0bserving Young Children

0bserving Young

Children

OBJECTIVE 3.01Understand selection and use of observation methods.

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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.

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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

Amanand aninfant . . .

What do you see? What do you think

the man sees? Is the man a

parent? A caregiver? Or, simply an observer?

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Selection of Observation Methods

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Reasons to Observe Children

1. To get to know the children2. To identify needs/special needs3. To address specific problems4. To guide curriculum development5. To document progress6. To evaluate programs7. To learn more about child development

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Formal observations

• More controlled conditions

• Examples– Standardized tests– Research instruments

(surveys, questionnaires, etc.)

• Results used to form developmental norms

• Require specialized training

Characteristics considered normal for children in

specific age groups.

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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

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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

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Types of Observation Records

• SIMPLE records

– Frequency count– Checklist– Rating scale

• DETAILED descriptions– Running record– Anecdotal record

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Use of Observation Methods

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Guidelines for Observing in

Early Childhood EducationTHICS

ONFIDENTIALITY

XAMPLE

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Guidelines for Observing in

Early Childhood EducationTHICS

Be a person of character, a model of honesty, integrity, and fairness

Be sensitive to the needs of others

Integrity

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Guidelines for Observing in

Early Childhood EducationONFIDENTIALITY

Keep information about teachers, children, and parents to yourself.

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Guidelines for Observing in

Early Childhood EducationXAMPLE

Demonstrate behavior that serves as a good example for young children.

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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.

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The Role of the Observer

• Naturalistic observation

• Participant observer

An observation can be both naturalistic and participatory.

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• Sometimes it may be better to observe without participating.

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Observing Objectively

• The goal in observing is to be objective.– Objective =

reporting facts– Subjective =

opinions, impressions

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• Objective reporting means recording only the facts without personal opinion or bias.

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• Subjective reports, on the other hand, include personal impressions and judgments.

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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

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How to Use Observation Records

• SIMPLE records

– Frequency count– Checklist– Rating scale

• DETAILED descriptions– Running record– Anecdotal record

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Frequency Count

• A count of how many times a behavior occurs during a specific time period

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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

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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

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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

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Rating Scale

• An evaluation of listed items using either words or numbers as ratings

• Page 49 in The Developing Child

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How To Use a Rating Scale

• 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.

Rated “3” on a scale of “1” to “5” for jumping

rope

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Running Record

• A detailed, step-by-step written record of what happens during a specified time period

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How To Use a Running Record

• Do observations at regular specified intervals.

• Write down everything that happens during each observation time period.

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Anecdotal Record

• A detailed written description about a particular incident

• Page 47 in The Developing Child

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How To Use an Anecdotal Record

• Record where and when the incident took place.

• Record who was involved.

• Record what was said and done.

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To review . . .When is a frequency count used?

Whenever you need to tally and record how many times a behavior is occurring

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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.

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When is a rating scale used?

Whenever you want to rate characteristics or qualities of children or of child development centers

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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

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When is an anecdotal record used? When you want to gather

information about a specific situation or incident

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A good teacher is a good observer.

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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.