CD1: Principles and Philosophies of Education Chapter 6: Observation and Assessment: Learning to Read the Child

Value of Observation: “The Teacher’s responsibility is to notice all the clues and put them together in meaningful ways. …. The ability to observe – to ‘read’ the child, understand a group, ‘see’ a situation – is one of the most important and satisfying skills a teacher can have.” p. 226

Purposes of Observation: To learn about the child! What are their interests, strengths, sources of joy? What are their frustrations, weaknesses, sources of pain? What is typical and normal for this child? To improve your teaching! Am I responsive to children and staff? What do I need, professionally? Are you following best practices? What is your style?

To improve the environment or program! Age appropriate materials and activities Create a viable daily schedule Identify health/safety issues Identify sources of problematic child behavior Identify interests of the group for curriculum design Program evaluation: are all areas of development supported for each child? To see the link between theory and practice! What do you see the child doing? What does this suggest for curriculum design?

To communicate with parents! Validate a concern Describe developmental levels Identify and support a child’s needs Select child’s developmental or behavioral goals To assess the group! What is the group’s composite developmental level? Social skills, communication skills, motor skills, literacy skills What materials are “stale?” and should be replaced? What materials are favored and should be expanded on?

To assess the child! Is behavior typical or atypical? Is development typical or atypical? What is the temperament of the child? Refer for specific screening or further assessment To establish a baseline for behavior and behavior change To monitor progress toward a goal To place the child in the appropriate environment or program

Elements of Observations Focus of the observation what do you want to find out? System of taking the data when will you collect the data? Tools for taking the data how will you record the data Environment for the observation where will you collect the data?

Observation Recording Methods Running Record: the writing video recorder Time Sampling: what is happening now? Event Sampling: when is _____ happening? Checklists: can they _____ or not? Rating Scales: how does the child compare to the norm? Learn how to make and use observations in CD4; enroll after taking at least 12 CD units!

Authentic Assessment Must occur in a variety of settings over time, drawing on many sources of information Focus on essential skills and dispositions valued by the program and families and community Have teacher-designed assessment tools and methods that demonstrate the child in action in the familiar setting

In a short essay, answer this question: Ch 6 Assignment In a short essay, answer this question: What are 3 outcomes of using observation data and results to develop the curriculum in order to meet the needs of all children in a classroom environment? Be sure one outcome is about observing to look for developmental “red flags” that may require a referral for further screening. Use a standard, 5-paragraph essay format. See the next slide for format information. Due Thursday, November 8

Standard 5 Paragraph Essay Paragraph 1: Introduction Introduce your topic. The last sentence will clearly state the 3 outcomes you will discuss in the essay. Paragraph 2: Outcome 1 Description & details of outcome 1 Paragraphs 3 & 4: Outcomes 2 and 3 Description & details for each outcome One outcome/details in each paragraph Paragraph 5: Summary OR Conclusion Summary restates what you have said about your outcomes, and compliments your introduction. Conclusion brings the facts and details together into a statement of what you now know relates to the introduction. It might include questions you now have, as well.