CY03.00 Understand observation and teaching methods in
early childhood education.
CY03.01 Understand how to select and use observation methods.
CY03.02 Understand how to select and use teaching methods.
B2
B2
B2
13%
6%
7%
Understand observation and teaching methods
used in early childhood education.
Understand how to select and use observation
OBJECTIVE:
3.01
B2
6%
methods.
The Learning Question: What should be considered when selecting and using observation
methods in early childhood settings?
COMPETENCY:
3.00
B2
13%
CONTENT ORGANIZER
Selecting Observation Methods
 Why do early childhood professionals observe young children?
 To get to know the children
 To identify needs/special needs
 To identify individual and classroom problems
 To plan developmentally appropriate curriculum
 To document progress/levels of development
 To evaluate programs
 To learn more about child development

What should be considered when selecting formal and informal observation methods?
 Formal observation
° More controlled conditions
° Results used to form developmental norms
° Requires specialized training
° Examples: standardized tests, research instruments (surveys, questionnaires, etc.)
 Informal observation
° Less controlled conditions
° Easier to use
° More appropriate for program planning
° Examples: interviewing parents, talking with children, observing students, and
collecting student work samples

How should observation record forms be selected? What is the purpose of each type of form?
 Simple records
° Frequency count
° Checklist
° Rating scale
 Forms with detailed descriptions
° Running record
° Anecdotal record

What should be considered when selecting an observation method or tool?
 Type of behavior that needs to be assessed 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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OBJECTIVE:
3.01
B2
6%
Understand how to select and use observation
methods.
CONTENT ORGANIZER
Using Observation Methods
 What guidelines should an observer follow?
 Ethics
 Confidentiality
 Example

What are some ways that observers can prevent drawing attention to themselves?
 Sit in a low chair
 Position to the side
 Wear simple clothing
 Avoid talking with children
 Avoid prolonged eye contact
 Answer children’s questions briefly and honestly
 Avoid interfering except when a child may be in imminent danger

What should be the role of the observer?
 Sometimes just to observe, sometimes to participate and observe
 Sometimes better if observer does not participate, stays in background as much as possible
 Goal to be an objective observer

What are some general guidelines for recording observations?
 Observer sign his/her name
 Include date and beginning/ending times
 List children and their ages/adults present
 Describe the setting
 Record only what is seen as soon as it happens

What are the steps in using each type of observation record form?
 Simple record forms
°
Frequency count
°
Checklist
°
Rating scale
 Forms with detailed descriptions
°
Running record
°
Anecdotal record
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REFERENCES
WEBSITES
Textbooks and Support Materials:
Herr, Judith (2004). Working With Young
Children. Tinley Park, Illinois: GoodheartWillcox Company, Inc., Chapter 3.
Herr, Judith (2004). The Observation Guide,
Working With Young Children. Tinley Park,
Illinois: Goodheart-Willcox Company, Inc.,
pages 15-28.
Stephens, Karen and Maxine HammondsSmith (2004). Child and Adult Care
Professionals. Peoria, Illinois: McGraw-Hill
Companies, Chapter 7.
http://accac.org.uk/uploads/documents/2400.d
oc
http://circleofinclusion.org/english/guidelines/
modulefive/b.html
http://www.ces.ncsu.edu/depts/fcs/cemp9man
.html
http://www.ces.ncsu.edu/depts/fcs/Child.html
http://www.newchildcare.co.uk/Techni.html

Supplemental References:
Beaty, Janice J. (2006). Observing
Development of the Young Child, 6th Edition.
Upper Saddle River, New Jersey. Pearson
Merrill Prentice Hall, Chapters 1 and 2.
Feeney, Stephanie; Christensen, Doris;
Moravcik, Eva (2006). Who Am I in the
Lives of Children?, 7th Edition. Upper Saddle
River, New Jersey. Pearson Merrill Prentice
Hall, Chapter 5.
Gordon, Ann Miles and Browne, Kathryn
Williams (2008). Beginnings and Beyond,
Foundations in Early Childhood Education,
7th Edition. Clifton Park, New York.
Thomson Delmar Learning, Chapter 6.
Morrison, George S. (2004). Early
Childhood Education Today, 9th Edition.
Upper Saddle River, New Jersey: Pearson
Merrill Prentice Hall, Chapter 3.
7111 Early Childhood Education I
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Appendix 3.01C
Student Handout --- Reasons to Observe Children
Directions: Write in each bubble one reason why early childhood professionals observe chidlren.
Reasons to Observe Children
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Appendix 3.01D
Student Handout
What is my role
when I am
observing children?
What Is My Role?
Directions: Use this graphic organizer to take notes on the role
of the observer during observations.
Naturalistic
observation
Participant
observer
Objective
Subjective
Formal
7111 Early Childhood Education I
Informal
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Appendix 3.01G
Comparison Chart: 5 Types of Observation Records
Directions: Use this chart to record the features of each type of observation record. Answer the question in the far left column for
each row.
Frequency
count
Checklist
Rating scale
Running
record
Anecdotal
record
What can
be
assessed?
Uses or
Purposes
Advantages
Limitations
Questions?
Comments
Appendix 3.01H
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Key Terms:
Observing Young Children
Term
Definition
General Terms
assessment
The process of observing, recording, and documenting behavior,
learning, and development
confidentiality
The practice of respecting and maintaining the privacy of individuals
and groups
developmental norm
A characteristic considered normal for people of a specific age group
ethics
The practice of displaying positive character traits
evaluate
To make judgments
flow chart
An outline of relationships among major concepts for a topic/theme
frequency
The total number or rate of occurrences; how many times/how often
Observations
formal observation
An observation that occurs under controlled conditions
informal observation
An observation that occurs under less controlled conditions
naturalistic observation
Observing and recording behaviors as they occur naturally
participant observer
An observer who interacts with children while observing
objective
Recording only the facts without personal opinion or bias
subjective
Recording personal impressions and opinions
Observation Record Forms
anecdotal record
A detailed written description about a particular incident
checklist
A form on which check marks are placed beside information/behaviors being
looked for
frequency count
A count of the number of times a behavior occurs during a time period
rating scale
An evaluation of listed items using either words or numbers as ratings
running record
A detailed, step-by-step record of what happens during a time period
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Understand how to select and use teaching
methods.
The Learning Question: What should be considered when selecting and using teaching methods in
early childhood settings?
OBJECTIVE:
3.02
B2
7%
CONTENT ORGANIZER
Selecting Teaching Methods
 How do children learn?
 From the environment
o Using manipulatives
o Interacting with the environment
 From the teacher
o Responding to positive reinforcement
o Imitating a good role model
o Repeating modeled behaviors
 From the experience
o Exploring sensory elements
o Using trial and error
o Learning from mistakes
o Participating in activities that address all areas of development

What is the role of play materials?
 Play has a major role in learning and development.
 Play materials may be one of two types of learning tools:
1. Open-ended materials --- no one correct way to play with them
Benefits:
a. Children develop independence
b. Learn to make decisions
c. Learn to solve problems
d. Use their imagination
2. Closed-ended materials --- meant to be used in one way
Benefits:
a. Children learn to follow directions
b. Help develop sensory perception
c. Help develop motor skills
OBJECTIVE:
3.02
B2
7%
Understand how to select and use teaching
methods.
CONTENT ORGANIZER

What should be considered when selecting toys and play materials?
o Safety
o Durability
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o
o
o
o
o
o
o
Ease of cleaning, sanitizing
Appropriateness for children of different ages and genders
Encourages desirable behaviors
Number of children who can use it at one time
Storage space available
Purpose (multi-purpose, teaches basic concepts, provides sensory learning)
Fun to play with
Using Teaching Methods
 Lesson plans
 What are the purposes of a lesson plan?
o Serves as an organizational tool
o Forces teachers to think ahead
o Enables teachers to think through what they want to do
o Provides time to gather needed materials
o Can be saved for future reference
 What would be the results of teaching without a lesson plan?
o Lesson would flounder
o Time would be wasted
o Children would be bored
o Materials would not be on hand when needed
o Things would be left out or out of logical order
 What are the components of a lesson plan?
o Target age group
o Topic or theme
o Purpose --- stated as objective(s)
o Concepts to be learned and skills to be developed
o Materials needed, including quantities
o Procedures
1. Introduction --- focus and review
2. Statement of objective
3. Teacher input
4. Student guided practice
5. Independent practice
6. Closure, often with transition to the next activity
o Questions to guide learning
o Possible follow-up activities
o Evaluation
OBJECTIVE:
3.02
B2
7%
Understand how to select and use teaching
methods.
CONTENT ORGANIZER

Transitions
 How do good teachers move smoothly from one activity to another as they teach?
o Two types of transition signals --- auditory and visual
o Transition methods:
1. Move a few children at a time while others do another activity
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2.
3.
4.
5.
6.

Sort children by colors of clothing or other categories; move by groups
Have children move as though they were specific animals
To start activities, use something special to capture interest (cards, props)
For cleanup transition, use job board showing jobs for children to do
For cleanup transitions, use job jar, a container filled with slips of paper
showing pictures of activities
7. Use choice time to let children decide which teacher-directed activity they
wish to participate in
Teaching style
 What does a teacher’s teaching style include?
o Teachers’ expectations about behavior
o The degree of structure in their lessons
o The degree of spontaneity in their lessons


What factors affect a teacher’s teaching style?
o The teacher’s personality
o The teacher’s own learning style
o The teacher’s beliefs about teaching and learning
 How do children respond to different teaching styles?
o One style is not necessarily better
o Children benefit from a variety of teaching styles and approaches
o Sensitive teachers are aware of their own teaching styles
o Effective teachers know how to adapt their styles when needed
Teaching techniques
 What are some examples of basic teaching techniques?
o Arrange the environment
o Use an opener/focus object to set the stage and let children know what to expect
o Handle play activities as a facilitator, not a controller
o Group children appropriately, taking into consideration
a.
Methods of grouping – chronological, developmental, family, and random
b.
Advantages/disadvantages when grouped by age or ability
c.
Advantages/disadvantages of family grouping
d.
Conditions under which a smaller group is needed
o Use concrete objects that children can see and/or touch
o Use open-ended questions
o Use visuals and props to reinforce learning and add variety
REFERENCES
WEBSITES
Textbooks and Support Materials:
Herr, Judith (2004). Working With Young
Children. Tinley Park, Illinois: GoodheartWillcox Company, Inc.
Stephens, Karen and Maxine HammondsSmith (2004). Child and Adult Care
Professionals. Peoria, Illinois: McGraw-Hill
7111 Early Childhood Education I
http://www.parenthood.com/articles.html?arti
cle_id=7329
http://atozteacherstuff.com/Tips/Sponge_and
Transition_Activities
http://www.owfc.com.au/Childcare.asp?_Fam
ily%20grouping
http://www.adprima.com/easyless.htm
Unit B: Working with Children
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Companies, Chapter X.
http://www.abcteach.com/directory/teaching_
extras/general_formsnotes/lesson_planning
http://library.thinkquest.org/C005704/content
_teaching_it_styles.php3
Supplemental References:
Beaty, Janice J. (2006). Observing
Development of the Young Child, 6th Edition.
Upper Saddle River, New Jersey. Pearson
Merrill Prentice Hall, Chapter 1.
Feeney, Stephanie; Christensen, Doris;
Moravcik, Eva (2006). Who Am I in the
Lives of Children?, 7th Edition. Upper Saddle
River, New Jersey. Pearson Merrill Prentice
Hall, Chapter 5.
Gordon, Ann Miles and Browne, Kathryn
Williams (2008). Beginnings and Beyond,
Foundations in Early Childhood Education,
7th Edition. Clifton Park, New York.
Thomson Delmar Learning, Chapter 6.
Morrison, George S. (2004). Early
Childhood Education Today, 9th Edition.
Upper Saddle River, New Jersey: Pearson
Merrill Prentice Hall, Chapter 3
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Appendix 3.02D
Lesson Plan Format A
Target Age Group ____________________________________________________________________
Topic/theme _________________________________________________________________________
Purpose/objective _____________________________________________________________________
Concepts to Learn
Sequence
Skills to Develop
Materials Required
Activity Procedures
1
(Setup)
2
(Introduction)
3
4
5
6
7
(Closure)
Questions to Guide Learning
Possible Follow-up Activities
Evaluation
Appendix 3.02E
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Lesson Plan Format B
Objective _______________________________________________
________________________________________________
Activity
Description of Activities
Teacher
Learners
Setting Materials Time
&
Supplies
1. Focus &
Review
2.
Statement of
Objective
3. Teacher
Input
4. Guided
Practice
5.
Independent
Practice
6. Summary
& Closure
Evaluation _______________________________________________________________________
_________________________________________________________________________________
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Appendix 3.02F
Optional Assignments
OBJECTIVE:
3.02
B2
7%
Understand how to select and use teaching
methods.
OPTIONAL ASSIGNMENT IF TIME PERMITS
Demonstrate the difference that a lesson plan can make. Have
a group of volunteers create and perform a 3-minute skit to
illustrate what a classroom would be like if the teacher had no
lesson plan. Have another group of students prepared to step
into the skit, lesson plan in hand, tap characters on the
shoulder, take their places, and continue the skit.
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RELEVANCY TO
OBJECTIVE
To enable students to
visualize and compare a
classroom with a lesson plan
and one without
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Appendix 3.02G
Key Terms:
Teaching Young Children
Term
Definition
General Terms
concrete
Tangible, having a visible shape or form
environment
Surroundings
motor skills
Skills that involve learning to use large and/or small muscles
objective
A statement of what is to be learned/accomplished in a learning
activity
passive
Not participating, simply observing
spontaneity
The tendency to act on impulse, to let things happen naturally
teachable moment
A time when children are ready to learn
teaching style
The way in which a teacher conducts classes
Play and Learning Materials
closed-end materials
Materials meant to be used in one way, with one intended outcome
open-ended materials
Materials that can be used in a variety of ways, with no one correct
way to play with them
manipulatives
Toys/materials that children can touch, move, or change
multi-purpose
Able to be used in a variety of ways
nontoxic
Not poisonous, not harmful
Ways Children Learn
auditory
Related to the sense of hearing; able to be heard
visual
Related to the sense of sight; able to be seen
tactile
Related to the sense of touch; able to be touched
interactive
Providing opportunities to explore and experiment
role model
A person who serves as a good example for others to imitate or learn
from
positive reinforcement
Praise, encouragement, and other actions that strengthen a behavior
Appendix 3.02G
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Key Terms:
Teaching Young Children
(continued)
Term
Definition
More Ways Children Learn
modeling
When a person shows another person how to do something
sensory
Relating to one or more of the five senses --- seeing, touching,
hearing, smelling, and tasting
sensory perception
Use of the senses to take in and understand information
Teaching Methods
chronological grouping
Grouping together children of the same age
developmental grouping
Grouping together children of the same ability levels
family grouping
Grouping together children according to their age ranges
random grouping
Grouping with no pattern in mind; each has an equal chance to be
every group
lesson plan
A detailed, step-by-step record of what happens during a time period
procedures
The sequence of steps in a lesson plan or learning activity
teaching technique
A method used to help children learn
transition
A short activity or method for guiding children smoothly from one
activity to another
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