{"id":3407,"date":"2026-11-05T22:24:21","date_gmt":"2026-11-05T22:24:21","guid":{"rendered":"https:\/\/ralla.fi\/ralla-observation-as-a-tool-for-theses-childrens-play-and-social-skills-and-pedagogy-as-research-topics\/"},"modified":"2026-11-05T22:32:59","modified_gmt":"2026-11-05T22:32:59","slug":"ralla-observation-as-a-tool-for-theses-childrens-play-and-social-skills-and-pedagogy-as-research-topics","status":"publish","type":"post","link":"https:\/\/ralla.fi\/en\/ralla-observation-as-a-tool-for-theses-childrens-play-and-social-skills-and-pedagogy-as-research-topics\/","title":{"rendered":"When Observation Inspires Research \u2013 RALLA in Theses"},"content":{"rendered":"\n

Play is a window into a child\u2019s 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\u2019s well-being and participation in the group.<\/em><\/p>\n\n

RALLA observation tools have been used in several Finnish theses.<\/strong> In these theses, the observation tool has been used to examine, among other things, children\u2019s 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.<\/p>\n\n

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\u2019s individual strengths and support needs.<\/p>\n\n

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\u2019s support to join in? How do children resolve conflicts and build friendships?<\/p>\n\n

Answering these questions requires conscious observation of children\u2019s behavior.<\/p>\n\n

The RALLA play and social skills observation methods provide early childhood education professionals with a tool to systematically examine children\u2019s behavior. The focus shifts from general impressions to the child\u2019s specific behaviors, individual strengths, and potential support needs.<\/p>\n\n

Observation helps identify a child\u2019s individual needs<\/h2>\n\n

In Katja Iso-Kukkula\u2019s (2019) thesis , *Understand and Prevent Bullying in Early Childhood Education!<\/em> *, the usefulness of the RALLA social skills observation method in preventing bullying was examined.<\/p>\n\n

The study involved observing ten children aged 4\u20136 in their daily daycare routines. The children\u2019s social skills were assessed using the RALLA observation method, and based on the findings, support measures tailored to the children\u2019s needs were planned, as well as pedagogical activities for the entire group.<\/p>\n\n

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\u2019s behavior reveals about their social skills and what kind of support the child needs. It is particularly important to note that children\u2019s social skills are individual and are not determined solely by age.<\/p>\n\n

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.<\/p>\n\n

Observing play skills also gives parents insight into their child\u2019s participation<\/h2>\n\n

Lapinoja and Myllynen\u2019s (2021) thesis examined parents\u2019 experiences with the RALLA play skills observation tool.<\/p>\n\n

The study investigated how parents felt about using the tool and what kind of information it provided about their child\u2019s play and play skills. The thesis highlights the parents\u2019 perspective on observing their child\u2019s play skills. Examining a child\u2019s play skills can help draw attention to aspects that may not necessarily come to mind in everyday life.<\/p>\n\n

This is also an important perspective for cooperation between early childhood education and families. When a child\u2019s behavior is examined through concrete observations, discussions about the child\u2019s strengths and support needs are based on a shared foundation.<\/p>\n\n

A child\u2019s play is not just the child\u2019s own activity, but also an opportunity to build understanding between home and early childhood education.<\/p>\n\n

Social skills and play skills are linked to a child\u2019s sense of belonging to a group<\/h2>\n\n

In Mari Itkonen-Ratilainen\u2019s (2019) thesis, *Peer and Play Skills of Children with an Immigrant Background in Early Childhood Education*<\/em>, the behavior of five 4\u20135-year-old children was examined in the daily routine of a daycare center.<\/p>\n\n

The study used structured observation and the RALLA methods for observing play and social skills.<\/p>\n\n

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\u2019s interactions with one another.<\/p>\n\n

The study reminds us that a child\u2019s participation is influenced by many interrelated factors. Play-related skills, interaction, language, and the group\u2019s 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.<\/p>\n\n

The goal is not to evaluate the child in relation to others, but to find ways to strengthen the child\u2019s opportunities to participate and feel a sense of belonging to the group.<\/p>\n\n

From observational data to pedagogical actions<\/h2>\n\n

The key strength of the RALLA observation methods lies in the fact that observation is not merely a matter of collecting data.<\/p>\n\n

The true significance of these observations lies in how they are applied in the child\u2019s daily life. Once a child\u2019s strengths and potential challenges are identified, it is possible, for example, to:<\/p>\n\n