Running head: OBSERVATION, ASSESSMENT, AND PLANNING CYCLE DURING

CHILD DEVELOPMENT.

OBSERVATION, ASSESSMENT AND PLANNING CYCLE DURING CHILD

DEVELOPMENT

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OBSERVATION, ASSESSMENT AND PLANNING CYCLE DURING CHILD
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OBSERVATION, ASSESSMENT AND PLANNING CYCLE DURING CHILD

DEVELOPMENT

Observation is among the prominent stages used to educate young children. In the cycle

observe, assess, plan, the interests of the child are seen from an early stage of three to five years.

After sufficient observational data has been collected, the child is assessed, and the necessary

planning is made to ensure that the child has a conducive environment to grow in. It is during the

observation stage that the practitioners can view the child as an individual allowing them to

gauge his/her interests. It is of particular interest to observe a child during group actives to

understand how they relate with their agemates in a group setting (Synder , et al., 2013). The

observation, assessment, and planning method is one that ensures personal, social, and emotional

development of a child. Overarching principles are used to emphasize the uniqueness of every

child during the process.

To better understanding of what is essential in a child’s development, it is vital to have

sufficient tools in terms of data collecting and analysis tools. To improve data collection

methods, researchers and caregivers should employ the correct observation method. Several

observational methods can be used in a study, each with its own shortcoming as well as benefits.

Participant observation occurs where the behavior and interactions are documented while the

observer is actively interacting with the child.

The other observation method is incidental or spontaneous observation. In this case, the

behavior of the child is observed and recorded purely by coincidence (Koehler, powell,

Diamond, & Burchinal , 2010). Therefore, practitioners and researchers must employ all the

above methods of observation to ensure that the activities of the child are well documented. The
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reason as to why one way is not considered sufficient is because the behaviors of young children

can be unpredictable at best. Some may interact with adults in a manner that others may not

depend on the adult present.

It is crucial to place children in conducive environments to improve cognitive response.

Interaction between children peers in a group setting has been one of the most valuable tools for

practitioners to understand what a child requires and plan for the needs of such an individual. It

is theorized that the interaction between children of a similar age group present the observes with

a much clear picture of the child’s development level (Snyder, Louise, & Fox, 2015). By using

the optimized group setting the practitioners can gather reliable data and implement evidence-

based practices.

According to Snyder et al, (2013), there a have been a couple of studies on how

observation can be used to understand the needs of children better as they grow. Reviews are

limited to observing how children interact with each other rather than how they interact with

adults. It is therefore essential to note the critical role observation plays in the assessment stage

on a child. To better our understanding of the needs of a child, researchers theorize that the

amount of data has to collected using the collect observation methodology for each child (Tuot,

Isner, & Zaslow, 2011). A clear activity schedule must also be developed for each group of

children being observed.

Furthermore, a baseline is required to evaluate each child individually to gauge their interests

within the group. For example, Snyder, Louise & Fox (2015) develop a research criterion for the

sample group to gauge the interest and thought the levels of each child within the sample group.
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Some of the activities the researcher used to estimate the sample included; pretend play, own

child choice, and outdoor activities.

Observation of a child's interactions provide caregivers and research with the necessary

data to gauge a child response to certain stimulants in the environment. By analyzing the

observational data, the practitioners are better equipped to understand the child's needs. Most

caregivers use optimized groups to observe the interaction of each child. In a group, children are

subjected to a variety of stimulants activity. Every child is grouped on how they respond to the

stimulants. A baseline is used to understand the children's response to a particular stimulant in

the environment. The data is analyzed, and the practitioners can plan an educational program for

each child's needs according to their response (Koehler, powell, Diamond, & Burchinal , 2010).

Like planning for individual children, early intervention employs the data gathered using

different stimulants and an environment to understand the behavior of a child. If enough

observational data is collected, it is possible to chart the behavior of a child with similar

backgrounds against one another. Take, for example, a child in a group setting who has trouble

sharing toys with other children in the same group. In the above example, if early intervention is

not implemented, the child would likely grow up to be an anti-social individual, which may

develop into other complex disorders. Observational data is used to intervene in such cases. The

practitioners utilizing the information can identify such children and win them of the destructive

path.

Some children may have trouble adjusting to specific environments. Having effective

observational methodologies to study the response of each child to a particular environment

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come in handy. Observational data prevent the misconception of ideas as to why a group

response in a specific way to a particular context. With enough data at hand, practitioners can be

able to predict how a group of children will respond to a stimulant. The prediction of response

grants the practitioner an opportunity to ensure each child is exposed to the right environment for

maximum benefit (Nyland & Alfayez, 2012). As children transition, observational data collected

on earlier groups are particularly useful in predicting behavior. Changes are particularly tricky as

the children are experiencing two phases simultaneously. Having knowledge and experience on a

hat to expect becomes useful when guiding the children through the transition period.

The current framework has detailed what is required in terms of observation, planning,

and assessments. Principles of the practices are outlined to guide practitioners in the exercise.

Individuality in the manner each child can develop and acquire knowledge is also acknowledged.

Furthermore, in the current framework, a detailed assessment plan has been created to gauge the

children's development through milestone ages (Davenport & N.A, 2014). On the other hand,

although the current framework has explored some of the higher levels of observing, assess, plan

cycle, much can be done to improve on these stages.

For example, although the principles clearly state that "every child is unique," and

deserve a chance to develop at their own pace, the prime areas are limited. Therefore, the prime

areas should not be limited to the seven that are in the current framework. Every child should be

encouraged to be their independent person. Through positive relationships, and their interests

developed in an enabling environment. The assessment criterion is also restrictive. Under the

current framework, children are only accessed twice. , continuous testing should be proposed

instead of stage-based testing.

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In conclusion, the observational stage plays a very critical role in identifying assessing

and planning for the developmental needs of a child. The observation stage is where the child is

treated as an individual. The child responds to different stimulants in the environment and

observations are used to make an educated decision regarding the best and most effective

teaching methodology for each child. Apart from planning development of a child, observations

are used to understand the behavioral response of a child. Hence, practitioners can provide a

guiding hand inform of interventions, during the transition period where children are facing

difficulties as a result of the transition.

Observations are the intersection of decisions made to better the growth of a child.

Finally, although the current framework regarding early child development is exploratory, an

additional step needs to be taken to ensure that the process is flexible. It should accommodate all

children instead of trying to fit them in specific prime assessment criterions.

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References

Davenport, M., & N.A. (2014). Questions, Answers and Wait-time: implications for assessment

of young children. International Journal of Early Years Education, 11(3), 53-245.

Koehler, M., powell, D., Diamond, K., & Burchinal , M. (2010). Effects of an early literacy

professional development intervention on Head Start teachers and children. Journal of

Educational Psychology,, 23(3), 299-213.

Nyland, B., & Alfayez, S. (2012, November 12). Learning Stories – crossing borders:introducing

qualitative early childhood observation techniques to early childhood practitioners in

Saudi Arabia. International Journal of Early Years Education, 20(4), 392-404.

Snyder, P. A., Louise, M., & Fox, L. (2015). Supporting Implementation of Evidence- Based

Practices Through Practice_based Coaching. Topics in Early Childhood Special

Eduaction, 35(3), 133-143. doi:10.1177/0271121415594925

Synder , p., Hemmester, M., Mclean, M., Sandall, S., Mclaughlin, T., & Algina, J. (2013, August

03). Embedded instruction to support (Vol. 13). Baltimore: Buysse & E. Peisner-

Feinberg . doi:10.1080/13502930585209571

Tuot, K., Isner, T., & Zaslow, M. (2011). Coaching for Equity improvements: lesson learnt from

quality rating and improvement systems. child trends, 32(2), 191-207.