Digging Deeper The Power of Observations and the Kindergarten Readiness Assessment 1 Digging Deeper

“Observation is a process used by early childhood educators to watch, listen to, and record children’s actions, facial expressions, body language, sounds, words, and gestures… Observation helps teachers get to know children so that they can build positive relationships with them. Observation provides information teachers can use to understand what and how a child is thinking, feeling, and learning and plan ways to support and enhance the child’s development of skills in all domains.” - NAEYC (2014) Observation - NAEYC

Observing Young Children: Why? Each child is unique! Gain insights into a child’s thinking See how children are developing and learning Witness a child’s depth of knowledge and understanding Provide documentation Use the information to appropriately challenge and support children Observing Young Children: Why?

Observing Young Children: T ypes of Observations Spontaneous observations informal routines, discussions, activities Planned observations formal and informal observations intentional specific goals in mind concrete evidence of skills in action see what and how a child learns T ypes of Observations

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planned Observations Planned observations are key for formal assessment using observation See what a child can do, what the child has the potential to do, and how to help support that child’s growth Focus on a specific behavior or ability Planned Observations

Observing Young Children: T ips Watch and listen…listen and watch Focus on objectivity—just the facts! Avoid making assumptions and comparisons Use the information to enhance learning and development Allow time and space for children to show their learning and development Observing Young Children: T ips

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items Review each of the items—what it is measuring, the domain, and the criteria Highlight key information in the rubric that differentiates proficiency levels Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items Identify which items need individual observations and which can be observed in small or large groups. Note this on the observation planning sheet. Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items Identify when and where you will conduct the observations. Note this on the planning sheet. Questions to consider: Will I conduct this observation during a specific learning activity such as during a specific center? During calendar time? During transition time? During story time? During circle time? Can I observe this on the playground? etc. Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items: Samples

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items: Samples

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Notes: Domain: SC (science) When/where: at science center conducting an experiment Who: Watch each small group during center time conducting an observation. Prompt individuals as needed for those who aren’t yet proficient. Rotate as usual through centers. Begin with group 1: Billy, Kris, Jana, Ben, Kaylie Planning for Observation Items: Sample 1

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Notes: Domain: PD (physical development) When/where: outside on the playground during morning recess Who/how: Whole group; line the kids up ask them to do each of these things: shake/nod, swing arm, kick leg, open/shut hand, extend/flex foot Planning for Observation Items: Sample 2

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items For each item, identify which child(ren) you will observe Print the observation score sheets for individual and groups of children If you have access to mobile technology, consider carrying a device with you to record your observations directly into the data system Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Planning for Observation Items: Final T ips Use the criteria in the rubric score points to guide what you’re looking for. As you conduct your observation, feel free to jot down notes about what you’re seeing particularly for those children for whom a skill or behavior is progressing or not yet evident. Remember to stick to facts, not opinions. Rate each child on the rubric and enter the proficiency level (P, I, or N) into Ready for Kindergarten Online Planning for Observation Items: Final T ips

Professional Development by Johns Hopkins School of Education, Center for Technology in Education Post-Observation Keep anecdotal notes of your observations to inform your instruction Given what you observed and what you know about the child, what should be done to support the child’s growth? Make a plan! Continue to observe children over time Post-Observation