1. OBSERVING YOUNG CHILDREN
Tell what you think is happening with the following children:

2. WHY OBSERVE?
An observation is watching children with the clear goal of studying a specific behavior or ability.
Before you observe you MUST KNOW THE PURPOSE/REASON for your observation.
Watching children in action is the best way to learn about them!

3. HOW TO OBSERVE
It is best to observe from a distance without the child knowing they are being observed.
There are certain ways to record your observations!

4. How to Take Notes During an Observation
1. Know Your Purpose
2. Identify the when, where, who, and what.
3. Be descriptive.
4. Make comparisons.
5. Uncover the Data.
6. Review and clarify.
Make additional notes, make clarifications or corrections
What are you observing?
Where are you? What activities are going on?
How does one child’s skills compare to another child’s?
What time is it?

5. Avoid making assumptions: which statement is correct?
Annie has difficulty sharing.
Annie never shares.

6. Avoid labels: Which statement is correct?
Tommy acted out his aggressive feelings.
Tommy is mean.

7. Avoid conclusions you are not qualified to make:
Billie can’t do anything by
himself because he is the
youngest in a large family
and they do everything for
him.
Billie needs to develop the
ability to do things for himself.

8. BE OBJECTIVE! Objective observations simply state the facts.
It is important but difficult to remain objective at all time.
The first thing to record when observing is an objective list of behavior patterns.

9. DO NOT BE SUBJECTIVE:
Subjective observations state an opinion of the observer.
Observations must be solid facts - objective.

10. Subjective Observations
Based on the idea that you can see into a child’s mind.
An assumption is a “fact” that is taken for granted and doesn’t have any hard evidence.
These types of observations are hard for others to use, because they don’t use facts.
Remember, don’t make judgments or opinions.
Observations do not include things you feel.

11. Decide which statements about the following children are Subjective and which are Objective:

12. Mark looks away when the teacher showed him a snake
Mark looks away when the teacher showed him a snake. He said, “I don’t like
snakes, they feel funny.”
Mark was afraid because he said he didn’t like snakes.

13. Tyler is a good boy and gets along well with the other
Children.
Tyler was playing with the music blocks. When Carly & Josh asked to play, Tyler agreed and showed them how.

14. Maddie wanted to swing but two others were already there. She
picked up a rock and threw it at them.
Maddie got mad and threw a rock because she does
not share well.

15. CONFIDENTIALITY
All observations are confidential, should be filed and any problems should only be reported to the director.

16. IDENTIFY DIVERSITY:
Observations help identify disabled children with special needs and assess developmental stages and behaviors.

17. TYPES OF Observations:
Running Record
Anecdotal Record
Frequency Count
Developmental Checklist

18. Running Record A record of everything observed for a set period.
Useful for observers who are just getting to know the child or children.
Helpful when wanting to concentrate on one area of development. i.e. Social Development

19. Anecdotal Record
A report of a child’s actions that concentrates on a specific behavior or area of development.
There is no time limit
Example: A researcher wants to study how a child reacts to being at a new daycare, so the researcher observes this child everyday for two weeks upon arrival.

20. Frequency Count A tally of how often a certain behavior occurs.
Useful when wanting to change an unwanted behavior.

21. Frequency Count - Baseline
Baseline: A count made before any steps are taken to try to change the behavior
As attempts are made to correct the behavior, the frequency count is taken again… and should decrease!
John: Nov. 2, 2003
Aggressive Behavior-
9:00
9:30
10:10
11:05
12:00

22. Developmental Checklist
A list of skills a child should master, or behaviors they should exhibit at a certain age.
Observers use these as a tool while observing to check off behaviors they see.

23. How to Act While Observing
Formal Observations: A set up meeting at a school or daycare.
Informal Observations: Watching children at a playground or in the grocery store.
While observing, you don’t want to be noticed – this will influence the observation.
This prohibits you from collecting objective data.
Know your observation purpose before you begin!
Know which method of observation you will use.

24. NARRATIVE:
A written summary of the conclusions of the observations or activities of the day.
During your observation you should have remained objective, now it is time to formulate and write down ideas based on what you saw.
Not always accurate.

25. Observing Children Practice