2. 0bserving Young Children OBJECTIVE 3.01 Understand selection and use of observation methods.

3. A-3.01 - Observing Children2 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.

4. A-3.01 - Observing Children3 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

5. 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?

6. A-3.01 - Observing Children5 Selection of Observation Methods

7. A-3.01 - Observing Children6 Reasons to Observe Children 1.To get to know the children 2.To identify needs/special needs 3.To address specific problems 4.To guide curriculum development 5.To document progress 6.To evaluate programs 7.To learn more about child development

8. A-3.01 - Observing Children7

9. 8 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.

10. A-3.01 - Observing Children9 Informal Observations Less controlled conditions Easier to use More appropriate for program planning Examples –I–Interviewing parents –T–Talking with children –O–Observing students in the classroom –C–Collecting student work samples

11. A-3.01 - Observing Children10 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

12. A-3.01 - Observing Children11 Types of Observation Records SIMPLE records –Frequency count –Checklist –Rating scale DETAILED descriptions –Running record –Anecdotal record

13. A-3.01 - Observing Children12 Use of Observation Methods

14. A-3.01 - Observing Children13 Guidelines for Observing in E arly C hildhood E ducation THICSTHICS ONFIDENTIALITYONFIDENTIALITY XAMPLEXAMPLE

15. A-3.01 - Observing Children14 Guidelines for Observing in E arly C hildhood E ducation THICSTHICS  Be a person of character, a model of honesty, integrity, and fairness  Be sensitive to the needs of others Integrity

16. A-3.01 - Observing Children15 Guidelines for Observing in E arly C hildhood E ducation ONFIDENTIALITYONFIDENTIALITY  Keep information about teachers, children, and parents to yourself.

17. A-3.01 - Observing Children16 Guidelines for Observing in E arly C hildhood E ducation XAMPLEXAMPLE  Demonstrate behavior that serves as a good example for young children.

18. A-3.01 - Observing Children17 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.

19. A-3.01 - Observing Children18 The Role of the Observer Naturalistic observation Participant observer An observation can be both naturalistic and participatory.

20. A-3.01 - Observing Children19 Sometimes it may be better to observe without participating.

21. A-3.01 - Observing Children20 Observing Objectively The goal in observing is to be objective. –Objective = reporting facts –Subjective = opinions, impressions

22. A-3.01 - Observing Children21 Objective reporting means recording only the facts without personal opinion or bias.

23. A-3.01 - Observing Children22 Subjective reports, on the other hand, include personal impressions and judgments.

24. A-3.01 - Observing Children23 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

25. A-3.01 - Observing Children24 How to Use Observation Records SIMPLE records –Frequency count –Checklist –Rating scale DETAILED descriptions –Running record –Anecdotal record

26. A-3.01 - Observing Children25 Frequency Count A count of how many times a behavior occurs during a specific time period

27. A-3.01 - Observing Children26 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

28. A-3.01 - Observing Children27 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

29. A-3.01 - Observing Children28 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

30. A-3.01 - Observing Children29 Rating Scale An evaluation of listed items using either words or numbers as ratings Page 49 in The Developing Child

31. A-3.01 - Observing Children30 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

32. A-3.01 - Observing Children31 Running Record A detailed, step- by-step written record of what happens during a specified time period

33. A-3.01 - Observing Children32 How To Use a Running Record Do observations at regular specified intervals. Write down everything that happens during each observation time period.

34. A-3.01 - Observing Children33 Anecdotal Record A detailed written description about a particular incident Page 47 in The Developing Child

35. A-3.01 - Observing Children34 How To Use an Anecdotal Record Record where and when the incident took place. Record who was involved. Record what was said and done.

36. A-3.01 - Observing Children35 To review... When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring

37. A-3.01 - Observing Children36 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.

38. A-3.01 - Observing Children37 When is a rating scale used? Whenever you want to rate characteristics or qualities of children or of child development centers

39. A-3.01 - Observing Children38 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

40. A-3.01 - Observing Children39 When is an anecdotal record used? When you want to gather information about a specific situation or incident

41. A-3.01 - Observing Children40 A good teacher is a good observer.

42. A-3.01 - Observing Children41 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.