Presentation on theme: "Carrying out observations"— Presentation transcript:
1Carrying out observations CACHE Child careCarrying out observations
2Index Methods of observation Writing up your observation Tracking your observations
3Methods of observation DiagrammaticSamplingWritten
4Diagrammatic Recording techniques Example Tracking Observing and recording a child’s or children’s movements around a limited area fro a length of time e.g classroom or nursery gardenSociogramObserving and recording children’s social behaviour by plotting interaction or compiling a graph of their expressed friendshipsSocial contacts a child makes or the friendships among a group of childrenBar chartA pictorial method of recording an observation of a whole class's ability to undertake a specific task. A way of showing how block of time sent on an activity% of time spent on different activitiesPie chartAn alternative method of recording a time sampling observation or bar chart.
5written Recording techniques Structured record Observing and recording foe a specific reason, e.g capabilities of a child on entry to school to do a specific task e.g. draw a personUnstructured recordingObserving a child or children without a predetermined aim. This type of observation is spontaneous and usually comes about as a result of something interesting or unexpected happening. It may be more difficult to evaluate but could provide recommendations for further planned observations. It is a reason to keep a pen and pencil always handy.ComparativeObserving two children and comparing their abilities. Or observing one child at intervals and then evaluating their progress.Child studyObserving a child over a period of time to evaluate their overall developmental progress. This usually includes some details of the child’s background and always requires parental permission.Anecdotal/diaryA record of a child over a period f time which consists of s series of unstructured observations.
6samplingTimeObserving and recording what a child is doing every minute for a limited period e.g. 10 minutes, or at intervals during a set period of time e.g. every 15 minutes over a morning or afternoon.EventObserving a recording certain events as they occur e.g aggressiveness or temper tantrums.Snap shotObserving and recording events at a particular moment. Useful fro comparison or to monitor the use of equipment or a specific play area.
7Writing up your observation What should be in each box DetailsSettingAimMethodObservationInterpretation/EvaluationRecommendationsPersonal learningReferences
8details Student name Your name Observation number This relates to the list in front of your observation fileCACHE NumberYour CACHE numberSubject name & genderJust initials for confidentialityMale or femaleDate of ObservationThe date you actually did the observation :-Date: month: year07:09:05Subject AgeYears and months1st submission dateThe date you hand this in for first markingName of supervisorPrint this clearlyFinal Submission dateRole of supervisorSupervisors job in setting e.g. classroom teacher
9SettingThis should include the organisation, a brief description of the building/ room, who else was in the room, what equipment was available and how familiar the child is with this setting. You may prefer to sub divide this section into ‘Setting’ and ‘Immediate environment’ if this seems more appropriate.It may also be useful to put the time of day in here and how long the observation lasted.
10Aim You need to spell out clearly the aim and the reason for it. E.g. To observe and assess language development in a child of 14 months, to plan best how to extend her language.The aim should relate to a particular area of development, a healthcare routine or an aspect of the curriculum.The reason you are doing it will underpin the evaluation and interpretation of the observation
11MethodYou need to note the technique you are using (written record, checklist, time sample etc). You need to make sure you have chosen a method that is appropriate for the aim of the observation.
12ObservationThis is a factual account of what actually happened during the observation. It should be clear and when read by some one else they should be able to picture exactly what happened. You need to make sure you include the elements that are relevant to the aim (If it is a language observation you must record all communication, but you should also include anything else that happens that may be relevant
13Interpretation/ Evaluation This is the part of the observation student finds most difficult to start with but it will soon become automatic.General background information and comments.This may include things such as how well the children know each other, if one of the children has been ill recently, the weather, and family stresses of circumstances, whether this was a new or special activity.Why you chose the method you did, what were its anticipated strengths and weaknesses? Would you use the same if you were to repeat the observations? Why?Compare what actually happened in the observation with the aim of the observation. How did the child compare to the expected norms? You will need to make reference to some theory here I expect.Be objective and only comment on what you saw and know. Do not say ‘I think’ or ‘; perhaps’ and do not use stereotypes. You can use factual information given to you by your supervisor if relevant and you acknowledge this but make sure it is not just hearsay or a value judgement.If you have not achieved your aim that is Ok as long as youexplain why.
14RecommendationsThis is where you show you understand why we do observations.You need to show how the information you have gained from the observation can be used to meet the individual Childs needs. What are there next stages of development for the child and how could you help them achieve this. Here you will make reference to theory.You can also the value of the activity to the child and make recommendations for improvements or how it could be adapted for the future,
15Personal learningHere you show how a theory of child care and education that you have learnt about in College is being used in a practical setting. You need to relate what you have seen in the observation to what you have leant about in class, e.g. observed language to theory or theories of language development. For guidance on this see Hobart and Frankel theorist tables.You also need to reflect ton your own learning here. Did you discover anything about your own attitudes, prejudices? Likes or dislikes?If you were to do the observation again what would you change to improve it?How do you think this observation may help you in the work place in the future?
16ReferencesFollow the usual system here:-textbooks, web sites, magazines and newspaper articles and College material should all be included
17Tracking your observation Tracking sheetPassword protected for each student’s own recordPasswords are test1 for student, 1 test2 for student 2 and test3 for student 3