Chabot College
Fall, 2010
Replaced Fall 2011
Course Outline for Early Childhood Development 69
CHILD STUDY THROUGH OBSERVATION
Catalog Description:
69 — Child Study Through Observation
3 units
Current approaches for observing and recording the behavior of infants and young children using
various scientific techniques. Effective observations that build on respecting and fostering all
children’s competence, striving for objectivity and individualizing programs to meet individual
children’s learning and developmental assessment. Direct observational experience and application
of methods is required weekly. Prerequisite: Early Childhood Development 51 (completed with a grade
of “C” or higher). 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
Before entering this course the student should be able to:
1. identify techniques for studying children;
2. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant,
toddler, preschool, and early primary child development within a social-cultural context;
3. articulate connections between child development knowledge and appropriate practices;
4. describe current trends in research about early childhood;
5. describe typical development milestones of children birth through eight years;
6. differentiate characteristics of typical and atypical development at various stages;
7. examine ways in which developmental domains are continuous, sequential and interrelated;
8. identify the strengths and exceptional needs of the child in the context of his/her family;
9. assess through observation and identify children’s unique qualities, behaviors, skills, traits,
and developmental level;
10. examine and evaluate the role of play and its relationship to development at various stages;
11. identify ethical responsibilities to children.
Expected Outcomes for Students:
Upon completion of this course, the student should be able to:
1. describe and examine historical foundations and contemporary issues related to standards
and accountability in Early Care and Education;
2. describe methodologies and use of assessment tools for effective observation of all children,
teachers and environments;
3. analyze factors of culture, linguistic, education, ethnicity, primary language, race,
temperament, and individual differences in relationship to their influence on viewing and
interpreting observed situations;
4. demonstrate knowledge of professional ethics and objectivity as they pertain to observation;
5. apply child development principles across all domains using authentic assessment and
observational skills to the preparation of a child’s developmental profile and portfolio;
6. Illustrate the use of observation and assessment to implement curriculum and environmental
changes in support of both group and individual needs;
7. formulate a communication plan with families and within the educational team;
8. demonstrate the development of essential writing skills to accurately and objectively record
observations of children.
Course Content:
1. Historical influences and contemporary issues
a. Federal, state, and local involvement and expectations of Early Care and Education
b. Involvement of the profession
c. Foundations, standards and accountability
d. Theoretical implications versus pragmatic issues
Chabot College
Course Outline for Early Childhood Development 69, Page 2
Fall, 2010
2. Methods for effective observations of all children
a. Formal and informal
b. Anecdotal notes
c. Tally and frequency checklists
d. Event and time sampling
e. Running records
f. Written narrative
g. Use of audio and video tapes
h. Documentation
3. Observing children, teachers and environment
a. Factors affecting objective observations
1) Personality, temperament and biases of observer
2) Education, cultural and linguistic considerations
b. Legal, professional and ethical responsibilities
1) Role and responsibility of the observer
2) Confidentiality
3) Approval from family
4. Observation: key to authentic assessment
a. Knowledge of child development principles across all domains
b. On-going process
c. Reflect on observation
d. Develop an action plan
e. Modify the environment and curriculum for individual children
f. Evaluate modifications
g. Next steps
5. Assessment tools
a. Evaluating culturally and linguistically appropriate tools
b. Observation and assessment strategies that support appropriate teaching strategies for
dual-language learners
c. Developmental observational checklists
d. Desired Results Profile (DRP)
e. Ages & Stages
f. Environmental rating tools
6. Children’s portfolios and documentation
a. Linking to development
b. Samples of child’s work and play
c. Photos/video of projects, activities, interactions
d. Audio/written records of conversations
7. Communication and collaboration within an Early Educational team
a. Interpreting observation and assessment data
b. Child’s health records
c. Knowledge of individual Family Service Plans (IFSP) and Individual Education Plans
(IEP)
d. Use of data to inform families and set individual goals
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion
Audio visual aids
Guest speakers
Student projects
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments:
a. Complete three to five observations of children using specific criteria.
b. Create a portfolio of a child’s work to document the child’s growth and development
throughout the semester.
Chabot College
Course Outline for Early Childhood Development 69, Page 3
Fall, 2010
c.
Reflect on observations to understand the process of evaluation and assessment.
2. Methods of Evaluating Student Progress:
a. Attendance and participation
b. Observation assignments and reports
c. Midterm exam
d. Final examination
Typical Texts:
Observing and Recording the Behavior of Young Children, Cohen, D., Stern, V. & Balaban, N. 4 th
edition Teachers College Press, 2008
The Art of Awareness: How Observation can Transform Your Teaching, Curter, Deb & Carter, Margie.
St. Paul, Mn: Redleaf Press. 2006.
ECD 69, revised 9/09: cs