Relective Fieldwork Observations Template

(30 hours of fieldwork)

Students are expected to record observations of young children (birth to 8 years of age) with and
without special needs as they relate to other children and adults (including their teachers and
family members). Each student will observe children in active and authentic situations that are
found to be compelling and seem to highlight a relational interaction that reflects the content of
this course. For the purposes of our field hours, the age groups should be identified as follows:
infants/toddlers (birth-age 3); preschool (ages 3-5), kindergarten (age 5 or any child in a
kindergarten classroom; grades 1 & 2 (typically ages 6-8).

The dates for submitting each observation is identified in the Syllabus course calendar.
Observations should be recorded in the following format and be clearly numbered 1-10. At the
end of the semester students should have 10 Reflective Field Observations completed. Each
observation is worth 1.5 points if it meets the outlined requirements. Each observation must be
typewritten and one to two pages in length.

Students are expected to:
Part 1: Include the following information on each observation:
Observation #_____
Your name:
Placement:
Cooperating teachers name, classroom and age group:
Date of the Observation:
Where the Observation took place (block area, yard etc.):
Exact time that the observation began:
Exact time that the observation finished:
Part 2: Record what you actually see and hear. Using descriptive and objective
language, write down exactly what you see, including body language, facial expressions
and the actual words and conversations of the children as they interact with the adults.
Although you will record what you see and hear, you will not yet interpret it. For
example, you might describe a child using such words as, the child is sitting low down
in her chair; her legs practically sprawled on the floor. Her arms languish next to each
side of the chair. Her eyes are closed and her mouth is frowning, with lips practically
reaching her chin. Every once in a while you hear her say, huhhhhhhhhhh.
You would not say, The child is sad and bored. You will save those reflections to
interpret what you see for Part 3.
Part 3: Interpret what you observed. In this part you will carefully and thoughtfully
review your description and reflect on the possible meanings of what you observed. This
is where you will use your knowledge of this particular child including contextual
information (mother had brought this child in late today and she appeared hurried and
distracted), and draw conclusions as to why the child may have behaved, reacted,
played, spoken etc.), as she did.
Part 4: Connect what you observed to your readings, class discussions or previous
experiences in early education. In this final part, you will use your knowledge of
children gained from your studies and experiences in this class, or other early childhood
classes, to support your interpretations. This is where you will bring descriptive
observations, interpretive thoughts and knowledge of early childhood education together.