The importance of observation

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CHAPTER 5: Observation

Assessment In Early Childhood Education Sixth Edition

Sue C. Wortham

Developed by: Dr. Margarita Pérez, Worcester State College

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Chapter Objectives

1. Understand the purposes of teacher assessments

2. Understand the purposes of observation

3. Use different types of observation

4. Conduct observations of physical, social, cognitive, and language development by using appropriate observation strategies

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Informal Teacher-Conducted Assessments

Provide more specific information than standardized tests about each child relative to the instructional objectives of the class

Can be used for

• placement

• diagnostic evaluation and instructional planning

• formative and summative evaluation

For preschool, typically teacher-designed evaluation strategies are a first step in evaluation

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Disadvantages of Using Classroom Assessments

Improper development and implementation of

teacher-designed assessments is a disadvantage.

• Validity and reliability are questionable

• Potential misapplication and inappropriate use

• Might be confusion over what constitutes mastery and what kind of assessment is appropriate to determine mastery

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Reasons for Observing and Recording the Development of Young Children

1. To make an initial assessment of the child’s abilities

2. To determine a child’s areas of strength and areas needing strengthening

3. To make individual plans based on observed needs

4. To conduct an ongoing check on the child’s progress

5. To learn more about child development in particular areas

6. To resolve a particular problem involving the child

7. To use in reporting to parents or to specialists in health, speech, and mental health

8. To gather information for the child’s folder, for use in guidance and placement (Beaty, 1997)

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Purposes of Observation

• Most direct method of knowing development and learning of each individual young child.

• Understand appropriate behaviors.

• Understand a child’s behavior in context of all domains of development.

• Evaluate a child’s progress in learning.

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Other Uses for Observation

• Observation is valuable with infants and toddlers, whose communication is different from older children.

• Observation is valuable with children who have limited or developing English abilities.

• Observation is valuable with children who have possible developmental delays or disabilities.

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Play-Based Assessment

Play-based assessment is a more effective way of assessing than testing children who may be delayed in development or who have disabilities.

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Functional Behavioral Assessment

• Collect information on behavior

• Develop hypotheses about changing behavior to more acceptable behavior

• Observe to collect information

• Design behavior support plans

• Develop implementation strategies

• Collect information on effectiveness of plan. Redesign if necessary.

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Evaluating Learning Progress

• Observe to determine child’s ZPD (and provide new challenges)

• Observe to Improve Instruction and Environment

• Observe and Document learning. Create documentation panels, portfolios, videos, protected Web sites, slide shows.

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Skills of the Observer

• Know what to look for, how to record the desired information, and how to explain the behavior

• Have knowledge of developmental theories and stages of development to identify the significant events of an observation

• Use knowledge to interpret child’s development and to determine experiences to support the child’s development

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Types of Observation

The purpose for gathering information helps determine the best observation method to use.

• Anecdotal records

• Running records

• Time sampling

• Event sampling

• Checklists

• Rating scales

• Technology—videotaping, audiotaping, photos

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Anecdotal Record

An objective account of an incident that tells what

happened, when, and where.

• It is a prompt, accurate, and specific account of an event.

• It includes the context of the behavior.

• Interpretations of the incident are recorded separately from the incident.

• It focuses on behavior that is either typical or unusual for the child being observed.

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Running Record

A record of the situation so that future readers can visualize what occurred.

• more detailed narrative that includes the sequence of events--everything that happened and was said during the observation period

• the description is objective

• comments or analysis of the behaviors are kept separately from the record

• used in assessments of emergent literacy as informal assessments conducted while the child is reading

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Time Sampling

A record of the frequency of a behavior for a designated period of time.

• The behavior[s] that will be observed is decided ahead of time, as well as what the time interval will be, and how the behavior[s] will be recorded.

• It records how many times the behavior[s] occurs during preset, uniform time periods.

• Other behaviors that occur during the observation are ignored—not recorded.

• After a number of samplings, the data are studied to determine when and why a behavior is occurring.

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Event Sampling

• Used to understand the cause of the behavior and to learn how to address the problem

• Used to observe inappropriate behaviors that tend to occur in a particular setting, rather than during a predictable time period

• Used to discover the causes or results of specific behaviors

• The observer determines when the behavior is likely to occur and waits for it to take place

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Event Sample- ABC Analysis

A is the antecedent event (before event)

B is the target behavior

C is the consequent event (following event)

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Checklists and Rating Scales

• Checklist: a list of sequential behaviors arranged in categories used to determine whether the child exhibits the behaviors or skills listed

• Rating scale: used to determine the degree to which the child exhibits a behavior or the quality of that behavior; each trait is rated on a continuum, the observer decides where the child fits on the scale

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Observing Development

• Development is continuous, multidimensional and sequential

Although each individual develops at a different rate,

–stages do not vary; children do not skip a stage of development

–all children progress, regardless of cultural or social differences, through the stages in the same order; the stages are universal

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Purposes for Observing Physical

Development

• To learn how children develop gross- and fine- motor skills

• To become familiar with the kinds of physical activities young children engage in as they practice the use of gross- and fine-motor skills

• To become familiar with individual differences in physical development

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Purposes for Observing Social and Emotional Development

• To learn how children develop social skills

• To become familiar with how children learn about social interactions

• To understand how children differ in social skill development

• To become familiar with the ways children handle their emotions at various ages or levels

• To be aware of differences in children’s emotional behaviors and responses

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Purposes for Observing Cognitive Development

• To understand how children use cognitive abilities to learn

• To understand differences in children’s cognitive styles

• To understand how the child uses play and interaction with materials to extend his or her cognitive abilities

• To become familiar with how children think and what they are capable of learning

• To evaluate what children have learned

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Purposes for Observing Language Development

• To understand the child’s ability to use language to communicate

• To understand the difference between egocentric and socialized speech

• To learn how the child uses syntax, grammar, vocabulary, etc., in the process of expanding and refining his or her language

• To become aware of differences in language development among individual children

• To determine progress of English learners and determine individual needs

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Purposes for Observing Language Development for English Language

Learners (ELLs)

• To determine how ELLs are progressing in learning English

• To determine ELLs individual needs for language experiences

• To determine a child’s dominant language when placed into a bilingual program

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Advantages of Observation for Assessment: Validity

Observations are ecologically valid when the observer can:

• observe children engaged in the everyday life of the classroom

• notice the child’s behaviors and the background factors that influence the behaviors

• focus on the behavior or information that is needed

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Disadvantages of Observation for Assessment: Validity

The validity of the observation may be in doubt if the observer:

• misses details

• focuses on the wrong behaviors

• becomes less attentive during the observation period

• experiences observer bias

–when there are preconceived notions about the child, which effect the interpretation

• observes the incident out of context

• affects children’s behavior with his/her presence

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Observation Guidelines

• Determine the purpose of the observation to identify the site

• Use appropriate observer behaviors during observation visit: unobtrusiveness

• Act ethically during the observation visit: maintain confidentiality about what you observe

• Avoid personal bias