The Use of Observations for Understanding Child Development and Learning in Preschool Contexts

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The Use of Observations for Understanding Child
Development and Learning in Preschool Contexts

• By
• Dr. Dora Ho Choi Wa (???)
• Hong Kong Polytechnic University

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• Focusing questions
• What are differences between watching and
  observation?
• What is child observation?
• Why do we observe children?
• What can we see or cannot?
• What can learn from observing children?
• How can we improve teaching practices through
  observing them?

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• To observe is to take notice, to watch
  attentively, to focus on one particular aspect of
  all of the massive stimulus in the environment

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• Observation is an important tool that helps you
  to fill in the gap between theory and practice.
  Direct observation as an assessment method has
  four features
• Behavior is observed in natural setting
• Behavior is recorded or coded as it occurs
• Impartial, objective observers record behavior
• Inference by the observer
• Ramsay, et al. (2002) Essentials of behavioural
  assessment, New York J. Wiley Sons.

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Observation Methods

• Anecdotal observations/narrative descriptions
  range from notations about developmental
  milestones to behavioral descriptions The
  observer determines the events, timeliness of the
  record, and the richness of detail.
• Time Sampling observations record behavior over a
  period of time or during a particular event. In
  time sampling, staff record what children are
  doing every ten or fifteen minutes.
• (Head Start Information and Publishication
  Center, 2007)

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• Event Sampling observations
• In event sampling, the observer watches for a
  specified behaviour (e.g. cooperative play) and
  then records exactly what preceded the event,
  what happneded during the event, and what the
  consquences of the event were.
• Checklists are observations of a specific list of
  items, skills, or behaviors to be performed.
  Checklists generally require a response of yes,
  no, or sometimes and can be completed during the
  observation period or later.
• (Head Start Information and Publishication
  Center, 2007)

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• Rating scales focus on specific behaviors and
  require the observer to judge the degree to which
  the behaviors are exhibited. Rating scales
  usually are numerical or use descriptive phrases
  that cover a range of behaviors.
• Running records are brief, continuous
  descriptions. Staff use a narrative style to
  record information.
• (Head Start Information and Publishication
  Center, 2007)

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• Diary observations are written narrative accounts
  of what happens in a setting during a brief
  period of time. Entries can vary from a minimal,
  daily commentary to detailed reports
• Head Start Information and Publication Center
• Observation and Recording Tools for Decision
  Making
• http//www.headstartinfo.org/publications/observat
  ion_recording/mod1.htm
• Retrieved on 12 March 2007

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Goals and objectives

• The data generated from observations can help
  teachers develop (Feeney, 2001, p.107-112)
• Increased sensitivity to children and a
  heightened awareness of the unique qualities of
  childhood
• Greater knowledge of individual children how
  they think, feel, view the world, and how this
  compares to developmental norms
• A comprehensive picture of each child, based on
  many situations that changes as new information
  added over time

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• Understanding of the kinds of social relationship
  among children and among children and adults and
  how these can be facilitated in school
• Awareness of the classroom environment, schedule
  and program, how well these are meeting the needs
  of children and staff, and how they might be
  improved
• Greater insight into our own ways of responding
  to children and situations

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The observation process

• Preparation
• - background information of the child
• - context of the learning environment
• - time
• - space

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• Data Gathering
• - try your best to suspend interpretation and
  evaluation
• - to look and listen carefully
• - try to avoid value judgment (objectivity vs.
  subjectivity)
• - to carefully separate what you see from what
  you might/might not have wanted to see
• - to be aware of your own characteristics

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• Interpretation
• to be aware of your own assumptions about the
  childrens behavior.
• based on your professional knowledge and
  experience (i.e. child development,
  socio-cultural influences, individual experience,
  etc.)
• to discuss your interpretations with someone
  else.
• to be ware of different perspectives that can
  contribute to a better understanding of the
  childrens behavior

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• Acknowledgement of feelings and reactions
• take the opportunity to reflect on your responses
  without distorting the observation
• These feelings and reactions dont belong in a
  file on the child or in the written information
• to value the process as part of professional
  growth

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Written Observation

• 1. Background information
• - observer
• - name of the child
• - age
• - sex
• - date and time of observation
• - context/setting

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• 2. Observational Data
• to note some of the childs unique personal
  qualities way of moving, facial expression,
  gestures, tone of voice, etc.
• to describe the childs activities and
  interactions
• careful choice of words conveys the essence of
  the child and situation
• avoid words that have a strong emotional impact
  or bias built into them.
• value judgments about children should be omitted
  (Feeney, 2001)

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• 3. Writing interpretations
• being essential that your interpretations be
  based on description
• to make liberal use of the words might and seems
  to in written interpretations
• (Feeney, 2001)

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• 4. Reflections
• to use descriptive data and your interpretations
  to substantiate your conclusions
• to use observational data and your
  interpretations to inform, plan and improve your
  teaching practices
• to reflect on your professional growth
• Feeney, S. (2001) Who am I in the lives of
  children, Columbus, Ohio Merrill Publishing Co.

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Logistics Challenges

• Schedule observation time regularly into the
  program day
• Include times for doing observations in the
  written schedule.
• staff are free to observe without having to worry
  about the children.
• Establish a schedule for observing children in
  individual interest areas
• Assemble observational materials and put them at
  predetermined observation stations to encourage
  their use. (Colker, 1995)

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• Suggest staff wear clothing or aprons with
  pockets containing index cards or Post-Its so
  they can quickly record observations.
• Enlist parent volunteers and even children to
  assist in some types of observation. For example,
  parents can complete time or event sampling
  checklists of their children. Children can track
  how often they use activity areas by putting
  clothespins in a bottle every time they enter the
  block or art area.
• Observation schedules should be periodically
  reviewed
• Colker, L. J. (1995) A Trainer's Guide to
  Observing Young Children Learning to Look,
  Looking to Learn (Washington, D.C. Teaching
  Strategies, 44.)

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Activity 1

• Focus on ______ development of the child by
  using anecdotal observation method
• (You may make reference to Performance
  Indicators Domain on Childrens Development)
• Observe a child engaged in an activity or an
  interaction with others (10-15 minutes) and do
  video-recording simultaneously
• Keep detailed records and prepare to share your
  observation and experience in next workshop

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Activity 2

• Focus on ______ development of the child by
  using a checklist
• Observe a child engaged in an activity or an
  interaction with others (10-15 minutes) and take
  some photos during the observation process
• Keep detailed records and prepare to share your
  observation and experience in next workshop