1. Observation and Assessment In Early Childhood
What can you learn from watching and recording children’s behaviors regularly?

2. History
Observation has been used since around the 1930’s, using “kid watching” to find out how children learned.
Much of what we know now about child development has been discovered through years of careful and documented observation.

3. How it is Used
Educators use observation and documentation to assess development, plan curriculum, and inform parents.
Observations are reviewed and used by teachers to create learning experiences that reflect children’s abilities, needs, and interests.

4. Observation Process
Discussed in your text, to stay objective and stick to the facts…
Three main parts:
Observing – gathering info
Recording – documenting in a variety of ways
Interpreting – reflecting on what info might mean

5. What a Teacher Should Know
A teacher should have an understanding of what abilities and behaviors are within the “normal range” for that age in development.
Have a good understanding of cognitive, physical, and social-emotional development domains.
Have a good understanding of child development theories.

6. Observing with Purpose
Note the purpose of observations and general guidelines for observing (4 keys).
Observing and Assessing Young Children
Note different types and motivations for observing and techniques involved.

7. The Racetrack
Using a “developmental lens,” what can you note about this observation? Jot down what you see and hear.
Use the assessment sheets provided to your group to indicate where you feel the boy in the video is at developmentally.

8. Types of Observations:
Narrative Records
Anecdotal Records
Electronic Records
Photographs
Video/Audio
Structured Records
Time sample
Event Sample
Checklists, Rating Scales, Rubrics

9. Anecdotal Notes Most common form of observing.
Tells a story objectively by giving an account of what happened.
Effective because they are based on real performance.

10. Guidelines for Anecdotes
Format:
date, time, who, what, where
description of activity observed
If applicable, what the outcome was
Writing Tips:
Focus on what child did and said
Be factual, specific, brief
Hints:
Use abbreviations
Use sticky notes or notepads
Formalize anecdotes later that day,
but while still fresh in memory!

11. Anecdotal records have many benefits
Anecdotal records have many benefits. The first is that, if done accurately, it is a true and unbiased account of precisely what is occurring. Look at figure 3.9:
Anecdotal Record
Activity: ____Learning center – Table toys_ Date: _____11/09/02______
Name: ______ Tommy Tantrum__________ Recorder: ____Tina Teacher___
_____Tommy ran over to the table where other students were completing puzzles shouting, “Here I come!” He then approached another student and asked, “Can I have that puzzle?” Other student: No, I’m not finished. Tommy: But I need that one to build my rocketship. Other student: Mrs. H says you have to wait your turn. Tommy: Mrs. H, Mrs. H, can I have that puzzle now? Mrs. H: when ___ is finished, you may have a turn. Tommy: Set the timer then. (to other student) You have 1 minute, right Mrs. H? Tommy then sat at the table with his face supported by his hands and repeated 5 times, Time is almost up. When the timer rang, Tommy took the puzzle and dumped it and began assembling it himself.___________

12. Anyone reviewing this record can “see” exactly what occurred at the table.
Notice how bias words such as “demanded”, “grabbed” or “whined” are omitted. An anecdotal record should be written in a positive tone.
It needs to emphasize what a child is doing and his or her achievements as opposed to what the child is not doing.
These records help defend and/or support other observations or opinions concerning a child’s skill. They are particularly helpful in areas of social/emotional and behavioral skills.

13. 9/20
Amy made circular scribbles with the crayons. As she added different colored swirls, she said, “This is ice cream…” She made other circles and said, “And these are cookies… ice cream and cookies. I like them!”
LANG: Measures – 1 Identification of Self, 15 Expression of self through language, 40 Fine Motor

14. 4/08
S. has started making numbers along with letters.
In this artwork, he said, “I have a phone number for you.” I asked, “Can we use the phone number on the phone in the playhouse?”
He said, “Oh yeah!” He took his drawing and looked for letters and numbers on the phone. He pressed them and waited. Said, “I’m calling my mom. This is a phone number to call her.”

15. 10/24
Jorge and Derek played at the manipulatives table with the straw builders. They took straws from the bin, sharing the stack. They worked side-by-side connecting the straws into one large structure. They did not talk about what they were building. They worked for 20 min. on structure.

16. 11/08
Ana made the first letter in her name. As she drew the A’s, she said, “a-a-a.” She smiled as she moved the marker to make the letters. She tapped me on the arm and said, “That means ME – Ana!” She spent several minutes on this activity while other children worked around her. She held the paper still with her left hand and wrote letters holding the marker in her right hand.

17. Visual Displays

20. Let’s Practice Observing!
Teacher Name ___________________________ Per. _________
Child’s Name ___________________________ Child’s Age _________ Date ______________
Background: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Observation:
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Interpretation (if any):
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________