1. Chapter 3 Observing Children: A Tool for Assessment

2. 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.

3. 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.

4. 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

5. 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?

6. 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.

7. 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…

8. 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

9. 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

10. 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

11. 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.

12. 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.

13. 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.