1. Carrying out observations
CACHE Child care
Carrying out observations

2. Index Methods of observation Writing up your observation
Tracking your observations

3. Methods of observation
Diagrammatic
Sampling
Written

4. Diagrammatic 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 garden
Sociogram
Observing and recording children’s social behaviour by plotting interaction or compiling a graph of their expressed friendships
Social contacts a child makes or the friendships among a group of children
Bar chart
A 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 activities
Pie chart
An alternative method of recording a time sampling observation or bar chart.

5. written 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 person
Unstructured recording
Observing 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.
Comparative
Observing two children and comparing their abilities. Or observing one child at intervals and then evaluating their progress.
Child study
Observing 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/diary
A record of a child over a period f time which consists of s series of unstructured observations.

6. sampling
Time
Observing 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.
Event
Observing a recording certain events as they occur e.g aggressiveness or temper tantrums.
Snap shot
Observing and recording events at a particular moment. Useful fro comparison or to monitor the use of equipment or a specific play area.

7. Writing up your observation What should be in each box
Details
Setting
Aim
Method
Observation
Interpretation/Evaluation
Recommendations
Personal learning
References

8. details Student name Your name Observation number
This relates to the list in front of your observation file
CACHE Number
Your CACHE number
Subject name & gender
Just initials for confidentiality
Male or female
Date of Observation
The date you actually did the observation :-
Date: month: year
07:09:05
Subject Age
Years and months
1st submission date
The date you hand this in for first marking
Name of supervisor
Print this clearly
Final Submission date
Role of supervisor
Supervisors job in setting e.g. classroom teacher

9. Setting
This 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.

10. Aim 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

11. Method
You 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.

12. Observation
This 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

13. Interpretation/ 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 you
explain why.

14. Recommendations
This 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,

15. Personal learning
Here 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?

16. References
Follow the usual system here:-textbooks, web sites, magazines and newspaper articles and College material should all be included

17. Tracking your observation
Tracking sheet
Password protected for each student’s own record
Passwords are test1 for student, 1 test2 for student 2 and test3 for student 3