How to Observe Your Child & Why It Matters (Montessori 101)

With our fast-paced way of life, it can be hard to imagine sitting down and observing anything for more than a few seconds. However, it is through these moments of pausing that we can actually begin to see and understand more fully what is going on around us.

I want to share with you what Montessori observation is, how you can develop the art of observation in your home, and why observing is important in a Montessori environment. You can observe in whatever environment you are: home, school, out in the community.

What is Montessori Observation?

Observation in the Montessori method is noticing what a child is doing, how they are doing it, and so much more. It is the moments when we stop busying ourselves and watch, look, and take note of details.

Montessori observation needs to be objective. Simply state or record what you see happening. For example, an objective observation would be, “The child chose a book from the shelf, looked at the cover and then returned it to the shelf and walked away.” vs a subjective observation, “The child isn’t interested in books.”

This objective observation is necessary because part of the process of observation is how you observe, reflect on what you have seen and then we can respond in some way. Sometimes the response will be nothing, or sometimes we may become aware of an obstacle that the child encountered,

Based on what we see during our observation, we can ask, “Does this environment allow the children to think for themselves? Are the children inspired and allowed to act on their own ideas?” This may be especially beneficial in a Montessori school setting or when we are out and about in different environments that may not be prepared with the child’s needs in mind.

Why Is Observation Important in Montessori?

Observation is one of the essential elements of a well-functioning Montessori environment. Without it, it is like you are throwing a dart with your eyes closed, hoping that what you do will be what the child needs. Trust me, there is an easier way!

Here’s what observation can help us to understand:

Observation helps us to understand the child and their needs.

By taking time to observe, we are able to notice things and see what a child may be struggling with, what they enjoy, or things we may need to go back and show them how to do again. Understanding the 4 planes of development can be helpful as you see what is happening developmentally within your child at different stages of development.

Observation allows us to see obstacles that the child faces and remove them.

There is a fine line between having children be challenged while having a certain level of joyful struggle, but also not struggling to the point that they don’t persevere because it is too hard and they are unable to complete something.

When observing, we may see this happening: a child simply walking away from something because it is too difficult. Or the other side of that is that they may be bored by something that they have moved beyond, and now we see misuse of a material simply because it isn’t meeting their developmental needs.

Observation is the tool that allows us to follow and support the child in their natural developmental progress. If we are to follow the child methodically and spontaneously, we have to observe regularly.

Observation allows us to see what is actually happening.

It is so easy to make judgments and draw conclusions based on what we feel or think may be happening. But what is actually happening in our environments?

At first, we gather data; we are patient and objective while gathering the data. Then we reflect on the data. Finally, we arrive at a conclusion and take some action.

Dr. Montessori did not begin with a preconceived plan. She observed scientifically. Then takes those observations and thinks about what she had seen, and then she responded appropriately. She would test out materials in the classroom and see who was attracted to them.

For example, Dr. Montessori never intended to use large numbers with young children. In the beginning, she had the prejudice that children couldn’t do math, but to her surprise, it was the young ones who loved large numbers. We can do similar “tests” in our environments to see what is meeting the needs of the children.

“We should be patient with the little things, simple but very precious truths. It is not always imperative to see big things, but it is of paramount importance to see the beginnings of things. At their origins, there are little glimmers that can be recognized as soon as something new is developing.”

Maria Montessori, Education and peace, p. 85

This is why observation is so important. When we are observing, we can see those moments when a child may be struggling with something, or see that something is too easy and therefore it is boring and not meeting their needs.

Observation helps us to notice how the prepared environment is or isn’t supporting the child.

Observation helps us to see how the environment functions without our presence. When we observe, we are removing ourselves from the equation temporarily.

This is a great opportunity to see the dynamics of an environment when we aren’t involved. This can be so helpful because sometimes WE are the obstacle to a child. By removing ourselves, we may notice the child is able to do something independently that we would have otherwise stepped in to help them with.

How to Observe a Child Using the Montessori Method

Let’s walk through how to observe someone or something the Montessori way.

Step 1: Choose Something to Observe

Are you going to observe one child? A few children? A child’s fine motor skills? Communication? The variety of toys and activities being used in the environment? The list goes on and on. Observation is meant to serve the needs of the community (either a classroom or a family in my case).

Sometimes I need to observe how some element of the environment is functioning by all members, other times it is looking at one person more closely and understanding them better. Once you decide what to observe, you can move into step 2.

Step 2: Watch Without Interrupting

Observation times can be short; 5 to 10 minutes a day will tell you a lot about your environment. You are observing, not correcting all of the things you see going wrong, ideally not even intervening at all.

When I observed in my classroom, I had a specific chair that I sat in. I would take observation notes on my computer, and it was helpful to have a sign, “I’m observing,” hanging on the computer so that my students knew I was not available for questions.

Step 3: Record What You Actually See

Either in a notebook or a note on your phone, jot down what you actually see happening. Think like a scientist here!

Step 4: Reflect on Your Observations

We will take our objective observations, reflect on them, and then make any changes or adjustments that we need to. We may also notice something we need to review or remind a child of based on our observations.

Step 5: Make Thoughtful Adjustments

Our observations are the reasons why we make adjustments to the prepared environment. They can give direction for what to present or represent to a child, what materials to rotate out, or just deeper insight into the mind and actions of a child.

Different Ways to Practice Montessori Observation

There are a few different styles and approaches to how we can observe. We may use one or a combination of these approaches. Any one of these approaches is helpful and it can be good to do a combination of both of them at different times.

Formal Observation

A formal observation is when you intentionally take 5 or 10 minutes to sit down and observe. You don’t do anything else but watch, take notes, and focus on some element in the environment (I’ll share some ideas in just a bit!) In the classroom, I had to help the children know that observation was part of my work as their guide (teacher). I made a little sign that said “I am observing.” and I placed it on my computer, which is how I took observation notes. This worked really well because when children would come over to ask me something, they would see the sign and come back at another time (I was working with elementary age children so this worked well for that age).

Informal Observation

Informal observation may be more like those mental notes throughout the day. The things you notice in passing. It may be worth having a little notebook somewhere in your home or classroom to just jot these things down throughout the day. They may be little notes like, “Johnny put shoes on the wrong feet. Re-present how to put your shoes on the correct feet.” All those small little observations and information help us to come back and address those things outside of the moment. However, if there are true safety concerns, go ahead and address those immediately.

Running Record

Another way we can observe is by keeping a running record (what they do, say, how they move, etc.)

H3:

How to Use Your Montessori Observations at Home

After we observe, we may find that we need to make adjustments. Here are some differnet things you may do after you have taken some time to observe in your home (or classroom).

Adjusting Your Prepared Environment

You may find that your child kept tripping over the corner of the rug, or the basket for the Duplos was too heavy to carry. These are those small gold moments of our observations that help us to see what we can adjust or change in our prepared environment.

For example, in our living room, our coffee table had these sharp scalloped edges on the bottom part of the table. When the twins crawled under the table, they continued to bonk their heads on it. After I observed this a few times, I drew the conclusion that having the table was not helping meet their needs and was more a point of frustration and pain. I decided to make a change. Conveniently, I was able to remove the legs of the table and put the coffee table on the floor. This worked out perfectly! It was their own little platform they could crawl on top of.

In this instance, I took my objective observations (they would bonk their head on the underside of the coffee table), then I considered their needs and then took action with that information. I decided that this piece of furniture was not meeting their needs with the way it was currently functioning in the room, so I made the needed adjustments to the prepared environment to better meet their needs.

Quite honestly, we are making adjustments to things constantly throughout the day! However, sometimes (I’m guilty of this) we make changes too often and too quickly without reason. Maybe we only saw part of the struggle or didn’t allow enough time for something to unfold. Then we made a change without having enough information to support that adjustment.

Choosing and Rotating Activities

While observing, we will notice what our child is choosing to play with or work with. We may notice certain things not being used, which may be a sign to us to put out something new in our environment and do a toy rotation.

What Montessori Observation is NOT

• Observation is not us projecting what we think a child is doing or feeling.
• Observation is not our opinion. Rather, it is observable facts. For example, you wouldn’t write “child is being lazy”; instead, you would record what you see. “Child is resting their head on their arm with their eyes closed.”
• Observation is not correcting or intervening. Instead, we take note of things that may be good to remind or re-present at another time.
• Observation is not a comparison between children. We may notice differences and interactions, but we are not ranking or grading the children. We are simply sitting back to see more, which will help us to understand better how to guide a child.

Recording concrete and observable things is so beneficial. When we record what is actually happening, we can draw conclusions and see patterns. This is especially important when dealing with challenging situations. Oftentimes, I would share observations with parents, and because of the nature of my observation notes, I wasn’t being mean or rude; rather, I was sharing objective truths of what I saw happen in the classroom or a conversation I heard. These observations are so important to have when we are trying to communicate something challenging that may be going on.

Montessori Observation Idea Starters

Here is a list of content ideas for your time of observation. These could be used either in the home or in the classroom. You can choose just one idea during each observation time or a few.

When Observing One Child

• What things are they choosing to work on?
• What are their movements like?
• What captures their attention?
• What is their process moving from one activity to another?

When Observing a Baby

• What gross motor skills are they practicing?
• How do they hold or grasp an object?
• Sleep: What is their quality of sleep? Positioning? How to they transition to waking up?
• Clothing: Is the clothing a hindrance to their freedom of movement? Are there preferences towards specific clothing?
• Eating: What foods? How much? Does it vary based on time of day?

When Observing in a Montessori Classroom Environment

• Describe everything you can about the prepared environment
• Describe the materials to the best of your ability. Are they ordered? Neat and clean? Inviting to the children?
• Look for the human tendencies and psychological characteristics
• Does the prepared environment offer opportunities for independence, both in action and in thinking?
• What kind of work is going on? Group activities? Individual work? (True group work is when the children are collaborating. Parallel work-children are sitting next to each other doing the same work.)
• Notice the groups (Same or different from day to day?)
• Are adults initiating work or are the children?
• What is the variety of work going on?
• What is the care of the work being done?
• What is the variety of expression (posters, dioramas, reports, etc)
• Are the children finding their own answers? Or are they relying on the adults?

Frequently Asked Questions About Montessori Observation

What is the purpose of observation in Montessori?

The purpose of Montessori observation is to better understand the child and their needs. It helps us notice what a child enjoys, where they may be struggling, and whether their environment is supporting their development. From there, we can make thoughtful adjustments to better support them.

How often should you observe your child?

Observation should happen regularly; odds are you are already doing this more informally. It can be as simple as making mental notes throughout the day or intentionally setting aside 5–10 minutes to sit back and watch without interrupting.

How long should a Montessori observation last?

A formal observation can be as short as 5–10 minutes a day. Even a short amount of time can tell you a lot about your child and how your environment is functioning.

How do you take Montessori observation notes?

Record what you actually see happening, rather than making assumptions about what your child is thinking or feeling. You can use a notebook, your phone, or a computer to jot down their actions, movements, choices, and interactions. Think like a scientist: gather the information first, then reflect on what it might mean after your observation time.

Why is observation important for Montessori parents?

Observation helps parents understand their children more deeply and recognize when something in the environment needs to change. It allows us to notice obstacles, see what our children are capable of doing independently, and make adjustments based on their actual needs rather than our assumptions.