01
Purpose and context
What is the pedagogical purpose of this observation?
Date, time, duration and setting
Situation, activity, routine or transition
Group or organisational child code — never a full name on this copy
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ORIGINAL IM TOOLS · PRINT TEMPLATES
IM pedagogical forms
Three tools for precise observation, contextual understanding of development and evaluation of pedagogical practice — without labelling, scoring or diagnosing a child.
IM DigitalPedagogical version · not diagnostic
01Pedagogical observation record
Describe what happened before interpreting it. The purpose is to understand participation, communication, environment and adult practice.
02
Before the situation
How was the environment organised?
Which materials, people and expectations were present?
What happened immediately beforehand?
03
What could be seen and heard
Actions, words, gestures, expressions, movements or use of AAC
How did the child initiate, respond, refuse, request help or participate?
What did other children and adults do?
What happened afterwards?
04
Strengths and participation
Which interests, skills and strategies appeared?
When did participation become easier?
How did the child express a view or preference?
05
Separate facts from hypotheses
Facts that can be described without judgement
Possible interpretations that need further exploration
Information missing before an action is chosen
06
Next pedagogical step
What can be adjusted in the environment, activity or adult practice?
What should be discussed by the team and, where relevant, with the family?
IM DIGITAL
Professional boundaries
- ✓ Does not replace clinical assessment, diagnosis or a standardised instrument.
- ✓ Must not produce rankings, developmental scores or automated conclusions.
- ✓ Documentation must be necessary, proportionate and guided by the child’s best interests.
- ✓ Photographs, diagnoses and health data require a separate assessment and stronger safeguards.