A useful play observation captures an action and its context. A child may engage differently at home and nursery, so compare settings and supports rather than using other children as a yardstick.
Record actions someone else could recognize
Describe what happened in visible or audible terms: “stacked two cups,” “handed the ball after a gesture,” or “watched while the group sang.” Avoid labels such as “shy,” “behind,” or “not interested”; they compress different actions into a judgment.
Note whether the child started the play, responded to another person, or used an object in a particular way. This keeps the record useful to a family member, teacher, or clinician who was not present.
Compare settings, not children
At home and nursery, note the activity, people nearby, noise, materials, and whether the child had time to join. Ask whether the same action appears with a familiar adult, in a smaller group, or with a preferred object. Different opportunities can produce different observations.
A comparison across settings is about access and context. It is not a ranking against classmates or a claim that one setting shows the child’s “real” ability. If a difference raises a concern, describe it and bring it to the child’s clinician.
Notice what support preceded the action
Record support precisely: an adult demonstrated once, pointed to an object, offered a choice, or waited. Then note what the child did. Avoid turning a prompted action into evidence that the child did it independently; both observations matter, but they answer different questions.
These notes can make a conversation with nursery staff more concrete. Ask for examples from ordinary routines, such as free play or tidying, rather than a broad verdict about the child’s development.
Let concerns lead to professional discussion
CDC milestone checklists are designed to support monitoring and communication, not to diagnose or rank children. A missing milestone or lost skill should prompt discussion with the child’s clinician and consideration of screening or evaluation. [1]
For children under three in the United States, families can also contact their state or territory early-intervention program directly to ask about evaluation. The program evaluation determines eligibility; a family does not need to settle on a diagnosis before asking. [2]
If the child has lost a skill, contact the clinician promptly rather than extending observation to see whether it returns. Sudden illness or emergency signs call for prompt medical help.
An ordinary note might say that a child put two large blocks in a tub at home after an adult demonstrated, while a nursery note describes the child carrying blocks to the tub independently. These are examples of different contexts and support, not a test with a correct score. Keep both descriptions and ask what was happening around each attempt. If either adult has a concern about development, the comparison can support a professional discussion rather than replace it. [1]
References
Sources for the cited guidance and reported material. Worked examples and practical tools are original to Zolls.