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.

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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

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 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 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
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A-3.01 - Observing 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

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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

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 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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Types of Observation
Records
DETAILED
SIMPLE records descriptions
Frequency count Running record
Checklist Anecdotal record
Rating scale

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Use of Observation
Methods

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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 13
Guidelines for Observing in

Early Childhood Education

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

Integri
ty
A-3.01 - Observing 14
Guidelines for Observing in

Early Childhood Education

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

Early Childhood Education

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

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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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The Role of the Observer

Naturalistic
observation
Participant
observer

An observation can be both naturalistic and participatory.

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 Sometimes
it may be
better to
observe
without
participating.

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Observing Objectively

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

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

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

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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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How to Use Observation
Records
DETAILED
SIMPLE records descriptions
Frequency count Running record
Checklist Anecdotal record
Rating scale

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Frequency Count

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

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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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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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How To
List specific information to
Use a
look for --- e.g., behaviors and
Checklist 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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Rating Scale

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

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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.
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Running Record

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

A-3.01 - Observing 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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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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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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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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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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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.

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