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In the field of early childhood education and development, the observational studies have been always popular because of their way of direct data collection from diverse settings such as homes, schools, and outdoor settings. Cohen, Manion, and Morrison (2002) described the data collected from observations as “live” data as this kind of data comes directly from the natural settings. Generally, the observational studies sought in the area of early childhood education and development aim to answer some specific research questions and they have some limitations within the scope of the study undergone. However, most of the developmental research and theories have their data collected through the observational techniques (Mukherji & Albon, 2015). The observational studies refer to the research in which the observational techniques are used during the whole study (Mukherji & Albon, 2015). Besides, there are some studies in which the observational techniques are employed as a part of the study. Generally, the qualitative methodologies (e.g., case studies, ethnographies) employ prolonged hours of observations in the natural settings (Creswell, 2013). Even the experimental designs may involve observations although they are taken out in the structured settings with possible interventions (Punch & Oancea, 2014). The observational studies do not only provide a deeper understanding of child development but also assist the researchers and practitioners about providing appropriate strategies, tools, and materials suitable for children. Hence, it’s not surprising that almost every teacher training program and educational programs for children include observational techniques to assess the child development and inform educational practice. Observing is a valuable research and educational tool vastly used by the researchers and teachers. The best way to be acknowledged about young children’s learning and development is observing play. Through observing play, the teachers and researchers can elicit information about each child’s learning capacity and interests, motives underlying certain behaviors, and those observations can inform the best individualized educational practices and theories (Neaum, 2016). In the educational practice, observing brings individuality and better opportunities to know about the authentic traits of a child. Therefore, preschool teachers are suggested to use ongoing observations as a way of being proactive and prevent possible problems that would arise in the classrooms (PennState Extention, 2018). The observation of young children’s behavior in classrooms reveals significant data as a part of early childhood assessment. Lam (2008) suggested that since young children are familiar with their classroom surroundings, Observing young children’s play: a brief review