Case Study of a Child (Oscar) Section: Methodology I have outlined the main points of my methodology practice below: • My observations were collected from November 2020 – March 2021 on a weekly basis. I did short narrative observations of Oscar during free-flow play both indoors and

Case Study of a Child (Oscar) Section: Methodology I have outlined the main points of my methodology practice below: • My observations were collected from November 2020 – March 2021 on a weekly basis. I did short narrative observations of Oscar during free-flow play both indoors and outdoors. The evidence used in this case study comes from my own activity plans and observations, planned informal interviews with Oscar’s current keyperson, K and his former keyperson, J and I evaluated their observations of Oscar. I also conducted an e-mail interview with Oscar’s mother. I interviewed two people Oscar spends most of his time with at nursery: J (Preschool Supervisor) and K (Oscar’s key person) Observations: • With consent from the nursery setting, I used a recording device to record Oscar during Activity 1 and Activity 2. I transcribed the recordings and used these in my observations. • In the observation between Oscar and Archie in Figure 1.3, I conducted a time-sample observation ​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​for one hour using ten-minute intervals. • I observed Oscar’s peer interactions and imitations using short observations. Ethical Consent: • Staff members participating in this research have signed ethical consent forms and all names have been changed to protect their privacy. I have shared this research with all participants for the sake of ethical transparency (Newby, 2014). • I built a secure relationship with Oscar, working in partnership with his key worker to inform my observations. I practiced Ethical reflexivity. I ensured I respected the voice of the child by asking for his consent to make photocopies of his work. At the end of each activity, I asked Oscar the following question: ‘Did you like this activity?’. • To assess Oscar’s development, I used the non-statutory guidance Development Matters in the Early Years Foundation Stage (EYFS) (referred to as Development Matters throughout this paper) (British Association for Early Childhood Education [BAECE], 2012), Reflective Practice: • ​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​I engaged in reflective practice.