Tools and time for noticing in early childhood pedagogy outdoors

Observation has long been an integral part of early childhood teachers' professional practice, essential for the assessment that forms the basis of effective planning, teaching and evaluation. In Australia, however, this elemental practice is often diverted into a daily demand to produce digital documentation in the form of visually engaging 'snapshots' of children’s activities, for family consumption (Storypark & Early Childhood Australia, 2021). Much of this time-consuming documentation (Albin-Clark, 2020) is not necessarily supportive of teachers’ pedagogical practice and their capacity to notice. In this chapter, we argue for the fundamental importance of reflective 'noticing' as a basis for assessment (Mason, 2020)requiring teachers’ access to both time and knowledge-based observational 'tools.' Two research stories focus on observation in outdoor spaces and provide case studies illustrating that the development of teachers’ observational expertise is needed. Teachers also need time commitments and a sense of agency as a basis for more effective assessment practice.