1. Unit 11: Use observation, assessment and planning

2. Unit 11: Use observation, assessment and planning
Focusing questions:
What are differences between watching and observation?
What is child observation?
Why do we observe children?
What can we see?
What can we learn from observing children?
How can we improve teaching practices through observing them?

3. Unit 11: Use observation, assessment and planning
To observe is to take notice, to watch attentively, to focus on one particular aspect of all of the massive stimulus in the environment

4. Unit 11: Use observation, assessment and planning
Observation is an important tool that helps you to fill in the gap between theory and practice. Direct observation as an assessment method has four features:
Behaviour is observed in natural setting
Behaviour is recorded or coded as it occurs
Impartial, objective observers record behavior
Inference by the observer
Ramsay, et al. (2002) Essentials of behavioural assessment, New York : J. Wiley & Sons.

5. Unit 11: Use observation, assessment and planning
Anecdotal observations/narrative descriptions range from notations about developmental milestones to behavioral descriptions The observer determines the events, timeliness of the record, and the richness of detail.
Time Sampling observations record behavior over a period of time or during a particular event. In time sampling, staff record what children are doing every ten or fifteen minutes.

6. Unit 11: Use observation, assessment and planning
Event Sampling observations
In event sampling, the observer watches for a specified behaviour (e.g. cooperative play) and then records exactly what preceded the event, what happened during the event, and what the consequences of the event were.
Checklists are observations of a specific list of items, skills, or behaviors to be performed. Checklists generally require a response of yes, no, or sometimes and can be completed during the observation period or later.

7. Unit 11: Use observation, assessment and planning
Rating scales focus on specific behaviour’s and require the observer to judge the degree to which the behaviours are exhibited. Rating scales usually are numerical or use descriptive phrases that cover a range of behaviours.
Running records are brief, continuous descriptions. Staff use a narrative style to record information.

8. Unit 11: Use observation, assessment and planning
Diary observations are written narrative accounts of what happens in a setting during a brief period of time. Entries can vary from a minimal, daily commentary to detailed reports

9. Unit 11: Use observation, assessment and planning
The data generated from observations can help practitioners develop:
Increased sensitivity to children and a heightened awareness of the unique qualities of childhood
Greater knowledge of individual children: how they think, feel, view the world, and how this compares to developmental norms
A comprehensive picture of each child, based on many situations that changes as new information added over time

10. Unit 11: Use observation, assessment and planning
Understanding of the kinds of social relationship among children and among children and adults and how these can be facilitated in school
Awareness of the classroom environment, schedule and program, how well these are meeting the needs of children and staff, and how they might be improved
Greater insight into our own ways of responding to children and situations

11. Unit 11: Use observation, assessment and planning
Preparation
- background information of the child
- context of the learning environment
- time
- space

12. Unit 11: Use observation, assessment and planning
Data Gathering
- try your best to suspend interpretation and evaluation
- to look and listen carefully
- try to avoid value judgment (objectivity vs. subjectivity)
- to carefully separate what you see from what you might/might not have wanted to see
- to be aware of your own characteristics

13. Unit 11: Use observation, assessment and planning
Interpretation
to be aware of your own assumptions about the children’s behaviour.
based on your professional knowledge and experience (i.e. child development, socio-cultural influences, individual experience, etc.)
to discuss your interpretations with someone else.
to be aware of different perspectives that can contribute to a better understanding of the children’s behavior

14. Unit 11: Use observation, assessment and planning
Acknowledgement of feelings and reactions
take the opportunity to reflect on your responses without distorting the observation
These feelings and reactions don’t belong in a file on the child or in the written information
to value the process as part of professional growth

15. Unit 11: Use observation, assessment and planning
Written Observation
1. Background information
- observer
- name of the child
- age
- sex
- date and time of observation
- context/setting

16. Unit 11: Use observation, assessment and planning
2. Observational Data
to note some of the child’s unique personal qualities: way of moving, facial expression, gestures, tone of voice, etc.
to describe the child’s activities and interactions
careful choice of words conveys the essence of the child and situation
avoid words that have a strong emotional impact or bias built into them.
value judgments about children should be omitted (Feeney, 2001)

17. Unit 11: Use observation, assessment and planning
3. Writing interpretations
It is essential that your interpretations be based on description of what is factual and not opinion.

18. Unit 11: Use observation, assessment and planning
4. Reflections
to use descriptive data and your interpretations to substantiate your conclusions
to use observational data and your interpretations to inform, plan and improve your teaching practices
to reflect on your professional growth

19. Unit 11: Use observation, assessment and planning
Schedule observation time regularly into the program day
Include times for doing observations in the written schedule.
staff are free to observe without having to worry about the children.
Establish a schedule for observing children in individual interest areas
Assemble observational materials and put them at predetermined observation stations to encourage their use. (Colker, 1995)

20. Activity 1
Focus on ______ development of the child by using anecdotal observation method
Observe a child engaged in an activity or an interaction with others (10-15 minutes) and do video-recording simultaneously
Keep detailed records and prepare to share your observation and experience in next workshop

21. Activity 2
Focus on ______ development of the child by using a checklist
Observe a child engaged in an activity or an interaction with others (10-15 minutes) and take some photos during the observation process
Keep detailed records and prepare to share your observation and experience in next workshop