2. WestEd.org The California Infant/Toddler Curriculum Framework: Theory to Practice Observation, Documentation, & Reflection/ Assessment Observation, Documentation, & Reflection/ Assessment

3. WestEd.org Activity From memory, write a description of a penny – including what’s imprinted on both front and back. No peeking!

4. WestEd.org Learning Objectives Participants will be able to: Demonstrate understanding of basic concepts of naturalistic-participatory observation and meaningful documentation. Recognize that documentation can serve multiple purposes and have different intended audiences. Explain connections between day to day observation & documentation, assessing children’s developmental progress, and planning curriculum. Understand the responsive process in the context of reflective curriculum planning. Identify three kinds of reflection and how they relate to the curriculum planning process.

5. WestEd.org Infant/Toddler Guidelines 8.1, 8.2, 8.3, and 8.4 8.1 Teachers observe children during personal care routines, interactions, and play 8.2 Teachers document observations for later use 8.3 Teachers assess children’s developmental progress 8.4 Teachers take time to reflect on observation, documentation, and assessments. Pp. 100-106

6. WestEd.org IMPLEMENTDOCUMENT OBSERVE PLAN Document ImplementPlan ImplementPlan Implement Plan Observe Document Observe Document Reflection Curriculum Planning Process

7. WestEd.org Reflecting on our perceptions of observation & documents What do you think of when you hear the word “observation”? What do you think of when you hear the word “documentation”? Think about the kinds of observation & documentation you do personally (i.e., away from work).

8. WestEd.org Why do we observe & document? To more clearly see and understand the uniqueness of each child. To make children’s learning and development visible – to the child, family, community, and to teachers. To create meaningful records that can be used in many ways. To make each teacher’s job easier and more enjoyable.

9. WestEd.org What can be done with meaningful records? Reflect & plan how to meet needs and facilitate learning. Reflect and identify/assess developmental progress. Deepen family engagement & knowledge. Support program advocacy. Promote teachers’ ongoing professional growth.

10. WestEd.org Guiding Principles: Observation & Documentation Always place the highest priority on being responsive to each child’s needs and interests. Observation & documentation are the first steps in planning curriculum. By documenting individual children’s learning, teachers can deepen their understanding of how to support each child’s learning and development. Family members are a critical part of the process. When families and teachers reflect together on documentation, family members offer insights into the children’s behavior and share expectations.

11. WestEd.org Key Points: Observation & Documentation Truly useful observation and documentation are informed by an accurate understanding of learning and development. Teachers mindfully watch, reflect, & take selective notes - throughout the day - while actively engaging with infants to learn about them. Thoughtfully preparing the environment for observation & documentation can make the teacher’s role easier, more enjoyable, and more productive.

12. WestEd.org Key point #1 Truly useful observation and documentation are informed by an accurate understanding of learning and development. Try it out! Step 1: Read about empathy “At around 18 months of age, children demonstrate awareness of their characteristics and express themselves as distinct persons with thoughts and feelings. Children also demonstrate expectations of others’ behaviors, responses, and characteristics on the basis of previous experiences with them.” What does this look like to you?

13. WestEd.org (CA I/T Learning & Development Foundations DVD Series, California Department of Education, 2009, Disc 1) I/T Foundation Empathy - 18 months

14. WestEd.org DRDP 2015 Observation Strategies Become familiar with developmentally based descriptions of behavior. Observe the child during her or his natural daily routine, in different situations, and at different times of the day. Observe each child over time, not just one day.

15. WestEd.org What are you looking for when you are observing? Useful Observation & Documentation

16. WestEd.org Observe with Intent: Possible areas of focus: Specific skills or areas of development Interests and preferences Learning styles and temperament Relationships & interactions Engagement in routines Family interests, customs, rituals Use of the environment, group functioning

17. WestEd.org Intentional Observation Supports Professional Development! It can help teachers: Learn an authentic assessment tool in more depth. Better understand what they see. Learn more about child development (be a more knowledgeable caregiver). Reflect & apply observations to practice.

18. WestEd.org Useful documentation makes more efficient use of your time! What makes it useful? Look for and capture moments & details that help you: See the child’s perspective Learn more about the child

19. WestEd.org What do you see? How can you describe it? Your group will be given an object. DO NOT LET ANYONE ELSE SEE THE OBJECT! 1.With your group, observe the object you are given. 2.Select a recorder to write your group’s description 3.WITHOUT naming it or what it does, quietly describe the object. Use language that is as accurate and detailed as possible. Describe any unique or unusual characteristics. 4. Select a reporter to share your description. The other groups will try to guess your object. Each group will share.

20. WestEd.org For useful documentation, notice and record behaviors that: Show the child’s accomplishments, growth, learning strategies and interests Reveal the child’s thoughts or emotions Are new, unusual, or outstanding in some way Are related to a concern or goal for the child

21. WestEd.org Which documentation is more useful? Tony holds the cup with one hand and, with the other, pushes the button on the fountain to fill his cup. Tony fills his cup at the water fountain.

22. WestEd.org Which documentation is more useful? Sheena and Ann sat on opposite sides of the picnic table, pouring sand into toy pots and dishes. Holding the side of a bowl in one hand and a scoop in the other, Sheena poured sand into the bowl. She stirred it and said, “Soup’s ready.” They both pretended to eat from their bowls with imaginary spoons. Sheena and Ann sat at the picnic table playing with the toy dishes, pots and pans, and sand.

23. WestEd.org Activity: Focusing on Photos 1.What can be seen in each photo? 2.What is worth remembering?

24. WestEd.org Personal Reflection: Applying it to your work Based on Key Point #1, What new thoughts do you have about the documentation process and implementing it in your program?  Record your reflections. 

25. WestEd.org Key point #2 Teachers mindfully watch, reflect, & take selective notes – throughout the day – while actively engaging with infants to learn about them.

26. WestEd.org Traditional, Observational Child Study The observer: Sits quietly and unobtrusively. Stays physically and psychologically separate from the children. Records observations in a factual manner. Avoids making assumptions, predictions, or interpretations.

27. WestEd.org Active and Participatory Observers: Mindfully watch children while actively engaging with them – are emotionally & physically available. Selectively take notes to document things they find meaningful. Use all senses and knowledge of development in the process of observing, documenting, reflecting, and interpreting behavior. Continually consider what children’s actions might mean.

28. WestEd.org Mindful presence: Is different from participating in or directing children’s play. Means watching and waiting to see what happens, moment by moment – and reflecting on what unfolds. Helps teachers gain an increasingly complete picture of children’s exploration and discovery.

29. WestEd.org When observing children mindfully, a teacher will discover small scientists at work – gathering information, comparing, experimenting, making assumptions and evaluating assumptions through their actions, and, over time, building mastery of a wide range of concepts and skills. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 28

30. WestEd.org (New Perspectives on Infant/Toddler Learning, Development, and Care, California Department of Education, 2006, Disc 2) The Curriculum Planning Process

31. WestEd.org Step 1: WATCH Begin by watching, not rushing to do things for the child. Watch for verbal and nonverbal cues. Step 2: ASK Ask yourself: What message is the child sending? Does the child want something from me at this moment? If so, ask the child: What is it that you want? What are the emotional, social, intellectual, and physical parts to the message? Step 3: ADAPT Adapt your actions according to what you believe to be the child’s desires.Watch how the child responds to our actions. Modify your actions according to the child’s response and watch, ask, and adapt again. The Responsive Process

32. WestEd.org Scenario: Joette & Lucila As you listen to this scenario, notice how the teacher repeatedly moves through the responsive process. Watch : Watches the child’s exploration Ask : Interprets the child’s message and asks the child Adapt : Responds based on her interpretation of the child’s actions Watch : Continues to watch Ask : Asks herself/interprets the children’s interest Adapt : Adds to the curriculum by offering the possibility of a new experience. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 25

33. WestEd.org Teachers as Researchers Observe/Note Reflect, Ask questions Reflect, Ask questions What we’ll do Try to discover their intentions. This leads to: How might we support and expand the play? This leads to:

34. WestEd.org (CA Infant/Toddler Learning and Development Foundations DVD Series, California Department of Education, 2009, Disc 3: Extended scenes with optional commentary) Encounter with Cornstarch 18 months

35. WestEd.org As you watch/observe, consider these questions: What is the infant noticing, sensing, feeling, experiencing? What meaning might the child be trying to make? What ideas or hypotheses might the child be exploring? What skills does the child seem to be practicing? How are the space, materials, and adults influencing the situation? What might a family member like to know about the child’s experience? Teacher as Researcher: Practice reflecting and asking questions

36. WestEd.org After your observation, reflect on these questions: What do I value about this experience? Why? What learning goals could be focused on? How can I help the child experience this in a more focused way? In a surprising way? In a challenging way? What other adaptations, materials, and interactions could be offered to build on this experience? What might I share with the family and why? (Be specific.) When? Teacher as Researcher: Practice reflecting and asking questions (continued)

37. WestEd.org PERSONAL APPLICATION (Round 2) After exploring Key Point #2, what additional thoughts, ideas, or questions do you have about the observation and documentation processes - and their implementation in your program?  Record your reflections. 

38. WestEd.org Key point #3 Thoughtfully preparing the environment for observation & documentation can make the teacher’s role easier, more enjoyable, and more productive.

39. WestEd.org To Observe More Efficiently and Effectively: Get Organized! Maximize the opportunities for naturalistic observation by organizing the environment to support children’s interests And initiative. 38

40. WestEd.org Select & organize the tools you use Keep in mind: Focus, Potential, & Limits Each documentation tool leaves out something or adds something. The tools we prefer and ways we use them are highly subjective. What we include and exclude in a photo or video depend on our focus. Using more than one tool for gathering our observations makes a more complete record.

41. WestEd.org Tools that Support Documentation Video cameras Digital Still cameras Touch Pad Cameras Audio recorders Palm Pilots Computers Notebooks Post-It notes Calendars Scanners Printers

42. WestEd.org Select Useful Strategies for Documentation Anecdotal records Event Logs/Sampling Time Logs/Sampling Learning Stories with Photos and text Video recordings Portfolio sampling Developmental Checklists Running records

43. WestEd.org PERSONAL APPLICATION (Round 3) After exploring Key Concept #3, what additional thoughts, ideas, or questions do you have about the observation and documentation processes, and their implementation in your program?

44. WestEd.org Reflecting Goes Hand-in-Hand with Observation & Documentation As teachers observe and document what engages children in learning, they simultaneously reflect on what they observe. Teachers gain insights and find new ways to connect with children’s developing competences, expand their thinking, and encourage further exploration of an emerging idea or ability. Ongoing observation, reflection, and documentation occur throughout each day. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 56-57

45. WestEd.org Reflective Practice The art of stepping back to consider what one is observing or doing 3 types of reflection In action – thinking in action (in the moment) On action – thinking about what happened For action – planning ahead

46. WestEd.org Reflection in Action Thinking about what is happening: 1.Comments 2.Actions/Responses 3.Unplanned events Draws on knowledge, skills, and abilities in the moment — thinking on your feet!

47. WestEd.org Reflecting in Action: Possible Questions What is the infant noticing, sensing, feeling, experiencing? What meaning might the child be trying to make? What ideas or hypotheses might the child be exploring? What skills does the child seem to be practicing? How am I influencing the situation? What might a family member like to know about the child or group? CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 33

48. WestEd.org Activity: First Reactions As you view the following photographs, please jot down the first thing that comes into your mind.

49. WestEd.org

53. Scenario: Another chance to practice “Reflecting In Action” As you listen to this vignette, imagine you are the teacher asking yourself these questions: What does Jacob seem to be noticing, sensing, feeling, experiencing? What ideas or hypotheses might he be exploring? What might his father like to know about this experience? CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 23 (Angelica & Jacob)

54. WestEd.org Part of Jacob’s learning story When teachers review documentation, they piece together stories that portray the explorations, discoveries, and development of the children in their care. Listen to the story Angelica pieced together when she reflected on and interpreted her observation of Jacob playing with the basket. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 24

55. WestEd.org Reflection on Action Thinking back on what did happen: Recapture Think about Evaluate

56. WestEd.org Reflecting on Action: Possible questions Are children responding as we had predicted, or were there surprises? What do the children’s responses reveal? Are children showing evidence of increased skills or knowledge? CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 29

57. WestEd.org Reflecting on Action: Boys Playing Together (CA I/T Learning & Development Foundations DVD Series, California Department of Education, 2009, Disc 3: Extended Scenes for Observation and Analysis)

58. WestEd.org Let’s practice: Reflecting on action! Self-awareness (my perspective): What caught my attention as I watched this clip? What surprised or delighted me? What in my background and values might have influenced my thoughts/reactions? Seeing the child’s competency What strengths and competencies did I see? (consider all domains) The child’s perspective: What did the child seem drawn to do? What might he have been trying to accomplish? Why do I think he interacted with the other boys the way he did?

59. WestEd.org Reflecting “on” Action and Assessing Developmental Progress Consider the reflections you just completed. How would this type of “reflecting on action” help you assess children’s developmental progress? CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 56-57

60. WestEd.org Reflection and Assessment The day-to-day documentation of children’s learning experiences becomes the source for periodic assessment of children’s developmental progress. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 57

61. WestEd.org Reflection for Action Getting ready for what will happen: Developing plans with goals in mind, Planning for possibilities, Taking into account previous: » Experiences » Knowledge & interests » Environments

62. WestEd.org Review Learning Objectives Participants will be able to: Demonstrate understanding of basic concepts of naturalistic-participatory observation and meaningful documentation. Recognize that documentation can serve multiple purposes and have different intended audiences. Explain connections between day to day observation & documentation, assessing children’s developmental progress, and planning curriculum. Understand the responsive process in the context of reflective curriculum planning. Identify three kinds of reflection and how they relate to the curriculum planning process.

63. WestEd.org Wrap-up Questions? Reading Assignment Next Session