The model used for my observation was the Tavistock, originally developed by Ester Bick (1964)(cited in Le Riche & Tanner, 2002) using a psychoanalytical ideologies from Klein and Bion. We were instructed to observe a child between 0-5 years of age for an hour without taking notes, directly after the observation was completed we would have to document it using a narrative style including my reflections over a period of six weeks (see appendix 2). Annabel attend privet nursery four times a week, and …show more content…
This would provide me with a chronological log of their development, abilities over a period of time. Initially I attempted to use my contacts to arrange this; however I was not successful and resorted to using a private nursery even though McMahon & Farnfield, (2004) believe that child observation more beneficial in a home setting. They also believed that setting up observations within a nursery environment proved more effective because they understand it purpose (ibid). To secure this placement I attended the nursery and discussed with the deputy manager my task and the time required. I was informed that I would need to provide a DBS and Appendix 1 before she can confirm the place. Further arrangements were made via email, clarifying dates and time (PCF 7) (BASW, …show more content…
Initially I was apprehensive about writing a narrative on the observation, and unsure of what to document differing between my interpretation and what was actually happening remaining non-judgmental and documenting facts. In order to accurately document it was necessary to recoded (using a Dictaphone) the observation verbally, to retain key points and event that occurred. From the of set I thought an hour was not a long period of time, however the more active the child became I was required to document more information (see appendix 2). This was reflected in the lengths of my observations as they grew longer and longer with each