Observing Children: A Tool for
Assessment
Chapter 3
Vocabulary Terms
•
•
•
•
•
•
•
•
Assessment
Developmental milestones
Anecdotal record
Checklist
Participation chart
Rating scale
Visual documentation
Portfolio
Quote
“Observation more than books, experience
more than persons, are the prime
educators.”
– Amos Bronson Alcott
• What meaning does this quote have for you as
you begin your study of the importance of
observation in early childhood education?
Assessment
• The process of observing,
recording, and documenting
children’s growth and
behavior.
• To be an authentic assessment,
observations must be done
over time in play-based
situations.
▫ Most accurate
• Comes from the Latin word
meaning to sit beside and get
to know.
• Assessment is not evaluating.
Evaluation is the process of
reviewing the information and
finding value in it.
Why Assess?
• Inform teachers about children’s developmental
needs
• Used in planning developmentally appropriate
curriculum
• Provides information on each child’s unique
needs, strengths and interests
• Chart progress over time
• Identify classroom and individual problems
When to Assess
• Initial assessment – when the school year starts
• Ongoing assessments – individual children and
group
Formal vs. Informal Observation
• Formal include standardized tests and research
instruments
▫ Developmental milestones – characteristics and
behaviors considered normal for children in
specific age groups
▫ Also called emerging competencies
• Informal observations most often used by
preschool teachers.
▫ Samples of work, interviewing parents, talking
with childrne
Choosing a Method
1. What type of behavior do you want to assess?
2. Are you needing to assess an individual or
group?
3. How much focused attention will the observer
need?
Assessment Tools
• Anecdotal records
• Checklists
• Participation chart
• Rating scales
• Sample work
Anecdotal Records
• A brief narrative account of a specific incident
• Simplest form of direct observation
• Often used to develop an understanding of a
child’s behavior
• Must be objective!
▫ Describe only observable actions
Anecdotal Records
• Once you observe, then you can interpret
(the whys)
• Advantages
▫ Easiest method of observation
▫ Running record over time
• Disadvantages
▫ A complete picture may not be provided
▫ May miss important information
Checklists
• Designed to record the presence or absence of
behaviors
• Advantages
▫ No time constraints
▫ Quickly recorded
▫ Easy to use
• Disadvantages
▫ Lack of detailed information
▫ Only particular behaviors are noted
Participation Chart
• Can be developed to gain information on specific
aspects of children’s behavior
Rating Scales
• Planned to record something specific
• Make a judgment
• Never, Sometimes, Usually, Always
Work Samples
•
•
•
•
•
Artwork
Stories
Photographs
Stored in a portfolio
Tracks progress over time
Visual Documentation
• Collecting or photographing samples of a child’s
work that portrays learning and development
• Provides a record that can be studied
Portfolios
• A collection of materials that show a person’s
abilities, accomplishments and progress over
time
• Include more than observations
▫ Art projects, audiotapes of conversations, childdictated stories
Confidentiality
• Do not discuss a child in a setting outside the
classroom
• Avoid using the child’s name (give a letter or #)
• Leave personal items out of observation area
(kids are curious!)
• Engage in as little interaction as possible with
staff, other observers and especially the children