0bserving

Young
Children

OBJECTIVE 3.01
Understand selection and use of observation methods.
 Why observe?

• Observing children helps us understand

children and their behavior.
• Observation is an important part of
assessment.
• A good teacher IS a good observer.

A-3.01 - Observing Children 2

How observant are you?

• Do you remember the picture that was

shown on the first frame of this show?
– Woman and infant
– Woman and young girl
– Man and infant
– Man and young boy

A-3.01 - Observing Children 3

 A
man
and an
infant . . .
 What do you see?
 What do you think
the man sees?
 Is the man a
parent? A
caregiver? Or,
simply an observer?
Selection of Observation
Methods

A-3.01 - Observing Children 5

Reasons to Observe Children

1. To get to know the children

2. To identify needs/special needs
3. To address specific problems
4. To guide curriculum development
5. To document progress
6. To evaluate programs
7. To learn more about child development
A-3.01 - Observing Children 6
A-3.01 - Observing Children 7
Formal observations
Characteristics
• More controlled conditions considered
normal for
• Examples children in
– Standardized tests specific age
groups.
– Research instruments
(surveys, questionnaires, etc.)
• Results used to form developmental norms
• Require specialized training

A-3.01 - Observing Children 8

Informal Observations
• Less controlled conditions
• Easier to use
• More appropriate for program planning
• Examples
– Interviewing parents
– Talking with children
– Observing students in the classroom
– Collecting student work samples

A-3.01 - Observing Children 9

 Selecting an Observation
Method/Tool

Factors to consider:
• Type of behavior you want to assess and
amount of detail needed
• Whether information is needed for one
child or a group of children
• Amount of attention required by the
observer
A-3.01 - Observing Children 10
Types of Observation
Records
• DETAILED
• SIMPLE records descriptions
– Frequency count – Running record
– Checklist – Anecdotal record
– Rating scale

A-3.01 - Observing Children 11

Use of Observation
Methods

A-3.01 - Observing Children 12

Guidelines for Observing in

Early Childhood Education

T O X
H N A
I F M
C I P
S D L
E E
N
T
I
A
L
I
T
Y A-3.01 - Observing Children 13
Guidelines for Observing in

Early Childhood Education

T
H  Be a person of character, a
I model of honesty, integrity,
C and fairness
S
 Be sensitive to the needs of
others

Integrity
A-3.01 - Observing Children 14
Guidelines for Observing in

Early Childhood Education

O
N
F
 Keep information
I about teachers,
D
E
children, and
N parents to yourself.
T
I
A
L
I
T
Y A-3.01 - Observing Children 15
Guidelines for Observing in

Early Childhood Education

X
A
 Demonstrate M
behavior that P
serves as a good L
example for E
young children.

A-3.01 - Observing Children 16

General Tips for
Observations

 Sit in a low chair.

 Position to the side.
 Wear simple clothing.
 Avoid talking with children.
 Avoid prolonged eye contact.
 Answer children’s questions briefly and honestly.
 Avoid interfering except when a child may be in
imminent danger.

A-3.01 - Observing Children 17

The Role of the Observer
• Naturalistic
observation
• Participant
observer

An observation can be both naturalistic and participatory.

A-3.01 - Observing Children 18
• Sometimes
it may be
better to
observe
without
participating.

A-3.01 - Observing Children 19

Observing Objectively

• The goal in
observing is to
be objective.
– Objective =
reporting facts
– Subjective =
opinions,
impressions

A-3.01 - Observing Children 20

• Objective reporting means recording
only the facts without personal opinion
or bias.

A-3.01 - Observing Children 21

• Subjective reports, on the other hand,
include personal impressions and
judgments.

A-3.01 - Observing Children 22

Guidelines for
Recording Observations

• Sign your name

• Include date and beginning/ending times
• List children and their ages/adults
present
• Describe the setting
• Record only what you see as soon as it
happens
A-3.01 - Observing Children 23
How to Use Observation
Records
• DETAILED
• SIMPLE records descriptions
– Frequency count – Running record
– Checklist – Anecdotal record
– Rating scale

A-3.01 - Observing Children 24

Frequency Count
• A count of how
many times a
behavior occurs
during a specific
time period

A-3.01 - Observing Children 25

How To Use a Frequency Count

• List behavior(s) to be
observed .
• Record date and start/stop
times for the observation.
• Place a check mark each
time the behavior occurs.
• At the end, total the times
the behavior occurred ---
i.e., the frequency.

A-3.01 - Observing Children 26

Checklist
• Checkmarks beside a
list of behaviors or
information that is
being looked for
• Could be a checklist of
child behaviors or of
conditions in a center

A-3.01 - Observing Children 27

 • List specific information to
How To look for --- e.g., behaviors and
Use a skills that children are
Checklist expected to demonstrate
• Write name of child to be
observed
• Record date with start and
stop times
• Check behaviors/skills as they
are observed

A-3.01 - Observing Children 28

Rating Scale

• An evaluation
of listed items
using either
words or
numbers as
ratings

A-3.01 - Observing Children 29

 How To Use a Rating Scale
Rated “3” • Select or design a rating scale that
on a scale
of “1” to identifies behaviors, characteristics, or
“5” for abilities that need to be assessed.
jumping
rope • Observe child(ren) to see if the identified
behaviors, characteristics, or abilities are
demonstrated.
• From the range of point values provided,
select the most appropriate value to
describe the level/degree of observed
behavior, characteristic, or ability.
A-3.01 - Observing Children 30
Running Record

• A detailed, step-
by-step written
record of what
happens during
a specified time
period

A-3.01 - Observing Children 31

How To Use a Running Record

• Do observations at regular
specified intervals.
• Write down everything that
happens during each
observation time period.

A-3.01 - Observing Children 32

Anecdotal Record

• A detailed written
description about
a particular
incident

A-3.01 - Observing Children 33

How To Use an Anecdotal Record

• Record where and when

the incident took place.
• Record who was
involved.
• Record what was said
and done.

A-3.01 - Observing Children 34

To review . . .
When is a frequency count used?

Whenever you
need to tally and
record how many
times a behavior is
occurring

A-3.01 - Observing Children 35

When is a checklist used?
When you want to identify
behavior or skills that
children are expected to
develop or check for the
presence or absence of
conditions in a center.

A-3.01 - Observing Children 36

When is a rating scale
used?
Whenever you want
to rate characteristics
or qualities of children
or of child
development centers

A-3.01 - Observing Children 37

When is a running record
used?
Whenever you need a
record of what happens
during a time period;
often used to gain insight
into a child’s current skills

A-3.01 - Observing Children 38

When is an anecdotal record
used? When you want to gather
information about a specific
situation or incident

A-3.01 - Observing Children 39

A good teacher is a
good observer.

A-3.01 - Observing Children 40

Observation in
Early Childhood Education
• You will have opportunities during this course to do
each type of observation and to use each type of
observation record.
• Your role in the internship sites will vary from non-
participant to participant observer.
• As you polish and practice your observation skills, you
will find that what you learn about the children you
work with and about children in general will be very
helpful as you grow and become an early childhood
professional.

A-3.01 - Observing Children 41