Play is a window into a child’s world, interaction, participation, and developing skills. When we take the time to observe play and the interactions among children, we gain valuable insights into how we can support each child’s well-being and participation in the group.
RALLA observation tools have been used in several Finnish theses. In these theses, the observation tool has been used to examine, among other things, children’s play and social skills, peer relationships, interaction, inclusion, and bullying prevention. These studies have highlighted various perspectives on how child observation can be utilized in the daily practice of early childhood education and in the development of pedagogical practices.
In this blog, we highlight examples of theses in which RALLA observation methods have been used as part of the research. These theses illustrate the wide range of questions for which RALLA can provide tools and how observation data can be used to identify children’s individual strengths and support needs.
Everyday life in early childhood education is full of interactions, play, negotiations, and doing things together. There is constantly so much happening in a group of children that, amid the hustle and bustle, it can easily go unnoticed. Who finds their place in the game? Who needs an adult’s support to join in? How do children resolve conflicts and build friendships?
Answering these questions requires conscious observation of children’s behavior.
The RALLA play and social skills observation methods provide early childhood education professionals with a tool to systematically examine children’s behavior. The focus shifts from general impressions to the child’s specific behaviors, individual strengths, and potential support needs.
Observation helps identify a child’s individual needs
In Katja Iso-Kukkula’s (2019) thesis , *Understand and Prevent Bullying in Early Childhood Education! *, the usefulness of the RALLA social skills observation method in preventing bullying was examined.
The study involved observing ten children aged 4–6 in their daily daycare routines. The children’s social skills were assessed using the RALLA observation method, and based on the findings, support measures tailored to the children’s needs were planned, as well as pedagogical activities for the entire group.
This thesis highlights the importance of observation in preventing bullying. It is important to understand situations among children before intervening. Adults must recognize what a child’s behavior reveals about their social skills and what kind of support the child needs. It is particularly important to note that children’s social skills are individual and are not determined solely by age.
This reminds us that a group of children cannot be viewed as a homogeneous whole. Every child has their own way of participating, interacting, and building relationships with others.
Observing play skills also gives parents insight into their child’s participation
Lapinoja and Myllynen’s (2021) thesis examined parents’ experiences with the RALLA play skills observation tool.
The study investigated how parents felt about using the tool and what kind of information it provided about their child’s play and play skills. The thesis highlights the parents’ perspective on observing their child’s play skills. Examining a child’s play skills can help draw attention to aspects that may not necessarily come to mind in everyday life.
This is also an important perspective for cooperation between early childhood education and families. When a child’s behavior is examined through concrete observations, discussions about the child’s strengths and support needs are based on a shared foundation.
A child’s play is not just the child’s own activity, but also an opportunity to build understanding between home and early childhood education.
Social skills and play skills are linked to a child’s sense of belonging to a group
In Mari Itkonen-Ratilainen’s (2019) thesis, *Peer and Play Skills of Children with an Immigrant Background in Early Childhood Education*, the behavior of five 4–5-year-old children was examined in the daily routine of a daycare center.
The study used structured observation and the RALLA methods for observing play and social skills.
The observations revealed differences among the children, for example, in how they approached other children, participated in group activities, and demonstrated play-related interaction skills. The importance of Finnish language skills also emerged in the children’s interactions with one another.
The study reminds us that a child’s participation is influenced by many interrelated factors. Play-related skills, interaction, language, and the group’s culture of engagement form a cohesive whole. Through observation, it is possible to identify situations in which a child needs adult support to participate in shared activities.
The goal is not to evaluate the child in relation to others, but to find ways to strengthen the child’s opportunities to participate and feel a sense of belonging to the group.
From observational data to pedagogical actions
The key strength of the RALLA observation methods lies in the fact that observation is not merely a matter of collecting data.
The true significance of these observations lies in how they are applied in the child’s daily life. Once a child’s strengths and potential challenges are identified, it is possible, for example, to:
- design play environments that encourage children to play together
- support children’s participation in peer group activities
- strengthen interaction and social skills in everyday situations
- plan small-group activities based on children’s individual needs
- prevent social exclusion and bullying
- evaluate the impact of pedagogical approaches on children’s participation.
Observation can also help the teaching team reflect on their own practices. How do we, as adults, facilitate interactions among the children? Do we also notice the needs of the quieter children? Does every child receive enough support to find their place in the group?
When observation data is discussed together, it becomes a shared tool for pedagogical discussion and the development of our practices.
Every child has the right to be seen
The common message that emerges from these theses is important: observing a child’s skills and behavior helps us understand the child more holistically.
A single situation does not reveal everything about a child’s abilities. A child’s behavior is influenced by factors such as the environment, the group, interactive situations, and the opportunities available for participation. That is why systematic and multifaceted observation is necessary.
Using the RALLA observation methods, educators can focus their attention on what the child is already doing well, in what situations the child needs support, and how the child’s participation can be strengthened. Criterion-based observation also makes it easier to share observations within the team when planning and evaluating educational work.
When we learn to look beyond a child’s actions, we are better able to create a daily routine in which every child has the opportunity to play, participate, learn, and feel included.
We’re looking for new thesis writers!
The use of the observation tool has already been studied in several theses, but there are still many interesting research topics related to children’s play, social skills, and interaction.
We want to encourage new thesis writers to utilize the RALLA observation tools in their research and development work. We are particularly interested in collaborating with students in early childhood education, social work, education, and occupational therapy. Students from other disciplines are also very welcome.
Could your thesis be the next study to utilize RALLA? Let RALLA help with your thesis!
Please contact me so we can discuss potential research topics and collaboration!
Sources
Iso-Kukkula, K. (2019). Understanding and Preventing Bullying in Early Childhood Education! Incorporating the Ralla observation method and Piki emotional skills materials into practical work [Master’s thesis, Tampere University of Applied Sciences]. Theseus.
https://urn.fi/URN:NBN:fi:amk-201904235781
Itkonen-Ratilainen, M. (2019). Peer Interaction and Play Skills of Children with an Immigrant Background in Early Childhood Education [Bachelor’s Thesis, Jyväskylä University of Applied Sciences]. Theseus.
https://www.theseus.fi/handle/10024/170431
Lapinoja, A., & Myllynen, M. (2021). RALLA Play Skills Observation Tool: Parents’ Experiences with Observing Their Children [Bachelor’s Thesis, Jyväskylä University of Applied Sciences]. Theseus.
https://www.theseus.fi/handle/10024/498138
Lappalainen, M., & Martikkala, M. (2020). Are We Friends? Supporting Friendship Skills in Five-Year-Olds [Bachelor’s Thesis, Centria University of Applied Sciences]. Theseus.
https://urn.fi/URN:NBN:fi:amk-2020061718962
Smolander, E., & Tarkiainen, H. (2017). The Relationship Between Play and Peer Relationship Skills in Children Aged 3–6: Investigating the relationship between these skills using the RALLA observation tools [Bachelor’s thesis, Jyväskylä University of Applied Sciences].
https://www.theseus.fi/handle/10024/131900
