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

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

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

Reasons to Observe Children

1.
2.
3.
4.
5.
6.
7.

To get to know the children

To identify needs/special needs
To address specific problems
To guide curriculum development
To document progress
To evaluate programs
To learn more about child development
A-3.01 - Observing

A-3.01 - Observing

Formal observations
More controlled conditions
Examples
Standardized tests
Research instruments
(surveys, questionnaires, etc.)

Characteristics
considered
normal for
children in
specific age
groups.

Results used to form developmental norms

Require specialized training
A-3.01 - Observing

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

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
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10

Types of Observation
Records
SIMPLE records
Frequency count
Checklist
Rating scale

DETAILED
descriptions
Running record
Anecdotal record

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11

Use of Observation
Methods

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12

Guidelines for Observing in

Early Childhood Education

T
H
I
C
S

O
N
F
I
D
E
N
T
I
A
L
I
T
Y

X
A
M
P
L
E

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13

Guidelines for Observing in

Early Childhood Education

T
H
I
C
S

Be a person of character, a model

of honesty, integrity, and fairness
Be sensitive to the needs of others

Integr
A-3.01 - Observing
ity

14

Guidelines for Observing in

Early Childhood Education

O
N
F
I
D
E
N
T
I
A
L
I
T
Y

Keep information about

teachers, children, and
parents to yourself.

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15

Guidelines for Observing in

Early Childhood Education

Demonstrate
behavior that serves
as a good example
for young children.

X
A
M
P
L
E

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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 childrens questions briefly and honestly.
Avoid interfering except when a child may be in imminent danger.

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17

The Role of the Observer

Naturalistic
observation
Participant
observer

An observation can be both naturalistic and participatory.

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18

 Sometimes
it may be
better to
observe
without
participating.
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19

Observing Objectively
The goal in
observing is to
be objective.
Objective =
reporting facts
Subjective =
opinions,
impressions
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20

 Objective reporting means recording

only the facts without personal opinion
or bias.

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21

 Subjective reports, on the other hand,

include personal impressions and
judgments.

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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
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23

How to Use Observation

Records
SIMPLE records
Frequency count
Checklist
Rating scale

DETAILED
descriptions
Running record
Anecdotal record

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24

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

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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.
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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
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27

How To
Use a
Checklist

List specific information to

look for --- e.g., behaviors and
skills that children are
expected to demonstrate
Write name of child to be
observed
Record date with start and
stop times
Check behaviors/skills as they
are observed
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28

Rating Scale
An evaluation
of listed items
using either
words or
numbers as
ratings
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29

How To Use a Rating Scale

Rated 3
on a scale
of 1 to
5 for
jumping
rope

Select or design a rating scale that identifies

behaviors, characteristics, or abilities that
need to be assessed.
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.
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30

Running Record
A detailed, stepby-step written
record of what
happens during
a specified time
period

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31

How To Use a Running Record

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

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Anecdotal Record
A detailed written
description about
a particular
incident

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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.

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34

To review . . .

When is a frequency count used?

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

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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.

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36

When is a rating scale

used?
Whenever you want
to rate characteristics
or qualities of children
or of child
development centers

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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 childs current skills

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38

When is an anecdotal record

used?
When you want to gather
information about a specific
situation or incident

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A good teacher is a
good observer.

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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 nonparticipant 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.
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