Chapter 3 Observing Children: A Tool for Assessment

Observations provide vital information about each child’s needs, interest, abilities and learning styles. You will be assigned to observe specific aspects of children’s behavior or development throughout the preschool visits.

Assessment – (Latin) to sit beside and get to know It is the process of observing, recording, and documenting children’s growth and behavior. The process of collecting information or data. Evaluation – the process of reviewing the information and finding value in it.

Purpose of Assessment Informs teachers about children’s developmental needs Used in planning developmentally appropriate curriculum Is used to be responsive to the needs of the children Assessment should include all developmental areas – physical, social, emotional, and cognitive Provides information on each child’s unique needs, strengths, and interests

During the assessment process, insights are gained: What are the children’s strengths and weaknesses? What does the group know? What are they able to do? What are their interests and dispositions? What are their needs?

Formal and Information Observations Formal – standardized tests and research instruments Developmental milestones were developed using this method. Require specialized training for recording data Informal – observing children in the classroom, collecting samples of their work, interviewing parents, and talking with children.

Assessment Tools Anecdotal Records – a brief narrative account of a specific incident (simplest form) Like a short story in that it has a beginning, middle, and end Who was involved, what happened, when it happened and where it occurred It needs to be done promptly and accurately with as many details as possible Verbal, nonverbal, how they look, what they do, gestures and movements…

Anecdotal Records Must Be Objective 1. It must describe only observable actions No generalizations, attitudes, or feelings of the children would be included 2. Nonevaluative No interpretation of why things happened Or imply if something was wrong, right, good or bad Labeling should be avoided

Interpretation of the Data An attempt to explain the observed behavior and to give it meaning Why did what you observe happen? Developmental milestone – maturity Behavior issue Classroom space issue Accident

Checklists Designed to record the presence or absence of specific traits or behaviors Often include lists of specific behaviors to look for while observing. May be designed for any developmental domain Physical Social Emotional Cognitive

Participation Chart Charts developed to gain information on specific aspects of children’s behavior. Example: Children’s activity preference Teachers may find children’s preferences do not match their needs. Need to work on fine motor control but participation chart shows preference for large motor activities.

Rating Scales Like checklists, are planned to record something specific. Record the degree to which a quality or trait is present Require you to make a judgement about the quality of what is being observed – how much or how little is present.

Preschool Participation Etiquette The information you gain about children and families must be kept confidential. Arrive on time and in appropriate dress. Do not discuss a child’s behavior outside the classroom. Use first names only in classroom discussions. Do not bring personal belongings into the preschool classroom. (PHONES! or food) Avoid judging the teacher or the program.