings about an individual, group, or event, focusing on specific details. Your goal is to describe your observations on a particular theme, engaging your readers through vivid descriptions and sensory details.

Now, let’s explore some key takeaways that will guide you through the process of beginning your observation essay:

Key Takeaways:

• Write in the present tense to establish a sense of immediacy and connection to the event.
• Structure your essay with an introduction, body paragraphs, and a conclusion.
• Include a hook, background information, and a clear thesis statement in your introduction.
• Develop your thesis statement with arguments and facts in the body paragraphs.
• Summarize and analyze your main ideas and arguments in the conclusion.

By following these tips and strategies, you’ll be well-equipped to begin your observation essay and captivate your readers from the start. Remember, the more you practice and refine your writing skills, the better your observation essays will become.

Paper Structure for an Observation Essay

The structure of an observation essay is similar to other essays, consisting of an introduction, body paragraphs, and a conclusion. Each section plays a specific role in presenting and analyzing the observations made.

The Introduction:

The introduction of an observation essay should grab the reader’s attention and provide background information on the topic. It should also include a clear thesis statement that highlights the main idea or argument of the essay. For example:

“Through the detailed observations of [topic], this essay aims to explore [specific focus or research question].”

The Body Paragraphs:

The body paragraphs of an observation essay are where the writer presents and analyzes their observations. Each paragraph should focus on a specific aspect or finding, supporting it with evidence and examples. It is essential to use descriptive language and sensory details to paint a vivid picture for the reader. Additionally, incorporating relevant quotes from interviews or other sources can add depth to the analysis.

The Conclusion:

The conclusion of an observation essay should provide a summary of the main points discussed in the body paragraphs. It should also offer a reflection on how the observations connect to the overall thesis statement and research question. This section helps to solidify the writer’s argument and leaves the reader with a sense of closure.

When writing an observation essay, it is important to adhere to the technical requirements set by the academic level and field of study. These may include specific formatting guidelines such as font size, spacing, citation style, and an appropriate structure for headings and subheadings. Following these requirements ensures a cohesive and professional presentation of the essay.

Table: Differences between Observation Essays and other Essay Types

In conclusion , understanding the structure of an observation essay is crucial for effectively presenting your findings and arguments. By following the suggested format, you can create a well-organized and engaging essay that captures the reader’s attention and provides a comprehensive analysis of your observations.

Tips for Starting an Observation Essay

Starting an observation essay can sometimes be challenging, but with the right strategies, you can capture your readers’ attention from the very beginning. Here are a few tips to help you get started:

Begin with a brief overview

One effective way to start your observation essay is by providing a concise summary of the topic and your thesis statement. This sets the stage for what readers can expect throughout the essay.

Pose a thought-provoking question

Another approach to engage your readers is by asking a question related to the topic. This invites them to think critically and encourages them to continue reading to find the answer.

Capture attention with an interesting fact or description

Hook your readers by sharing a surprising fact or vividly describing the main setting of your observation. This creates intrigue and makes readers more eager to delve into your essay.

Employ a delay strategy or personal anecdote

To add an element of suspense or connect the past to the present, you can gradually reveal the subject of your observation essay. Alternatively, you can share a personal experience that relates to the topic, drawing readers in through your own perspective.

Remember, the starting strategy you choose should align with your essay’s requirements and target audience. Experiment with different approaches, take breaks to gain fresh perspectives, and seek feedback to refine your observation essay. By implementing these tips, you’ll be well on your way to crafting a captivating and engaging piece.

How should I begin an observation essay?

To start an observation essay, you can use various strategies. One approach is to provide a brief overview of the essay’s topic and thesis statement in a few short sentences. Another effective strategy is to pose a thought-provoking question related to the topic, inviting readers to consider the answer. Alternatively, you can grab readers’ attention by starting with an interesting fact or vivid description of the main setting. Additionally, you can add intrigue by relating a past experience to the present or gradually revealing the subject. Choose a strategy that aligns with your essay’s requirements and engages your target audience.

What is the structure of an observation essay?

The structure of an observation essay typically consists of an introduction, body paragraphs, and a conclusion. In the introduction, you should include a captivating hook to grab the reader’s attention, provide background information on the topic, and present a clear and concise thesis statement that highlights the main idea of your essay. The body paragraphs are used to develop the thesis statement by presenting arguments, supporting evidence, and discussing the pros and cons of certain ideas. The conclusion should analyze how the thesis statement was developed throughout the essay and provide a succinct overview of the arguments and ideas presented.

What are some tips for starting an observation essay?

When starting an observation essay , it’s helpful to create an outline to organize your thoughts and ensure a coherent flow of ideas. To make your essay more engaging, use sensory details to vividly describe the scene and capture the mood in the introduction. End your essay with a powerful conclusion that leaves a lasting impression on the reader. Moreover, you can seek assistance and guidance from professional writers who can provide valuable help throughout the writing process.

Source Links

• https://pro-essay-writer.com/blog/observation-essay
• https://essayshark.com/blog/how-to-write-an-observation-essay/
• https://vmagazinespain.com/instructions/starting-observation-essay.php3

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Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education

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Editors' Note

Refer to the links below for examples of two Learning Stories:

• Learning Story: Waiting for Dad on this Side of the Border
• Learning Story: Under the Same Sun

When I think of children, the image that comes to mind is that of competent human beings: resourceful, creative, and able to collaborate with peers and adults. Young children are today’s citizens of the world, with their own ideas, theories, inquiries, strong preferences, and stories. As citizens, they have needs, but also rights—one of which is to be seen as contributors to their own education. Their interests, questions, and thoughts should influence what they do and learn at school.

I am an early childhood educator. I am also an immigrant and an American citizen by naturalization. I began teaching and learning from young children in San Francisco, California, when I began volunteering in a multilingual early childhood program. Because I lacked the knowledge of child development and curriculum planning required to do this work most effectively, I enrolled in classes at City College and took as many child development classes as I could. I am currently a doctoral student in the Educational Leadership Program at San Francisco State University, where I have been a lecturer for the past five years. I teach undergraduate courses on children’s language development in multilingual early childhood education settings, classroom observation and children’s evaluation, and more recently, a graduate course on narrative inquiry in ECE and elementary school.

I am also a preschool teacher: I have taught preschool for 18 years—the past 10 at Las Americas Early Education School in San Francisco’s Mission District. As an early childhood educator committed to equity of voice, I believe that educational activities with preschool children should be based on daily observations of children at play both in the classroom and outdoors. These observations should include teachers’ reflections and, as much as possible, families’ opinions and perspectives on their children’s learning, curiosity, talents, agency, hopes, and dreams. As a preschool teacher in a multi-language setting, I am required to conduct classroom observations to assess children’s learning. This has led me to the following questions:

• How can early childhood educators support and make visible children’s emergent cultural and linguistic identities?
• How can teachers embed story and narrative to document children’s growth and strengthen families’ participation in their children’s education?

This article examines the use of an observational approach in the form of Learning Stories, a narrative-based formative assessment created by New Zealand early childhood education leaders. By encouraging teachers to recognize children as competent explorers and learners at any given moment, Learning Stories provide a way to document children’s strengths and improve instruction based on the interests, talents, and expertise of children and their families (Carr & Lee 2012, 2019).

The Role of Documentation

My concept of documentation has evolved over the years and will likely continue evolving as I gain new insights about its relevance in the early childhood classroom. My views have been influenced by the Reggio Emilio approach (Edwards, Gandini, & Forman 1998, 2012); the inquiry work carried out at the former Prospect School (Himley & Carini 2000; Carini 2001) in North Bennington, Vermont; and New Zealand’s Learning Stories (Carr & Lee 2012, 2019). Each of these approaches emphasizes teachers observing, writing, reflecting, and documenting classroom life as a way to better understand and teach children.

The Reggio Emilia early childhood schools of Northern Italy (Edwards, Gandini, & Forman 1998, 2012; Turner & Wilson 2010) use the term “documentation” to refer to the process of observing and recording children’s learning experiences through different media (Helm & Katz 2001). Their curricular framework is an approach “based on adults listening rather than speaking, where doubts and amazement are welcome factors along with scientific inquiry and the deductive method of the detective” (Rinaldi 1998, 115). Systematic and meaningful observations of children’s learning are routine classroom practices that guide the curriculum.

Likewise, in the Prospect School’s approach to schooling, general theories of education take second place to teacher reflection. Teachers reflect on their teaching practices through a collaborative analysis known as “descriptive review,” or the deep analysis of one particular child, one piece of work, one classroom, or one issue that stimulates new kinds of thinking about children, curriculum, and larger educational challenges (Himley & Carini 2000; Carini 2001). While in operation, Prospect teachers documented children’s daily activities through richly detailed observations and descriptions that became narrative accounts over time. They focused on children’s interests and strengths to understand the intricacy of their thinking and to see children and their learning contexts in all of their complexities.

In New Zealand, educators use the Learning Stories approach to assess children’s progress. This narrative tool is a record of a child’s life in the classroom and school community based on teachers’ observations of the child at play and work. It tells a story written  to  the child that is meant to be shared  with  the family. Learning Stories serve as a meaningful pedagogical tool to assess children’s strengths and help educators reflect on their roles in the complex processes of teaching and learning (Carr & Lee 2012, 2019). As formative assessments, they offer the possibility of reimagining all children as competent, inquisitive learners and all educators as critical thinkers and creative writers, genuinely invested in their children’s work.

Documentation in Marginalized Communities

Learning Stories break away from the more traditional methods of teaching, learning, and assessment that often view children and families from a deficit perspective, highlighting what they cannot do. By contrast, Learning Stories offer an opportunity to reimagine children as curious, knowledgeable, playful learners and teachers as critical thinkers, creative writers, and advocates of play. Learning Stories are based on individual or family narratives, and they recognize the value of Indigenous knowledge. For native, Indigenous, and marginalized communities, the telling of stories or historical memoirs may be conceived as something deeply personal and even part of a “sacred whole” (Benham 2007). When we engage in writing and reading classroom stories—knowing how they are told, to whom, and why—we uncover who we are as communities and, perhaps, develop a deeper appreciation and understanding of other people’s stories.

My preschool is part of the San Francisco Unified School District’s Early Education Department. Our school reflects the ethnic, economic, cultural, and linguistic mosaic of the school’s immediate neighborhood, which consists primarily of first- and second-generation immigrant families from Mexico, Central America, and Asia. When children enter our program, only about 10 percent feel comfortable speaking English. The others prefer to speak their home languages, meaning Spanish, Cantonese, and Mandarin are the most common languages in our school.

Most of my students receive subsidized services, and their families primarily work in the hospitality, child care, or construction industries, or are in training for new employment. The school has three preschool-age classrooms: one Spanish-English dual language classroom with 24 children; one Cantonese-English dual language classroom with 24 children; and one classroom of children with special needs, which has 12 children. Each of our preschool classrooms is composed of one lead teacher and two assistant teachers, and each classroom has been assigned a district instructional coach.

Our preschool’s academic framework is based on the project approach, which embraces children’s interests and the immediate environment for engaging in in-depth studies of specific topics from multiple perspectives (Helm & Katz 2016). Investigations are undertaken by a whole class, a small group of children within a class, or by an individual child. Each project focuses on finding answers to questions about a topic posed by the children, the teachers, or the teachers and children together. Classroom investigations may last from a few days to several months and are carefully documented by teachers and children. Photographs, recorded conversations, short videos, children’s artwork and dictations, classroom-made booklets, and teachers’ reflections and interpretations are all part of what eventually becomes a child’s Learning Story and our teachers’ rich observation, reflection, and assessment tools.

For instance, during a class investigation on families, my 5-year-old student Juanito shared why his family did not live together in San Francisco. He described in graphic detail how his grandfather had been shot to death several years before while crossing a river in El Salvador. He also shared how his dad and mom had come to San Francisco, leaving behind their two older daughters, his sisters. Juanito’s sense of family was marked by a sense of longing for a foreign country he had never visited and two siblings he had only seen in photographs.

Juanito used drawings to express his feelings. In them, he depicted El Salvador as both beautiful and dangerous: a place that offered warmth (because his two young adult sisters lived there) but also a place with gangs who made people live in fear. “El Salvador is very pretty and has a big soccer field where one can play  fútbol  [football soccer],” he told us, his teachers. “My sister is a soccer player, like me. And I know there are gangs that go around killing people. My Daddy told me, and I’ve seen it on the TV.”

In my reflective role as Juanito’s preschool teacher, I began to understand his behavior much better as I watched and talked to him and assembled his Learning Story. As a result, I greatly improved my communication with him and my relationship with his parents. Juanito’s mom and dad have been very open about their family history and the story behind their decision to leave El Salvador and come to the United States. Their search for that envisioned future has brought a lot of stress to a family living in two countries—especially for little Juanito, who is developing his own identity as an American citizen with strong emotional ties to El Salvador.

During another class investigation—this one on our children’s cultural heritage—we read  A Movie in my Pillow / Una Película en mi Almohada , by Salvadorean writer Jorge Argueta (2007). The children enjoyed this collection of poems in which the main character, young Jorgito, lives in the Mission District but has not forgotten his native El Salvador. Just like Jorgito, we discovered that many of the children in our classroom had “memories” from where their parents had emigrated. Argueta’s poems opened the door to children’s creativity and imagination, which teachers could document, reflect on, write about, and assess.

My student Zahid revealed his story-telling skills by sharing the story of his father’s attempt to cross the border between Mexico and the United States. (See “Waiting for Dad on this Side of the Border" and “Under the Same Sun,” below.) The resulting Learning Story provided a structure for documenting Zahid’s developmental progression over time and for collecting data on his language use, funds of knowledge, evolving creative talents, and curiosity for what takes place in his world—all of this in his attempt to make sense of events impacting his family and his community.

Developing a Learning Story

Educators can use Learning Stories to identify developmental milestones with links to specific assessment measures; however, the purpose is not to test a hypothesis or to evaluate. At the root of any Learning Story is a genuine interest in understanding children’s lived experiences and the meaning teachers, families, and children themselves make of those experiences to augment their learning. As Southcott (2015, 37) reminds us, “Teachers choose a significant classroom moment to enlarge in a Learning Story in order to explore children’s thinking more closely.”

Although no two Learning Stories will be alike, a few core principles underlie them all. The foundational components include the following (Carter 2010, 2017; Carr & Lee 2012, 2019):

• an observation with accompanying photographs or short videos
• an analysis of the observation
• a plan to extend a child’s learning
• the family’s perspective on their child’s learning experience
• links to specific evaluation tools

Suggested Format of a Learning Story

The writing of Learning Stories encourages teachers to recognize children as competent explorers and learners in familiar settings at any given moment during the school day. The following format is a helpful guide for observing, documenting, and understanding children’s learning processes. It also may help teachers organize fleeting ideas into a coherent narrative to make sense of classroom observations or specific children’s experiences.

• Title:  Any great story begins with a good title that captures the essence of the tale being told. Margie Carter (2010) suggests that the act of giving a title to a story be saved for the end, after the teacher has written, reflected on, and analyzed the significance of what has been observed, photographed and/or video recorded.
• Observation:  The teacher begins the story with their own interest in what the child has taken the initiative to do, describing what the child does and says. When teachers talk and write the story in the first person, they give a “voice” to the storyteller or narrator within. In their multiple roles as observers, documenters, and writers, teachers bring a personal perspective that is essential to the story. They write directly to the child, describing the scene in detail and narrating what they noticed, observed, or heard. Accompanying photographs, screenshots, or still frames of a video clip of the child in action serve as evidence of the child’s resourcefulness, skills, dispositions, and talents.
• What Does It Mean? (or What Learning Do I See Happening?):  These are questions teachers can use to reflect, interpret, and write about the significance of what they observed. This meaning-making is best done in dialogue with other teachers. Multiple perspectives can certainly be included here; indeed, objectivity is more likely to be reached when the Learning Story includes a variety of voices or perspectives (Carr & Lee 2012, 2019). Ask your coteachers or colleagues to collaborate to offer their pedagogical, professional, and personal opinions to the interpretation of the events.
• Opportunities and Possibilities (or How Can We Support You in Your Learning?):  In this section, teachers describe what they can tentatively do in the immediate or distant future to scaffold and extend the child’s learning. How can they cocreate with children learning activities that stem from individual or collective interests? This section might also reveal teachers’ active processes in planning meaningful classroom activities while respecting children’s sense of agency.
• Questions to the Family:  This is an invitation for a child’s family to offer their opinions on how they perceive their child as a competent learner. It is not uncommon for a child’s family to respond with messages addressed to the teacher. However, when teachers kindly request parents to reply directly to their child, they write beautiful messages to their children. Sometimes, the family might suggest ideas and activities to support their child’s learning both at home and school. They might even provide materials to enhance and extend the learning experience for all the children in the class.
• Observed Milestones or Learning Dispositions:  Here, teachers can link the content of a child’s Learning Story to specific evaluative measures required by a program, school district, or state. They also can focus on the learning dispositions reflected in the story: a child’s curiosity, persistence, creativity, and empathy. The learning dispositions highlighted in a Learning Story reflect the emerging values of children and the values and beliefs of teachers, families, schools, and even the larger community.

Making Time for Documentation

A Learning Story recognizes a child’s everyday efforts as milestones in their continuous growth. It is a beautiful personal and pedagogical gift to a child and family based on what teachers observe, analyze, and interpret. Yes, documenting and making children’s learning visible through detailed observations, photographs, and reflections require time, intention, and incentives. But as Carini reminds us, children are more than a sum of unchanging traits, and it takes time and patience to paint a fuller picture of how they are evolving (Himley & Carini 2000).

When beginning the Learning Story process, remember that there is a storyteller in everyone. Creating a short Learning Story as a record of a child’s learning, playfulness, resourcefulness, experimentation, and drive can turn documentation into something enjoyable. Write just a few lines of what was observed, identify its possible meaning, then plan for a tentative activity to support the child’s interest. Add a photograph or series of photographs as illustrations, then share the Learning Story with a coteacher or other colleague to get feedback on composition, language, and narrative. Think of the Learning Story as another way of making a child and family feel special, and remember that families are always appreciative when teachers take note of their children’s accomplishments. Invite the family to add a few lines to the story by sharing what they have noticed their child doing at home related to the topic.

Waiting for Dad on this Side of the Border

What happened? What’s the story? Zahid, I admire your initiative to tell us the tale of the travels your dad has undertaken to reunite with you and your family in California. On a map you showed us Mexico City where you say your dad started his journey to the North. You spoke about the border ( la frontera ), and you asked us to help you find Nebraska and Texas on our map, because that’s where you say your dad was detained. We asked you, “What is the border?” and you answered: “It is a place where they arrest you because you are an immigrant. My dad was detained because he wanted to go to California to be with me.”

What is the significance of this story? Zahid, through this story where you narrate the failed attempt of your dad to get reunited with you and your family, you reveal an understanding that goes well beyond your 5.4 years. In the beginning you referred to the map as a planet, but perhaps that’s how you understand your world: a planet with lines that divide cities, states, and countries. A particular area that called your attention was the line between Mexico and the United States, which you retraced in blue ink to highlight the place where you say your dad crossed the border. It is indeed admirable to see you standing self-assured in front of the class ready to explain to your classmates your feelings and ideas so eloquently.

What activities could we plan to support you in exploring this topic that you are so interested in? Zahid, we could invite you to share with your classmates the tale of your dad’s travels and invite your friends to share the stories of their families too. We could take dictations of what it means for you to be waiting for Dad on this side of the border. We could support you to put into practice your interest in writing so that you could write a letter or message to your dad. Perhaps you would be interested in making a painting on a canvas representing your ideas and feelings with paint strokes and acrylic colors.

What’s the family’s perspective? Zahid is not very fond of writing, but he talks a lot and also understands quite a lot. He doesn’t like drawing but maybe with your support here at school he could find enjoyment in drawing or painting. —Mom

Under the Same Sun

What happened? What’s the story? Zahid, of the several options we proposed to you to continue exploring the topic of the journey of your dad from Mexico to the United States, you chose a canvas, skinny paint brushes, and acrylic colors to represent the word  frontera . Until now, you had hardly showed any interest in using painting tools, the process of writing, or making graphic representations of your ideas. Your preferred mode of expression was to communicate orally, and you have been doing it quite well! The fact you chose paintbrushes and acrylic paints reveals that every child should have the right to be an active participant when it comes to making decisions about their individual learning.

What is the significance of this story? Zahid, I’m very pleased to see your determination to make a graphic representation of the word frontera. After so many sessions singing the initial sounds corresponding to each letter of the alphabet in Spanish, I thought you would be inclined to sound out the word  frontera  phoneme by phoneme and spell it out to write it on paper, but that was not the case. Instead, you decided to undertake something more complex, and you chose a paint brush and acrylic colors to represent (write)  la frontera  the way you perceive it based on the experiences you have lived with your family and, especially, with your dad.

What possibilities emerge? Zahid, you could perhaps share with your classmates and your family your creative process. Throughout the entire process of sketching and painting you demonstrated remarkable patience since you had to wait at least 24 hours for the first layer of paint to dry before applying the next one. You chose the color brown to paint the wall that divides Mexico and the United States because that’s what you saw in the photos that popped out in the computer screen when we looked for images of the word “ frontera .” You insisted on painting a yellow sun on this side of the wall because according to you, that’s what your dad would see on his arrival to California, along with colorful, very tall buildings with multiple windows. I hope one day you and your dad can play together under the same sun.

What’s the family’s perspective? I think it is good for my son to have support from his teachers at school and that he can express what he feels or thinks. Although sometimes I wonder if it’s better to avoid the topic altogether. These months have been very difficult for everyone in the family but especially for him because he is the eldest. He says that he misses his dad even though he hasn’t seen him in a long time. And he says that he wants to go to Mexico when he’s older to be with Dad. —Mom

The Learning Stories framework honors multiple perspectives to create a more complete image of each learner. These include the voice of the teacher as narrator and documenter; the voice, actions, and behaviors of children as active participants in the learning process; and the voices of families who offer—either orally or in writing—their perspectives as the most important teachers in their children’s lives.

Teachers in different types of early childhood education settings can use this framework to observe, document, preserve, and share precious moments of learning and transformation in young children’s school journeys with specific examples of their questions, puzzles, discoveries, and growth (Knauf 2020; Nyland & Alfayez 2021). Through these child-centered stories, teachers engage minds, touch hearts, and enhance their pedagogical and intellectual work. They humanize the early childhood profession, paving the way toward innovative modes of observing, analyzing, and understanding the complexities of children’s learning and behaviors. Children’s active participation in classroom life and curriculum planning supports a sense of inclusiveness, agency, and belonging when they see themselves as the protagonists of their own stories in a school environment that celebrates their voices, experiences, and talents.

This article includes content from Escamilla’s chapter in the  Advancing Equity & Embracing Diversity in Early Childhood Education  book as well as content from an original manuscript by the author accepted for  Young Children.

Photographs: Getty; courtesy of author. Copyright © 2021 by the National Association for the Education of Young Children. See Permissions and Reprints online at  NAEYC.org/resources/permissions .

This article supports recommendations from NAEYC's advancing equity position statement Recommendations for Early Childhood Educators Create a Caring, Equitable Community of Engaged Learners Item 1: Uphold the unique value and dignity of each child and family. Observe, Document, and Assess Children’s Learning and Development Item 2: Use authentic assessments that seek to identify children’s strengths and provide a well-rounded picture of development.

Benham, M.K. 2007. “Mo’ōlelo: On Culturally Relevant Story Making from an Indigenous Perspective.” In Handbook of Narrative Inquiry: Mapping a Methodology , edited by D.J. Clandinin, 512–533. Thousand Oaks, CA: SAGE Publications. 

Carini, P.F. 2001. Starting Strong: A Different Look at Children, Schools, and Standards. New York: Teachers College Press.

Carr, M., & W. Lee. 2012. Learning Stories: Constructing Learner Identities in Early Education . London: SAGE Publications. 

Carr, M., & W. Lee. 2019. Learning Stories in Practice . London: SAGE Publications. 

Carter, M. 2010. “Using Learning Stories to Strengthen Teachers’ Relationships with Children.”  Exchange 32 (6): 40–44.

Carter, M. 2017. “Growing Ourselves as Leaders: A Conversation with Annie White.”  Exchange 39 (6): 46–51.

Edwards, C., L. Gandini, & G. Forman, eds. 1998. The Hundred Languages of Children: The Reggio Emilia Approach: Advanced Reflections , 2 nd ed. Greenwich, CT: Ablex.

Edwards, C., L. Gandini, & G. Forman, eds. 2012. The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. 3 rd ed. Santa Barbara, CA: Praeger.

Escamilla, I.M., & D. Meier. 2018. “The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents.”  Studying Teacher Education  14 (1): 3-21.

Helm, J.H., & L.G. Katz. 2016.  Young Investigators: The Project Approach in the Early Years . New York: Teachers College Press.

Himley, M., & P.F. Carini. 2000. From Another Angle: Children’s Strengths and School Standards: The Prospect Center’s Descriptive Review of the Child . New York: Teachers College Press.

Knauf, H. 2020. “Learning Stories, Pedagogical Work, and Early Childhood Education: A Perspective from German Preschools.” Education Inquiry  11 (2): 94-109.

Malaguzzi, L. 1998. “History, Ideas and Basic Philosophy: An Interview with Lella Gandini.” In The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections , 2 nd ed., edited by C. Edwards, G.E. Forman, & L. Gandini, 49–97. Greenwich, CT: Ablex.

NAEYC. 2019. “Advancing Equity in Early Childhood Education.” Position statement. Washington, DC: NAEYC. www.naeyc.org/resources/position-statements/equity .

Nyland, B., & S. Alfayez. 2012. “Learning Stories–Crossing Borders: Introducing Qualitative Early Childhood Observation Techniques to Early Childhood Practitioners in Saudi Arabia.”  International Journal of Early Years Education  20 (4): 392–404.

Rinaldi, C. 1998. “Projected Curriculum Constructed Through Documentation—Progettazi-One: An Interview with Lella Gandini.” In The Hundred Languages of Children: The Reggio Emilia Approach: Advanced Reflections , 2 nd ed., edited by C.P. Edwards, L. Gandini, & G. Forman, 113-126. Greenwich, CT: Ablex.

Southcott, L.H. 2015. “Learning Stories: Connecting Parents, Celebrating Success, and Valuing Children’s Theories.” Voices of Practitioners 10 (1): 34-50. 

Turner, T. & D.G. Wilson. 2010. “Reflections on Documentation: A Discussion with Thought Leaders on Reggio Emilia.” Theory into Practice 49 (5): 5-13. 

Isauro Escamilla, EdD, is assistant professor in the Elementary Education Department of the Graduate College of Education at San Francisco State University, where he teaches Language Arts in K–5 Settings and Spanish Heritage Language and Pedagogy for Bilingual Teachers, among other courses.

Vol. 76, No. 2

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What Is an Observation Essay?

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An observation essay is a paper written after watching a person, group, or event. This essay is typically written in the first person as an account of historical events witnessed by the writer. It provides a detailed descriptive account of an event or activity and should include a detailed account of theme, mood, and scenery. The length of this essay varies, but is typically 1,500 or more words.

Observation essays have been used throughout history in many types of literature. These are stories that provide a first-hand account of an event. Many journalists use the observation essay format to report daily news events. This provides the reader with a descriptive account of the scene, which makes the story come to life.

An observation essay should be written in the present tense. It should provide details of feelings felt by the writer while he observed the event. These human experiences make the essay more understandable and realistic.

The opening paragraph of an observation essay should set the scene, theme, and mood for the paper. This paragraph should define the what, where, and when for the story. It is the opportunity to entice the reader with enchanting scenery and actions that grab the reader’s attention.

A critical theater review is an example of an observation essay based on a movie, show, or a theatrical play. This review is designed to inform the reader on the quality of play and characteristics of the show. This type of essay is designed to paint a picture of the general atmosphere and experiences felt by the crowd during the show.

A story that is written with the voice of a narrator is an example of an observation essay. In this type of first-person writing, the reader becomes the spectator of the story, watching the events unfold while he reads each word. This makes the story more compelling to read because it is based on events that were witnessed by the author.

An observation essay should including clear, descriptive language. The story should include details about what the writer felt while he was watching the event. This typically includes descriptions on the weather, smells, temperature, and colors found in each scene. No detail is too small in a observation essay because it makes the story more lifelike.

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Winning Tips and Topics on Writing an Observation Essay

In order for you to come up with an interesting observational essay, you should consider being a good listener and observer of situations. These two factors are essential in acquiring new information that could be a plus to your personal experience . Three concepts that each student should have in their memories to come up with a captivating observation essay are observation, interpretation, and tangible facts. The difference between a word wizard and a good observational essay writer lies on a student’s ability to come up with an excellent observation essay. All our body senses, sight, smell, taste, touch, and hearing are crucial towards the crafting of an observational essay. If you intended to impress your readers enough to make them come back for more, then purchasing personalized academic papers from reliable top academy writing websites in the United States might just do the trick.

The outline Template for an Observational Essay

The guidelines below will help you understand the outline of writing an observational essay to enable you to come up with a structure that will give your essay a logical flow of ideas.

Personal Experience

This aspect is the best way to describe the particulars of a situation since you have personally gone through the situation and you understand all angles about it. The connection created by your personal experience and the subject matter under discussion should be on a high level of order, as a way of ensuring you can share the experience with other on a deeper and understanding level. For this reason, you should ensure that you choose the topic of discussion carefully.

For instance: having chosen a topic on how exhilarating biking while hiking is, make sure you describe related factual and statistical data about how it brings out the excitement in you.  However, if you have never experienced hiking while riding a bike, it will be difficult to share such an experience with your audience. Supporting your claim should always be based on personal experience about the subject of discussion. It’s even advisable to try such an experience, before writing the related observational topic. This way, you will gain more tangible information to share with your audience.

It is important to know that note taking is a crucial part of sharing experiences; thus you should come up with reliable ways of writing down your experiences and recording them appropriately. From what has been recorded, you can begin doing a draft of your essay. Capture the whole process of your personal experience. For example, if it’s related to going to a stadium, mention going through security, locating your sitting position, watching the game and what emotions were provoked, and the feeling you felt when you were surrounded by a mob of angry fans whose team took a loss. Don’t forget to note down the impressions and use criteria to rate aspects lie the general atmosphere, utilities at the stadium, the security box among other elements of your story.

If you experience a modification in your personal intake for events that transpired, jot down notes about the change, and the time it happened. All your events should be arranged in chronological order to help you restructure your chain of events as you embark on writing your essay. Ask for a friend’s opinion about their personal experience of going to the stadium and not them down. This will help you have an informed view of events thus come up with a first-class observational topic.

Create an outline

A sketch of your work is important in ensuring that it is well-structured and there is a logical flow of ideas. It is useful to use just in case you face a challenge while restructuring your essay. The final draft can be changed, but bear in mind that you must adhere to the set outline. In case your teacher wants to see an outline, create a separate page that you can outline it for review. After this, if you are challenged with any other aspect, or you do not understand how to formulate an observational essay, do not hesitate to consult the various online professional services for assistance.

Introduction

In this section, you are required to provide a brief, but credible information about what the reader is about to read all through the article. Make sure you begin with a thesis statement which will address the points and arguments that you plan to address. After this, craft a catchy hook sentence that will grab the attention of your readers. It is also advisable to provide them with reasons as to why you chose that specific topic. After addressing the above aspects, your introduction part is now well composed and captivating to keep your readers glued to your observational essay/

The three body paragraphs

At this point, the expressed points of argument in your thesis statement are each handled in its paragraph, with the addition of supporting evidence to give meaning and sense to your argument. Make sure that each paragraph or idea is presented as per the outline you created to give your observation essay more logic and concrete structure.

This section requires simplicity and a summative narrative about the topic of discussion. I stead of just doing a summary of your arguments, restate your thesis statement and appeal to it, as you use a call to action element to give the final input to finish up your paper with a strong impression to the reader. This will allow the reader to reason about your points of view and make a choice if they support still stand by their perspective. Through this, you have engaged your writers effectively and created a strong impression. The use of a rhetorical question will sum up the essay in exclusive style and ensure the audience is fully engaged.

The final page should include a complete bibliography that included all the sources and references used.

Editing and Proofreading

After concluding the writing part of your essay, you should consider going through your work to remove any punctuation or grammatical that might appear. It will be more effective if someone else did it for you or submit it to a professional proofreading service that man college students use to ensure their work is ready for submission.

The three aspects to consider in this section are:

• Grammatical errors
• Punctuation and spelling errors
• The distinctiveness of your observational essay

Examples of Observational Essay Topics

Organization and rich vocabulary skills are the two most important skills that you need to have in order to write a first-class observational essay. Bear in mind that your ultimate goal is to share your personal experience with your target audience. The following are useful examples of observational essay you can use:

• The dynamics of tattoo and body piercing
• Is tolerance an important trait to possess?
• Are video games capable of causing death?
• How important independence and freedom are
• Gaining knowledge and its impact on our lives
• Money and its meaning to an evolved world
• Sports and its contribution to developing leadership
• A chat with your favorite celebrity
• The thrills of biking while hiking
• Age-appropriate movies
• The most epic club in the city
• The flawless gift for a wedding or birthday
• How to define loyalty
• Can music provide a soothing healing effect?
• Success and achievement through professional writing
• Endurance and its effect on our daily lives
• Describing character traits of my favorite idol

Winning Tips to Use in Writing an Observation Essay

• Laying down your work with a personal touch is important. Remember that your main goal is to share your personal experience and let the readers add it to theirs.
• Have a notebook and pen around you! This will ensure that you can jot down events as they happen to have a full view outlook of the experience.
• Don’t use an unnecessary word to make your essay longer. Be brief, precise and straight to the point while addressing the outline content of your work. By reducing the use of introductory and transitional words, you gain to display a clear topic and thesis statement.
• While writing your observation essay, utilize your personal experience by using instances you personally went through in your life. This helps the readers identify themselves with your experiences and understand you better.
• There exist an association between a descriptive narrative and an observation essay, thus use human senses freely when need be. Provoke a reaction from the reader of one, if not several of their five senses.
• Always stick to being objective.
• Remember to include a bibliography page at the end.

A point to remember: an emphasis on the importance of your topic is crucial and should utilize your personal experience. If you face by any challenge, or need proofreading and editing for your work, choose our academic writing help .

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A Guide to Writing Observations in Early Childhood Education

Butler Diaries @ Sep 18, 2023

The practice of documenting observations is a cornerstone in Early Childhood Education and Care (ECEC). These observations serve multiple purposes, from mapping a child's developmental milestones to identifying their interests and skills. Moreover, observations lay the groundwork for effective programming and are instrumental in maintaining quality as delineated by frameworks like the Early Years Learning Framework (EYLF) and the National Quality Standards (NQS).

Importance of Observations

Observations are vital for creating a personalised learning experience for each child. They help educators discern the child's social, emotional, and cognitive development, as well as their learning styles. By comparing these observations against frameworks like EYLF and NQS, educators can design effective programs that adhere to recognised standards of quality and excellence.

Link to EYLF and NQS

The EYLF emphasises a vision where "all children experience learning that is engaging and builds success for life". Observations directly contribute to this by identifying what engages a child. Further, NQS, under Quality Area 1—Educational Program and Practice, highlights the necessity for educators to "base their programs on the interests and needs of each child."

The Process of Writing Observations

1. setting and timing.

The first step is choosing the right setting and time. Ideally, this should be a natural setting where the child feels comfortable and acts spontaneously. This could be a spontaneous experience or learning captured during a programmed experience.

Observations from a Variety of Sources

Observational data should be gathered from a diverse range of sources to build a more complete picture of each child's development and learning journey. While individual observations by an educator provide valuable insights, corroborating these findings with observations from peers, family members, and even the children themselves, can lend a more comprehensive view. Methods can range from direct observations and individual portfolios to input from family interviews and peer reviews. We help you capture a variety of observations using our Individual Observations Book and Children's Journals .

This multi-faceted approach aligns well with the EYLF's principle of 'Ongoing Learning and Reflective Practice', encouraging a holistic understanding of each child. It also resonates with NQS Quality Area 1, which encourages a 'cycle of planning' that incorporates a diverse array of observational sources. Use the  Individual Observations Book  and  Children's Journals  in conjunction with the Weekly Programming and Reflection Diaries to show your cycle of planning.

By employing a diverse range of observation sources, you ensure a richer, more nuanced understanding of each child's developmental needs and learning styles. This, in turn, enables you to create more targeted and effective programming. In this way, the observational process becomes not just a measure of where a child is at, but a roadmap for where they have the potential to go.

2. Objective Description

Focus on capturing an objective account of the event. Describe what the child is doing, saying, and any interactions they are having. Steer clear of personal opinions or interpretations at this stage. Here you are simply recounting what occurred. You can use quotes to capture children's verbal communication.

3. Reflect and Analyse

After capturing the raw observations, the next step is to reflect and analyse the data. This is where the frameworks like EYLF come into play. Align your observations with the Learning Outcomes outlined in this framework.

Suppose you observe a child engaged in a block-building activity. You note the following:

Objective Description: "Jamie carefully stacks blocks, counting aloud, 'One, two, three'."

Reflect and Analyse: This can be linked to EYLF Learning Outcome 4 — "Children are confident and involved learners" and Learning Outcome 5  — "Children are effective communicators."  

• In your reflection, you should also consider how you could build on Jamie's learning and how this observation contributes to what you know about Jamie as a whole.

What about Theorists?

An enriching layer of depth can be added to your observations by linking them to the work of educational theorists. This not only provides a conceptual foundation for your observations but also reinforces the pedagogical approaches in line with both EYLF and NQS. For example, if a child shows a proclivity towards imaginative play, you might link this behaviour to Vygotsky’s theory on the Zone of Proximal Development, suggesting that imaginative play is a key part of cognitive development. Or perhaps, a child showing significant autonomy in choosing activities can be linked to Erikson’s stages of psychosocial development, particularly the 'Autonomy vs. Shame and Doubt' stage. Here is a cheat sheet that may help you, "Linking Theorists to the EYLF Outcomes."

Integrating theoretical perspectives into your observations is an effective way to demonstrate the deep understanding and meticulous approach you apply to Early Childhood Education and Care. It adds an extra layer of validation to your observations and shows alignment with Quality Area 1 of the NQS, which highlights the role of educational programs in stimulating and engaging the children's minds.

Incorporating theorists is not merely an academic exercise; it's a compass that guides educators in providing targeted and effective learning experiences. It's another step towards fulfilling our collective mission: to provide a nurturing environment where each child’s learning journey is not just documented, but celebrated.

The Key to Observations: Meaning

Observations in Early Childhood Education and Care are more than mere snapshots of a child's actions or utterances; they should offer meaningful insights into a child's developmental journey. Meaningful observations delve deeper into understanding a child's interests, strengths, and areas for growth. They should be relevant to both the child's immediate learning and their long-term development, and be capable of informing targeted, individualised programming.

Being meaningful also involves focusing on significant moments, not just interesting or entertaining ones. It means looking for patterns over time rather than isolated incidents, and aligning these patterns with the Learning Outcomes in the EYLF and Quality Areas in the NQS. This way, you’re not just observing to fulfil a requirement, but actively engaging in a process that has a meaningful impact on a child’s educational trajectory.

As you gather these meaningful observations, you are not only complying with standards but also demonstrating a dedication to the rich complexities of each child’s development. In capturing the essence of each child's journey, you're making a vital contribution to the field of Early Childhood Education and Care—ensuring that every experience is not just documented but deeply understood and celebrated.

Documenting Observations

Utilising the 'Butler Method', our specialised diary solutions can streamline this process for you. By integrating the EYLF and NQS frameworks into our documentation system, we make it easier for ECEC professionals to map out observations to specific Learning Outcomes and Quality Areas.

Use the  Individual Observations Book  and  Children's Journals  to capture your observations. These are designed to be used in conjunction with the  Weekly Programming and Reflection Diaries  that capture your program and show your cycle of planning. Educational Leaders can use the Educational Leader Diary to support educators in their documentation.

Final Thoughts

Writing observations in Early Childhood Education and Care is a nuanced task that requires meticulousness and dedication. When conducted correctly and backed by the guidelines laid down by EYLF and NQS, they become powerful tools for quality education and care.

By grounding your observation practices in these frameworks, you ensure that you are not just documenting a profession but celebrating it. With the right tools and knowledge, every child's unique journey can be recognised, nurtured, and celebrated.

For a more comprehensive guide and specialised diary solutions, please explore Butler Diaries. We are committed to making your professional experience in ECEC organised and streamlined, ensuring that your focus remains on the child's developmental journey.

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How to start an observation essay for nursing students: a complete guide, carla johnson.

• October 5, 2023
• How to Guides

Observation essays are a valuable tool for nursing students to develop their clinical skills and enhance their ability to communicate their findings effectively. These essays require students to observe and reflect on real-life patient interactions and experiences carefully. Through this article, we will provide a step-by-step guide on how to start an observation essay. Whether you are new to this assignment or seeking to improve your skills, this comprehensive guide will assist you in crafting a compelling and insightful essay.

What You'll Learn

Understanding the Purpose of an Observation Essay

Before diving into the practical aspects, it’s essential to grasp the purpose of an observation essay in nursing education. These essays serve several key objectives:

• Developing Observation Skills: Observation essays train students to become keen observers of patient behavior, symptoms, and healthcare interactions.
• Critical Thinking and Reflection: They encourage critical thinking by requiring students to analyze and reflect on their observations, leading to a deeper understanding of patient care .
• Effective Communication: Writing an observation essay helps nursing students practice communicating their findings, a vital skill for healthcare professionals.
• Personal Growth: These essays foster personal and professional growth by promoting empathy, compassion, and a holistic approach to patient care.

Choosing Your Observation Setting

Selecting the right setting for your observation essay is crucial. Consider the following factors when making your choice:

• Clinical Placement: Often, observation essays are based on experiences during clinical placements. Choose a clinical setting that aligns with your learning objectives and interests.
• Informed Consent: Ensure that patients or individuals involved in your observation have given informed consent. Respect their privacy and confidentiality .
• Diversity of Cases: To gain a well-rounded perspective, aim to observe a variety of patient cases, from different age groups, conditions, and healthcare settings.

Observing with Purpose

Effective observation is the cornerstone of a successful observation essay. Here are some tips to guide your observations:

• Prepare Beforehand: Familiarize yourself with the patient’s medical history , condition, and treatment plan. This background knowledge will help you focus on relevant details during your observation.
• Use a Structured Approach: Create a checklist or template to ensure you cover key aspects during your observation. Include sections for patient behavior, healthcare team interactions, and environmental factors.
• Take Detailed Notes: During your observation, take clear and concise notes. Include specific actions, conversations, body language, and any other relevant information.
• Stay Objective: Strive to maintain objectivity during your observation. Avoid making assumptions or judgments based on your personal beliefs or biases.

Structuring Your Observation Essay

Now that you have gathered your observations, it’s time to structure your essay effectively. A well-structured essay makes it easier for readers to follow your narrative:

• Introduction: Begin with a captivating introduction that sets the stage for your observation. Briefly introduce the patient, the clinical setting, and the purpose of your essay.
• Patient Background: Provide essential information about the patient, including their age, gender, medical history, and reason for being in the healthcare setting.
• Observation Narrative: This is the heart of your essay. Organize your observations in a chronological or thematic order. Describe the patient’s behavior, interactions with healthcare providers , and any significant events or changes you noticed.
• Reflection: After presenting your observations, reflect on what you witnessed. Discuss the implications of the observed behaviors and interactions, and how they relate to the patient’s care or the healthcare system in general.
• Lessons Learned: Share any valuable insights, lessons, or new perspectives you gained from the observation. Reflect on how this experience has contributed to your growth as a nursing student.

Writing Style and Tone

Maintaining a suitable writing style and tone is essential in nursing observation essays:

• Clarity: Write in a clear and concise manner. Avoid jargon and ensure a wide audience easily understands your descriptions.
• Professionalism: Maintain a professional tone throughout your essay. Use appropriate language and terminology.
• Empathy: Show empathy and respect for the patient and healthcare providers in your narrative. Highlight the human aspects of healthcare.

 Proofreading and Editing

Before submitting your observation essay, take the time to proofread and edit it thoroughly. Check for the following:

• Grammar and Spelling: Correct any grammatical and spelling errors. Use a grammar-checking tool or seek assistance from a peer if needed.
• Clarity and Flow: Ensure your essay flows smoothly from one section to another. Verify that your ideas are presented logically.
• Citations and References: If you use any external sources, make sure to cite them correctly in your chosen citation style (e.g., APA, MLA).

Writing an observation essay as a nursing student can be a challenging yet rewarding experience. It enhances your observation skills and contributes to your growth as a healthcare professional. You can create a well-structured, insightful, and impactful observation essay by following the steps and guidelines outlined in this comprehensive guide.

If you find yourself struggling with writing your observation essay or any other academic assignment, remember that assistance is available. Our professional writing services are here to support you in your academic journey. Contact us today to receive expert guidance and ensure your essays are of the highest quality. Your success is our priority, and we are committed to helping you excel in your nursing education.

1. How do you introduce an observation?

• To introduce an observation, begin with a brief description of the setting, context, and the subject of your observation. Clearly state the purpose of your observation in a concise and engaging manner to capture the reader’s attention.

2. How do you write an observation essay sample?

• Start by selecting a specific observation experience. Then, follow a structured approach by providing background information on the subject, describing your observations in detail, reflecting on your findings, and concluding with key takeaways and insights.

3. What is an example of a statement of observation?

• An example of a statement of observation could be: “During my clinical rotation in the pediatric ward, I observed a 5-year-old patient exhibiting signs of distress, including rapid breathing and restlessness, while waiting for a medical examination.”

4. What is the structure of an observation essay?

• The structure of an observation essay typically consists of an introduction, patient background information, a narrative of your observations, a reflective section, and a conclusion. This structure allows for a clear and organized presentation of your observations and insights.

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Understanding Naturalistic Observation in Research

This essay is about naturalistic observation, a research method used to observe subjects in their natural environment without interference. It discusses the advantages of this method, such as providing rich, qualitative insights into behavior, and the challenges, including observer bias and lack of control over variables. The essay also touches on ethical considerations and the impact of technological advancements on the effectiveness of naturalistic observation. Examples from various fields like anthropology, ecology, and psychology illustrate the method’s versatility and significance in understanding authentic behaviors in real-world settings.

How it works

Naturalistic observation emerges as a method frequently employed in psychology and the social sciences. This methodology entails the observation of subjects in their native habitat devoid of any manipulation or intrusion by the investigator. The primary objective is to amass data on the behavioral patterns of subjects within authentic settings, proffering insights that may elude capture within a more regimented laboratory milieu. By affording behaviors the latitude to manifest organically, researchers can glean genuine reactions and interchanges, rendering this method invaluable for certain types of inquiries.

An eminent advantage of naturalistic observation lies in its capacity to furnish a nuanced, qualitative comprehension of behavior. For instance, through the observation of juveniles at a recreational area, an investigator can discern not only their play dynamics but also their social dynamics, conflict resolution strategies, and the evolution of their play over time. These observations can subsequently underpin deductions regarding social maturation, aggression, collaboration, and other facets of behavior. Such profundity of insight often eludes attainment through alternative methodologies such as surveys or experiments, wherein the contrived nature of the milieu may exert a sway over the behavior under observation.

Nevertheless, naturalistic observation is not devoid of impediments. One of the principal challenges pertains to the specter of observer partiality. Since the investigator is actively monitoring and documenting behaviors, their own presumptions or convictions may inadvertently color their perceptions and interpretations. To counteract this tendency, researchers frequently deploy strategies such as inter-observer concordance, whereby multiple observers independently record the same occurrence and subsequently compare findings to ascertain congruity. Furthermore, meticulous protocols and training can aid observers in preserving objectivity to the fullest extent feasible.

Another hurdle is the paucity of dominion over extraneous variables. Within a natural setting, myriad factors may influence behavior, ranging from meteorological conditions to the presence of bystanders. This renders the establishment of causal relationships a daunting task. For instance, if an investigator is scrutinizing responses to public art installations, discerning whether reactions stem from the art per se or from ancillary factors such as temporal considerations or pedestrian traffic patterns may prove challenging. Despite these constraints, the concession is often warranted for the genuine, ecological validity that naturalistic observation affords.

Ethical considerations likewise loom large in naturalistic observation. Researchers must strike a delicate equilibrium between the exigencies of unobtrusive observation and the entitlements of the subjects under observation. Frequently, this entails safeguarding the anonymity of subjects and refraining from documenting their conduct without their explicit consent, particularly within private domains. Public settings, wherein individuals lack a reasonable expectation of privacy, typically afford greater latitude for naturalistic observation. Nevertheless, ethical precepts must be rigorously adhered to in order to uphold the dignity and rights of all implicated subjects.

Naturalistic observation has made substantial inroads across various domains of inquiry. In anthropology, it has served as a lens through which to explore cultural customs and social configurations across disparate communities. In ecology, scientists engage in the observation of fauna within their native habitats to fathom behaviors germane to survival, procreation, and social dynamics. In psychology, it has proven instrumental in elucidating human behaviors spanning from the genesis of adolescence to social dynamics and psychological well-being. The method’s malleability renders it adaptable to a panoply of research queries and contexts, endowing it with a versatile utility in the researcher’s repertoire.

Technological strides have further augmented the efficacy of naturalistic observation. Contemporary tools such as video recording apparatuses, mobile devices, and even unmanned aerial vehicles can expedite data collection while minimizing interference. These innovations facilitate more granular and precise observations, which can be reviewed iteratively for analysis. Moreover, analytic software can aid in discerning patterns and drawing inferences from voluminous troves of observational data, thereby engendering a more rigorous and methodical analytical process.

In summation, naturalistic observation emerges as a potent means of dissecting behavior within its native milieu. Despite its impediments, including observer partiality, variable control constraints, and ethical quandaries, it furnishes unparalleled insights into the interplay between subjects and their surroundings. By abstaining from intervention, researchers can procure data that is both authentic and germane to real-world contexts. As technological progress marches onward, the potential for naturalistic observation to enrich our comprehension of intricate behaviors is poised to burgeon, cementing its status as a cornerstone of research methodologies. Recall, this exposition serves as a springboard for contemplation and further exploration. For bespoke guidance and to ensure adherence to scholarly standards, contemplate engaging the services of professionals at EduBirdie.

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The Best Books of 2024 So Far

W hat does it mean to really belong? What happens when we can no longer recognize where we came from? And what do we owe to the places that raised us? These questions and more drive the best books of the year so far, a crop of novels, memoirs, and essay collections that tackle love, loss, friendship, and more. From Lydia Millet’s exploration of our collapsing planet to Kaveh Akbar’s portrait of an orphaned son looking for answers about his family’s history, these narratives interrogate deep feelings about the world and how to find a place in it.

Here, the best books of the year so far. 

There's Always This Year, Hanif Abdurraqib

In Hanif Abdurraqib’s There’s Always Next Year: On Basketball and Ascension , the Ohio-native channels his musings on life through the sport and the state that have shaped him. Structured in quarters with timestamps and timeouts like a basketball game, the essay collection moves through reflections on his father’s jump shot, a dissection of the legend of LeBron James , and more. Abdurraqib, a poet, cultural critic, and National Book Award finalist, offers a complex rumination on home, belonging, and mortality. — Cady Lang

Buy Now : There's Always This Year on Bookshop | Amazon

Martyr! , Kaveh Akbar

The protagonist of poet Kaveh Akbar’s devastating debut novel is grappling with a death that shaped him from an early age. When he was just a baby, Cyrus Shams lost his mother to a plane crash over the Persian Gulf. He then moved from Tehran to the U.S. with his father, who worked in the Midwest as a farmer. Now a college graduate and freshly sober, Cyrus finds himself drawn to an exhibit at the Brooklyn Museum, where a painter with terminal cancer is spending her remaining days on display. Martyr! explores the connection between these two characters, culminating in a decades-long examination of addiction, art, and belonging. — Annabel Gutterman

Buy Now : Martyr! on Bookshop | Amazon

Beautyland , Marie-Helene Bertino

Much like a certain lord and savior, the heroine of Marie-Helene Bertino’s strange, engrossing third novel is at once fully human and entirely otherworldly. Born in 1970s Philadelphia and raised by a penniless single mother, Adina Giorno also happens to be a space alien who communicates via fax with extraterrestrial overlords who’ve sent her to report on earth’s society. Beautyland tells the bittersweet story of her similarly contradictory life, a regular existence punctuated by flashes of the extraordinary. Underlying these paradoxes is the poetic observation that there’s nothing more human than the experience of gazing out at a planet full of incomprehensible people who look just like you and deciding that you must be from outer space. —Judy Berman

Buy Now : Beautyland on Bookshop | Amazon

James , Percival Everett

In James, Percival Everett finds new insight in retelling Mark Twain’s Adventures of Huckleberry Finn from a different point of view—that of Jim, who is enslaved by one of Huck’s guardians. Everett follows the original’s episodic adventures on the Mississippi river, but sticks with Jim as he escapes the plantation to find his wife and child. In reimagining the story through Jim, the author adds to it, imparting depth through keen observation and sharp humor as he exploits the familiar tale to skewer American racism and social expectations. The reader gets the inside view of James in his full, varied self, and how he hides his erudition and humanity to play an amenable caricature for the white people around him. With Everett’s deft writing, this playful, pointed novel is a commanding and captivating read. — Merrill Fabry

Buy Now : James on Bookshop | Amazon

Anita de Monte Laughs Last , Xochitl Gonzalez

It’s 1985 when Anita de Monte—the new jewel of the art world—falls out of a window and dies after a fight with her husband, the minimalist sculptor Jack Martin. De Monte’s legacy is shrouded and forgotten by time until Raquel Toro, a third-year art history student at Brown University, rediscovers her story in 1998 and goes on her own journey of navigating class, race, and misogyny in creative spaces. Inspired by real-life Cuban-American artist Ana Mendieta’s untimely death and her relationship with artist Carl Andre, author Xochitl Gonzalez’s latest novel delivers a hilarious, vivid, and blistering account of how power manifests not only in art but also in history—and who ultimately gets the last word. —Rachel Sonis

Buy Now : Anita de Monte Laughs Last on Bookshop | Amazon

Coming Home , Brittney Griner

Even those who closely followed the news of American basketball star Brittney Griner’s unlawful detainment in Russia in 2022 will find new insights in her story. In Coming Home , a searing memoir co-written with Michelle Burford, Griner takes readers behind the scenes to trace her steps from the airport security screening that resulted in her arrest on drug charges, to her first days in jail and on trial, to her transfer to a remote prison, and finally to her release in a prisoner swap. Griner’s voice jumps off the page as she turns an international news story into an intimate, moving tale of perseverance. — Lucy Feldman

Read TIME's excerpt from Brittney Griner’s Coming Home

Buy Now : Coming Home on Bookshop | Amazon

Splinters , Leslie Jamison

In her bruising memoir, Leslie Jamison traces the cracks in her marriage, which fell apart shortly after she gave birth to her daughter. Splinters follows the author as she navigates the COVID-19 shutdown while unexpectedly raising a child as a single mother. She also chronicles the ennui of teaching through a computer screen—and dating through one, too—in frank prose, imbuing passages with startling honesty and lush turns of phrase. — Meg Zukin

Buy Now : Splinters on Bookshop | Amazon

Real Americans , Rachel Khong

Rachel Khong broke out in 2017 with her debut novel Goodbye, Vitamin , which told the story of a woman caring for a parent after an Alzheimer’s diagnosis. In Real Americans , she builds on her interest in the family story, this time offering a multigenerational tale that traces the lives of a mother, a daughter, and a grandson from Cultural Revolution-era China to near-future San Francisco. Khong never lets her reader settle too comfortably in any one character’s narrative, gently calling for deeper curiosity and compassion for the people in our lives, who, she posits, we may never fully understand. — L . F.

Read TIME’s profile of Rachel Khong

Buy Now : Real Americans on Bookshop | Amazon

The Book of Love , Kelly Link

When The Book of Love begins, teenagers Laura, Daniel, and Mo have just been resurrected from the dead. Though it’s news to them, the trio mysteriously disappeared almost a year ago, and they now have the opportunity to return to their lives, which are inextricably changed. But the chance to reverse their bad fortune is tricky—and made even more complicated by their burgeoning supernatural capabilities. Bizarre in the best way, Pulitzer Prize finalist Kelly Link’s debut novel offers a dizzying narrative about grief, love, and possibility as the group attempts to adjust to their new normal. — A.G.

Buy Now : The Book of Love on Bookshop | Amazon

We Loved It All , Lydia Millet

Lydia Millet’s award-winning fiction is rooted in her deep admiration of nature—and she dissects that passion in her first memoir, We Loved It All . In her strikingly clear voice, Millet moves between moments in her own life and those of the nonhumans that surround us all. She’s as honest in her reflections on love, motherhood, and ambition as she is in capturing the terrifying realities of climate change. Her novel is a love letter to the earth and all who inhabit it, punctuated by sharp and lyrical prose. — A.G.

Buy Now : We Loved It All on Bookshop | Amazon

Write to Lucy Feldman at [email protected] , Annabel Gutterman at [email protected] and Cady Lang at [email protected] .

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Book Club: Come Discuss ‘Headshot,’ by Rita Bullwinkel

For The Book Review Podcast’s June book club, we’ll talk about “Headshot,” Rita Bullwinkel’s fierce and searching novel about the high-octane world of youth women’s boxing.

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By MJ Franklin

MJ Franklin is an editor at the Book Review.

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Welcome to the Book Review Book Club. Every month, we select a book to discuss on our podcast and with our readers. Please leave your thoughts on this month’s book in this article’s comments. And be sure to check out some of our past conversations, including ones about “James,” by Percival Everett , and “Demon Copperhead,” by Barbara Kingsolver.

“Andi Taylor is pumping her hands together, hitting her own flat stomach, thinking not of her mother sitting at home with her little brother, not of her car, which barely got her here, not of her summer job, her lifeguarding at the overcrowded community pool, not of the 4-year-old she watched die, the 4-year-old she practically killed, and his blue cheeks. … She’s thinking about the things she always does wrong when she fights. … She is also thinking about the way Artemis Victor will get her.”

So begins Rita Bullwinkel’s novel, “Headshot,” about the fierce and competitive world of youth women’s boxing.

The story follows eight teenagers fighting in the Daughters of America Cup, a tournament staged in a dilapidated gym in Reno. The novel is structured around the tournament’s bracket, each chapter detailing a match between fighters, bout after bout, until finally a champion is declared.

The drama of the novel is twofold. We are thrown into the high-octane theater of each fight, as the boxers work to land punches and defeat their opponents. (“Rachel Doricko plans to destroy Kate Heffer in well-formed increments.”) But we also explore each girl’s life — the novel flashes into the past to see the baggage that each carries; into the future to see what will happen to each once her boxing career is over; and into the girls’ minds in the present, as they reckon with their intense desires to make something of themselves. (“Here, at the Daughters of America tournament, Tanya Maw is a fighter. But she is also just a child — just a girl waiting to see what her life will be like compared to the lives of the other people she knows.”)

Which is to say: “Headshot” is a novel about boxing, yes, but it’s also a novel about the existential maelstrom of teenage girlhood.

For June’s Book Review Podcast book club, we’re chatting about “Headshot,” by Rita Bullwinkel . The discussion will air on June 28 , and we’d love for you to join the conversation. Share your thoughts about the novel in the comments section of this article by June 21, and we may mention your observations in the episode.

Here’s some related reading to get the conversation started:

Our critic Dwight Garner’s review of the novel: “ The impact of this novel, though, lasts a long time, like a sharp fist to your shoulder. It is so enveloping to read that you feel, at times, that you are writing it in your own mind. It contains no bogus psychologizing. Its wide-awake characters put me in mind of the singer Ian Dury’s immortal comment: ‘I’m not here to be remembered, I’m here to be alive.’” [ Read the full review here. ]

Bullwinkel’s interview with Olivia Parkes in Electric Literature: “In order to come to a match, in order to come to compete in something, you have to build the narrative in your mind that it’s the most important thing you’ll ever do. I’m interested in that dichotomy, of being forced to build a world for yourself that is so disparate from the world that society sees around you.” [ Read the full interview here .]

Kristen Roupenian’s review, for The New York Times Book Review, of Bullwinkel’s previous story collection, “Belly Up”: “In Bullwinkel’s creepy, deadpan debut, bodies become objects, objects become bodies, and bodies and objects fuse and part in fascinating, unsettling ways. For readers with the stomach for it, the book is full of squirmy pleasures.” [ Read the full review here. ]

We can’t wait to discuss the book with you. In the meantime, happy June and happy reading!

Explore More in Books

Want to know about the best books to read and the latest news start here..

John S. Jacobs was a fugitive, an abolitionist — and the brother of the canonical author Harriet Jacobs. Now, his own fierce autobiography has re-emerged .

Don DeLillo’s fascination with terrorism, cults and mass culture’s weirder turns has given his work a prophetic air. Here are his essential books .

Jenny Erpenbeck’s “ Kairos ,” a novel about a torrid love affair in the final years of East Germany, won the International Booker Prize , the renowned award for fiction translated into English.

Kevin Kwan, the author of “Crazy Rich Asians,” left Singapore’s opulent, status-obsessed, upper crust when he was 11. He’s still writing about it .

Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .