0bserving Young Children

1. 0bserving Young Children OBJECTIVE 3.01 Understand selection and use of observation methods.

2. Why observe? • Observing children helps us understand children and their behavior. • Observation is an important part of assessment. • A good teacher IS a good observer. A-3.01 - Observing Children

3. How observant are you? • Do you remember the picture that was shown on the first frame of this show? • Woman and infant • Woman and young girl • Man and infant • Man and young boy A-3.01 - Observing Children

4. Amanand aninfant . . . • What do you see? • What do you think the man sees? • Is the man a parent? A caregiver? Or, simply an observer?

5. Selection of Observation Methods A-3.01 - Observing Children

6. Reasons to Observe Children • To get to know the children • To identify needs/special needs • To address specific problems • To guide curriculum development • To document progress • To evaluate programs • To learn more about child development A-3.01 - Observing Children

7. Types of Observations formal informal A-3.01 - Observing Children

8. Formal observations Characteristics considered normal for children in specific age groups. • More controlled conditions • Examples • Standardized tests • Research instruments (surveys, questionnaires, etc.) • Results used to form developmental norms • Require specialized training A-3.01 - Observing Children

9. Informal Observations • Less controlled conditions • Easier to use • More appropriate for program planning • Examples • Interviewing parents • Talking with children • Observing students in the classroom • Collecting student work samples A-3.01 - Observing Children

10. Selecting an Observation Method/Tool Factors to consider: • Type of behavior you want to assess and amount of detail needed • Whether information is needed for one child or a group of children • Amount of attention required by the observer A-3.01 - Observing Children

11. Types of Observation Records • DETAILED descriptions • Running record • Anecdotal record • SIMPLE records • Frequency count • Checklist • Rating scale A-3.01 - Observing Children

12. Use of Observation Methods A-3.01 - Observing Children

13. Guidelines for Observing in Early Childhood Education O NFIDENT I A L I T Y T H I C S X A M P LE A-3.01 - Observing Children

14. Guidelines for Observing in Early Childhood Education T H I C S • Be a person of character, a model of honesty, integrity, and fairness • Be sensitive to the needs of others Integrity A-3.01 - Observing Children

15. Guidelines for Observing in Early Childhood Education O N F I D EN T I A L I T Y • Keep information about teachers, children, and parents to yourself. A-3.01 - Observing Children

16. Guidelines for Observing in Early Childhood Education X A M P L E • Demonstrate behavior that serves as a good example for young children. A-3.01 - Observing Children

17. General Tips for Observations • Sit in a low chair. • Position to the side. • Wear simple clothing. • Avoid talking with children. • Avoid prolonged eye contact. • Answer children’s questions briefly and honestly. • Avoid interfering except when a child may be in imminent danger. A-3.01 - Observing Children

18. The Role of the Observer • Naturalistic observation • Participant observer An observation can be both naturalistic and participatory. A-3.01 - Observing Children

19. Sometimes it may be better to observe without participating. A-3.01 - Observing Children

20. Observing Objectively • The goal in observing is to be objective. • Objective = reporting facts • Subjective = opinions, impressions A-3.01 - Observing Children

21. Objective reporting means recording only the facts without personal opinion or bias. A-3.01 - Observing Children

22. Subjective reports, on the other hand, include personal impressions and judgments. A-3.01 - Observing Children

23. Guidelines for Recording Observations • Sign your name • Include date and beginning/ending times • List children and their ages/adults present • Describe the setting • Record only what you see as soon as it happens A-3.01 - Observing Children

24. How to Use Observation Records • DETAILED descriptions • Running record • Anecdotal record • SIMPLE records • Frequency count • Checklist • Rating scale A-3.01 - Observing Children

25. Frequency Count • A count of how many times a behavior occurs during a specific time period A-3.01 - Observing Children

26. How To Use a Frequency Count • List behavior(s) to be observed . • Record date and start/stop times for the observation. • Place a check mark each time the behavior occurs. • At the end, total the times the behavior occurred --- i.e., the frequency. • Page 47 in The Developing Child A-3.01 - Observing Children

27. Checklist • Checkmarks beside a list of behaviors or information that is being looked for • Could be a checklist of child behaviors or of conditions in a center A-3.01 - Observing Children

28. How To Use a Checklist • List specific information to look for --- e.g., behaviors and skills that children are expected to demonstrate • Write name of child to be observed • Record date with start and stop times • Check behaviors/skills as they are observed A-3.01 - Observing Children

29. Rating Scale • An evaluation of listed items using either words or numbers as ratings • Page 49 in The Developing Child A-3.01 - Observing Children

30. How To Use a Rating Scale Rated “3” on a scale of “1” to “5” for jumping rope • Select or design a rating scale that identifies behaviors, characteristics, or abilities that need to be assessed. • Observe child(ren) to see if the identified behaviors, characteristics, or abilities are demonstrated. • From the range of point values provided, select the most appropriate value to describe the level/degree of observed behavior, characteristic, or ability. A-3.01 - Observing Children

31. Running Record • A detailed, step-by-step written record of what happens during a specified time period A-3.01 - Observing Children

32. How To Use a Running Record • Do observations at regular specified intervals. • Write down everything that happens during each observation time period. A-3.01 - Observing Children

33. Anecdotal Record • A detailed written description about a particular incident • Page 47 in The Developing Child A-3.01 - Observing Children

34. How To Use an Anecdotal Record • Record where and when the incident took place. • Record who was involved. • Record what was said and done. A-3.01 - Observing Children

35. To review . . .When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring A-3.01 - Observing Children

36. When is a checklist used? When you want to identify behavior or skills that children are expected to develop or check for the presence or absence of conditions in a center. A-3.01 - Observing Children

37. When is a rating scale used? Whenever you want to rate characteristics or qualities of children or of child development centers A-3.01 - Observing Children

38. When is a running record used? Whenever you need a record of what happens during a time period; often used to gain insight into a child’s current skills A-3.01 - Observing Children

39. When is an anecdotal record used? When you want to gather information about a specific situation or incident A-3.01 - Observing Children

40. A good teacher is a good observer. A-3.01 - Observing Children

41. Observation in Early Childhood Education • You will have opportunities during this course to do each type of observation and to use each type of observation record. • Your role in the internship sites will vary from non-participant to participant observer. • As you polish and practice your observation skills, you will find that what you learn about the children you work with and about children in general will be very helpful as you grow and become an early childhood professional. A-3.01 - Observing Children