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

2. A-3.01 - Observing Children
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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3. A-3.01 - Observing Children
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
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4. A man and an infant . . . 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
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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
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7. A-3.01 - Observing Children
Types of Observations
formal
informal
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8. Formal observations More controlled conditions Examples
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
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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
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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
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11. Types of Observation Records
DETAILED descriptions
Running record
Anecdotal record
SIMPLE records
Frequency count
Checklist
Rating scale
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12. Use of Observation Methods
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13. Guidelines for Observing in Early Childhood Education
N F I D EN T I A L T Y T H I C S X A M P
L E
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14. Guidelines for Observing in Early Childhood Education
Be a person of character, a model of honesty, integrity, and fairness
Be sensitive to the needs of others
Integrity
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15. Guidelines for Observing in Early Childhood EducationEN T A L Y
Keep information about teachers, children, and parents to yourself.
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16. Guidelines for Observing in Early Childhood EducationX A M P L E
Demonstrate behavior that serves as a good example for young children.
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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.
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18. The Role of the Observer
Naturalistic observation
Participant observer
An observation can be both naturalistic and participatory.
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19. A-3.01 - Observing Children
Sometimes it may be better to observe without participating.
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20. Observing Objectively
The goal in observing is to be objective.
Objective = reporting facts
Subjective = opinions, impressions
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21. A-3.01 - Observing Children
Objective reporting means recording only the facts without personal opinion or bias.
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22. A-3.01 - Observing Children
Subjective reports, on the other hand, include personal impressions and judgments.
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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
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24. How to Use Observation Records
DETAILED descriptions
Running record
Anecdotal record
SIMPLE records
Frequency count
Checklist
Rating scale
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25. A-3.01 - Observing Children
Frequency Count
A count of how many times a behavior occurs during a specific time period
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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.
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27. A-3.01 - Observing Children
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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28. A-3.01 - Observing Children
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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29. A-3.01 - Observing Children
Rating Scale
An evaluation of listed items using either words or numbers as ratings
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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.
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31. A-3.01 - Observing Children
Running Record
A detailed, step-by-step written record of what happens during a specified time period
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32. 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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33. A-3.01 - Observing Children
Anecdotal Record
A detailed written description about a particular incident
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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.
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35. 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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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.
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37. 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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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
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39. When is an anecdotal record used?
When you want to gather information about a specific situation or incident
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40. A good teacher is a good observer.
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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.
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