Observation as a professional tool in Norwegian kindergartens and kindergarten teacher education

Abstract

Observation has a long history in kindergarten teachers' education and profession. This research investigates observation as a professional tool in Norwegian kindergartens and as a topic in kindergarten teacher education. Based on a survey among 1311 in-service teachers, kindergarten managers, and pedagogy teachers, this study determines the use of and rationale for observation in kindergarten practice and teacher training. The results reveal that observation is considered important for several reasons – to obtain knowledge pertaining to children’s development, out of concern for children, as preparation for parent-teacher conferences, for didactic work, and to develop pedagogical praxis. However, it appears that observational work is infrequent and informal, and does not focus on children’s learning. Increasing the opportunities for teachers carry out observation as per kindergarten policy documents is important, to ensure that all children are provided for in accordance with the Kindergarten Act, and to develop pedagogical practice.