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

2. 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

3. 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?

4. 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?

5. 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?

6. 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

7. 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?

8. 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!

9. 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

10. 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

11. 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.