The exploratory study, reported in this paper, focuses on the ideas and experiences of ten newly qualified childcare and education practitioners in the UK. The main aim of the research is to investigate how these participants understand and talk about their experiences of child observation. Do the knowledge, skills and experiences gained during their childcare and education training equip them for the child observation tasks they must undertake when working in nurseries and schools? Reports on effective pedagogy in early years settings in the UK have identified high quality observation and assessment as indicators of excellence; and models of observation practice in the UK and other countries offer inspiration for practitioners. In England the "Birth to Three Matters" framework and the "Curriculum Guidance for the Foundation Stage" recommend that planning of activities and experiences should be based upon knowledge of children gained through observation. Child observation forms a key part of the training of early years practitioners, yet the relevance and appropriateness of child care courses as preparation for work with young children has been questioned. The current research sets out to investigate this important link. Informed by socio-cultural perspectives, including ecological systems theory, the research takes an ethnographic approach, using case studies of ten newly qualified members of staff working in three different early years settings (two day nurseries and one school reception class). Following these ten women throughout their first year of employment, the study uses semi-structured interviews, participant observation and analysis of documentation to discover the participants' ideas and experiences. Initial analysis of data from the first phase of this project indicates that newly qualified childcare and education workers have some clear ideas about the nature and purpose of child observation and enter the workplace feeling prepared for this aspect of their future work. Discussion focuses on: different approaches to observation; understandings of the value of child observation; and, links between training and practice.