PART 1The preschool is located in a small rural village with a high enrollment ratio. We use a system of key people working with the Early Year Foundation Stage (EYFS), promoting the five outcomes of Every Child Matters. We do this by learning through play, taking risks (physical, emotional and intellectual), thinking creatively and listening to children. In partnership with parents who continually inform staff of their child's well-being, disposition, activities and any concerns, both formally and informally. (Study Topic 10, page 102) (DCSF, 2009) Different types of observations help build a picture of an individual child's learning, expand learning experiences for all, and plan the curriculum of studies. It also provides information for developing effective practice, forming part of the EYFS, creating a proactive environment and used in transition documentation for the next education framework. It highlights any areas in which a child may struggle, as well as their strengths. We note daily what resources children are accessing and what they are actively interested in. We constantly carry out short observations with more detailed observation each term for all children, in addition to photographic and video evidence (Hobart. et al, 1999) (Nutbrown 2009). ).Using detailed observations, short observations and notes based on video clips, which can be found in the appendix, to analyze a child's learning and development through play. Ethical practice requires that the child, the environment or the guardians are not identifiable (Nutbrown 2009). I am not a key person because the industry felt that any additional work was unreasonable during studies. The child used in these observations was going to be my key child. Looking at observation 1, I would suggest that the observed child (OC) had...... middle of paper...... Routledge in association with Open University Hobart C Frankel J, (1999), "Techniques Observation", A Practical Guide to Observing and Assessing Children, Cheltenham, Nelson ThornesNutbrown C, (2009), "Watching and Listening to Assessment Tools", Working with Children in the Young Years, Miller L Cable C Goodliff G, Abingdon, Routledge in association with Open University Shirley I, (2009), 'Exploring the great outdoors', Working with children in the early years, Miller L Cable C Goodliff G, Abingdon, Routledge in association with Open UniversitySedgewick D Sedgewick F, (1996), “Mathematics”, Learning Together. Enhance your child's creativity, London, Bloomsbury, page 194. Young C, (2009), "Living and Learning", Miller L Cable C Goodliff G, Supporting Children's Learning in the Early Years, Abingdon, Routledge in association with Open University