EYFS observation examples for babies and under-twos

Observing babies is different from observing three-year-olds. There is less talk to quote, the significant moments are often tiny, and the temptation is either to write nothing or to write "enjoyed sensory play" every day. Neither helps. This guide gives twelve real-feeling observation examples for babies and children under two, organised by prime area, each with what it shows and what you might offer next. Use them as models, not as scripts.

What to look for under two

In the first two years the three prime areas of the EYFS carry almost everything. Communication and language shows up as attention, turn-taking, babble, gesture and first words. Physical development shows up as the big milestones everyone notices, rolling, sitting, crawling, cruising, walking, and the fine motor ones people miss, reaching, grasping, passing hand to hand, pincer grip, feeding. Personal, social and emotional development shows up as attachment, settling, interest in other people, and the beginnings of self-awareness.

The EYFS statutory framework describes these three areas as "particularly important for learning and forming relationships" and the foundation for everything else. For babies, they are not just the priority; they are nearly the whole picture.

Communication and language

Eli, 4 months. "During a nappy change Eli held my gaze for about ten seconds and when I said 'ooh' he copied the shape with his mouth and made a sound back. We went back and forth three times." What it shows: early turn-taking and vocal imitation, the roots of conversation. Next: build the same back-and-forth into every nappy change and feed, and tell his parents what to listen for.

Rosa, 8 months. "Rosa babbled 'bababa' and 'dadada' repeatedly while playing with the stacking cups, looking up at me each time she paused." What it shows: reduplicated babble, and using sound socially to get a response. Next: answer every pause as if it were a question, and introduce 'ba' words like ball and bath when they appear.

Teddy, 13 months. "Teddy pointed at the window when the bin lorry went past, looked at me, pointed again and said 'da!' I said 'yes, the lorry' and he said 'lo'." What it shows: declarative pointing to share interest, joint attention, and attempting a new word. Next: a vehicles book at story time this week, and more time at the window at 10 o'clock on Tuesdays.

Freya, 20 months. "Freya brought me her cup and said 'more milk peese'. When I asked 'warm or cold?' she said 'cold'." What it shows: three-word phrase with a social word, and understanding and answering a choice question. Next: offer two-choice questions throughout the day and note any new combinations.

Physical development

Ayaan, 5 months. "On his tummy on the mat Ayaan pushed up on straight arms for the first time, held it for a few seconds, and reached for the rattle, rolling onto his back as he did." What it shows: upper body strength and the start of rolling with intent. Next: place toys just out of reach to either side during tummy time, and share this with his mum who said he hated tummy time last month.

Mabel, 9 months. "Mabel picked up a single raisin between her thumb and first finger and put it in her mouth. She did it four more times." What it shows: a developing pincer grip, and hand-to-mouth coordination for self-feeding. Next: finger foods in small pieces at every meal; share with dad, who is keen for her to start feeding herself.

Idris, 11 months. "Idris pulled himself to standing at the low shelf, then side-stepped the length of it to reach the drum, holding on with one hand." What it shows: cruising, one-handed weight bearing, and problem-solving to reach a goal. Next: space the furniture so there are short gaps to bridge, and keep the drum at the far end.

Nia, 18 months. "Nia climbed the three steps to the slide on hands and knees, turned herself round at the top, sat and came down on her bottom, then ran to do it again." What it shows: coordinating a sequence of movements, spatial awareness, confidence. Next: offer the larger slide outdoors with an adult close by, and talk about up, down, top and bottom.

Personal, social and emotional development

Ezra, 6 months. "When his key person came back from lunch Ezra kicked his legs, squealed and reached out with both arms. He had been content with me but his whole body changed." What it shows: a clear attachment to his key person and the ability to be comforted by a secondary adult. Next: keep the key person consistent at drop-off while he is settling; note that the secondary bond with me is forming.

Lottie, 10 months. "Lottie crawled over to where Joel was playing with the pop-up toy, sat and watched him for about a minute, then reached out and touched his arm." What it shows: interest in another child and the beginnings of social approach. Next: sit the two of them together at the treasure basket tomorrow and see what happens.

Hamza, 15 months. "Hamza looked in the floor mirror, touched the sticker on his own forehead rather than the mirror, and laughed." What it shows: emerging self-recognition, usually seen somewhere between fifteen and twenty-four months. Next: more mirror play, naming body parts, and photos of him and his family at his level on the wall.

Grace, 22 months. "At lunch Grace saw Arthur crying, got down from her chair, fetched his comforter from his peg and gave it to him." What it shows: recognising another child's distress and acting on it, the beginnings of empathy. Next: tell her mum this at pick-up; it is the kind of thing parents love to hear and it matters.

Writing them down quickly

Each of these took longer to notice than to record. In a baby room you will not have time to write a paragraph in the moment, and you should not try. Say the one-line fact into your phone or jot it on a sticky note, add the "what it shows" and "next" at nap time if the moment deserves it, and leave the rest. A photo and one sentence is often plenty for parents. Our guide to how to write an EYFS observation covers the method, and there is no statutory requirement to write any of it down at all, so write what is useful.

If you are a childminder with a baby, a toddler and a pre-schooler at once, Taylormade Care is built for exactly that: one photo, one line, tap the area, done, from whichever room you happen to be in.

Common questions

How often should you observe babies?

Less often than you fear. A few significant moments a month, plus a daily photo or two for parents, is plenty for most babies. The big milestones are obvious and worth noting when they happen. See how often should you do EYFS observations.

Should baby observations be linked to Development Matters?

No. Development Matters is non-statutory guidance that describes the broad shape of development. It is useful for checking your own expectations. It is not a checklist to match observations against.

What about the daily diary?

The daily diary of feeds, sleeps and nappies is care information for parents, not assessment. Keep it, because parents need it, but do not confuse it with observation. An observation is about learning and development.

When do the specific areas start to matter?

They matter from birth in the sense that songs, books, counting and mark-making are all part of good baby provision. But the framework is clear that the prime areas are the foundation, and your observations under two should reflect that.