“Makin’ a List, Checkin’ it Twice, Gonna Find Out Who’s... Using Observation and Assessment to Inform Instruction in Early Childhood Education
A simple liberating thought came to our aid, namely that things about children and for children are only learned from children. Follow the child
Domains of Development Meet Norm & Norma
Domains of Development Physical Language Aesthetic Cognitive Emotional Social
Stages of Development Infant Toddler PreSchooler Kindergartner Primary School age Tweener
Eyes in the back of your head Kid Watching –Monitoring ongoing development through daily activities that are integral to instruction Observation Interaction Analysis
Three Purposes To know the individual child To measure the child’s progress To evaluate the program
Main Types of Observations Narratives Sampling Child Study
Types of Narratives Diary Anecdote Running Record (ethnography)
Examples of Sampling Event Time Artifacts
Portfolio What goes in? Who chooses? How is material managed? What does it mean?
Modified Child Study Checklist Rating Scale
Rules of Engagement Participant Teacher (Interventionist) Observer
Analysis: What to do with what you know? Making Inferences Drawing Conclusions
Evaluate and Apply Discuss: What makes any one of these observation techniques effective and appropriate for different observation settings?
Follow the child