Observations in the EYLF: Quality over quantity

If you’ve spent time in early childhood educator forums or professional communities, you’ve probably heard the question: “How many observations should we complete as part of the planning cycle?” The short answer is that the Early Years Learning Framework (V2.0, 2022) doesn’t prescribe a set number. Instead, the focus is on the quality, purpose, and impact of documentation. 

The intention behind observations 

Observations are more than just a regulatory requirement. They are an essential tool for understanding each child’s learning, development, and wellbeing. As CELA’s Professional Learning Coordinator, Rachel Ho, explains, “Documentation can serve many purposes. It places educators in the position of researcher and prompts us to think deeply and be curious about what is sparking children’s growth and learning.” 

Observations support reflective practice, inform curriculum planning, and help educators make intentional decisions that respond to children’s interests, strengths, and dispositions. They are about understanding who the child is, what they are exploring, and how we can support them further. 

Quality, not quantity 

The EYLF V2.0 planning cycle outlines five stages: Observe, Assess, Plan, Implement, Evaluate.  

(Source: ACECQA)

While documentation occurs at every stage, the planning cycle does not mandate a specific number of observations. Instead, educators are encouraged to capture meaningful learning moments rather than completing observations to meet a quota. 

CELA Professional Learning Coordinator Rachel Ho reflects:

You know an observation is meaningful when it makes you feel something; be that joy, excitement, or curiosity. If educators find themselves caught up in completing a quota, it’s worth pausing and reflecting on why you are documenting and for whom.

What meaningful documentation looks like 

Meaningful documentation is varied, creative, and reflective. Examples include: 

• jottings or notes that celebrate milestones, perseverance, or emerging skills 

• scrapbooks or project journals tracing a child’s learning journey over time 
• display boards showing the process of a collaborative project, highlighting contributions from children 
• threads of questioning and dialogue between children and educators, demonstrating scaffolding and responsive teaching. 

These forms of documentation are dynamic and flexible, reflecting children’s experiences in real time and supporting critical reflection. 

What about photos?

Photos could be included with consent, but they should capture moments of exploration, thinking and problem solving rather than posed or superficial images. They are not required as part of the planning cycle.

Guided by the paramountcy of children principle, children must be consulted and may choose to give consent verbally or non-verbally, for example by nodding, shaking their head or turning away. Educators also need to be mindful that the act of capturing images can pull them away from meaningful engagement. Involving children in decisions about what is documented and how, affirms their right to choice, positions them as active participants, and supports educators to listen, respond and co-learn alongside them.

Navigating expectations and regulatory requirements 

It is important for services to understand that neither the National Law nor Regulations specify the amount of documentation required. ACECQA guidance reinforces that authorised officers focus on “how documentation is used to support the delivery of the educational program and quality outcomes for children, rather than the amount or type of documentation.”  (Quality Area 1: Educational program and practice | ACECQA) 

Services can navigate expectations by: 

• establishing clear documentation policies that prioritise purpose over volume 

• using templates or processes to guide meaningful recording, without stifling creativity 

• reflecting on who the observations are for - children, families, colleagues - and tailoring the documentation approach accordingly. 

For families, consider sharing documentation practices during orientation and building regular conversations at pick-up or drop-off. Sometimes, a meaningful chat or brief update can provide as much insight as multiple written observations. 

Tips for educators who are feeling overwhelmed 

Documentation doesn’t have to feel like a burden. Remember: 

• There are many ways to document including photos, notes, digital portfolios, displays, or reflections. 

• Documentation can be spontaneous, ‘in the moment’, or part of planned activities. 

• Use documentation to reflect critically on children’s learning and your practice, not just to tick boxes. 

• Focus on relationships with children and families, as meaningful engagement often speaks louder than the volume of written observations. 

Final thoughts 

The EYLF V2.0 encourages educators to approach documentation with curiosity, intentionality, and creativity. Observations are a tool for understanding children, planning responsive learning experiences, and reflecting on professional practice. The goal isn’t to complete a quota; it’s to produce documentation that is rich, meaningful, and impactful. 

As Rachel puts it, 

Documentation can be like a love letter to children; a way of sharing their journey, your insights, and the amazing learning that happens every day.

By prioritising quality over quantity, educators can honour children’s individuality, support reflective practice, and build trusting relationships with families. 

Further reading: 

ACECQA: QA1 - Educational program documentation for educators and teachers - early childhood 

ACECQA: (EYLF) The Early Years Learning Framework Planning Cycle