OBSERVING YOUNG CHILDREN
BE UNOBTRUSIVE
SIT
DON’T TALK OR INTERACT WITH CHILDREN
WEAR A “HAT”
BRING A CLIPBOARD, PLENTY OF PAPER, AND 2 PENS
OBSERVING AN ACTIVITY
WHO IS PLAYING?
HOW ARE THEY PLAYING?
WHAT IS THE EDUCATIONAL POTENTIAL ?
WHAT IS THE TEACHER’S ROLE?
WHAT CAN YOU TELL ABOUT THE CHILD’S “CULTURE?”
EVALUATING CHILDREN
BE OBJECTIVE
IS THIS A UNUAL BEHAVIOR?
WHAT ARE THE FACTS?
WHAT ARE THE CAUSES OF BEHAVIORS?
IN ORDER TO LEARN ABOUT A CHILD’S BEHAVIORS—WHAT
HE/SHE IS DOING AND WHY—WE CAN GATHER INFORMATION
ABOUT THE CHILD BY OBSERVING HIM/HER.
FOUR BASIC OBSERVATION METHODS:
ANECDOTAL RECORDS
BEHAVIOR TALLYING AND CHARTING
CHECKLISTS
RATING SCALE
ANECDOTAL RECORDS
1. BE BRIEF, WRITING IN PHRASES, BUT INCLUDE ENOUGH
INFORMATION SO YOU CAN REMEMBER WHAT HAPPENED
LATER.
2. OBSERVE SEQUENCES. TAKE SYSTEMATIC NOTES SO YOU
WILL KNOW IN WHAT ORDER THINGS OCCURRED.
3. CAPTURE A ‘MENTAL SNAPSHOT” AND THEN DESCRIBE IT SO
SOMEONE ELSE WILL “SEE” IT.
4. QUOTE WHAT THE CHILD SAYS AS CLOSELY AS IS POSSIBLE.
5. WRITE DOWN EVERYTHING YOU SEE THE CHILD DO AND
SAY. BE OBJECTIVE. FOR EXAMPLE: “JAY WAS PLAYING
WITH BLOCKS. HE WAS SMILING.” DO NOT WRITE: “JAY
WAS HAPPILY PLAYING WITH BLOCKS.”
ECHD 121
Judy Kahn, M.S.W., M. Ed.
OBSERVATION ASSIGNMENT
YOUR ASSIGNMENT, DUE CLASS #13, IS TO CONDUCT A 45 MINUTE
CONTINUOUS OBSERVATION OF ONE CHILD (NOT YOUR OWN)
BETWEEN 2 ½ AND 5 YEARS. (THE CHILD MAY BE INTERACTING WITH
ADULTS AND OTHER CHILDREN.)
THIS CHILD MAY BE IN A CENTER OR A HOME SETTING, AND S/HE
MUST BE ALERT (NOT NAPPING).
PART 1: TURN IN YOUR HAND-WRITTEN OBSERVATION NOTES. YOU
WILL NOT BE GRADED ON SPELLING, GRAMMAR, OR NEATNESS IN
PART 1. POINTS WILL BE DEDUCTED IF YOU DO NOT TURN IN NOTES.
PART 2: THIS PART OF THE ASSIGNMENT SHOULD BE TYPED. YOU
WILL BE GRADED ON SPELLING, PUNCTUATION, AND GRAMMAR. PART
TWO HAS TWO SECTIONS.
PART 2: INTRODUCTION SECTION
NAME OF CENTER
PHONE NUMBER
ADDRESS
NAME OF DIRECTOR
NAME OF TEACHER
ROOM
DATE OF OBSERVATION
TIME OF OBSERVATION (BEGINNING AND ENDING TIMES)
PART 2 : THE CHILD SECTION
CHILD’S INITIALS (DO NOT USE HIS/HER NAME)
CHILD’S AGE IN YEARS AND MONTHS
CHILD’S GENDER
CHILD’S COUNTRY OF ORIGIN
CHILD’S PRIMARY AND SECONDARY LANGUAGE(S)
WRITE AT LEAST ONE PARAGRAPH ON EACH OF THE FOLLOWING:
PHYSICAL DESCRIPTION
CLOTHING
FACIAL EXPRESSIONS
SPEECH
EMOTIONAL REACTIONS
RELATIONSHIP WITH OTHER CHILDREN
RELATIONSHIP WITH ADULTS
PLAY
MOVEMENT: GROSS MOTOR /FINE MOTOR
PART 2: SUBJECTIVE COMMENTS SECTION
CONFINE YOUR SUBJECTIVE COMMENTS TO THIS SECTION.
IN A FEW PARAGRAPHS, GIVE A SUMARY OF YOUR SUBJECTIVE
THOUGHTS.
AND FINALLY…
SEND OR HAND A THANK YOU CARD TO THE DIRECTOR AND THE
CLASSROOM TEACHER AT THE COMPLETION OF THE OBSERVATION.
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OBSERVATION TIPS
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1. Enter the room quietly. Check in with the teacher.
2. Sit in an out-of-the-way place chosen with the teacher’s help.
3. If it is necessary to follow the child from place to place, be as
inconspicuous as possible.
4. If asked a question by any of the children, answer truthfully, but
briefly.
5. Do not make eye contact or initiate a conversation with the child.
Bring lots of paper, a clipboard, and at least two pencils or pens. You
will be observing and writing at the same time.
6. Write in phrases, not complete sentences. At times you may have
to write very fast.
7. Use abbreviations such as “+” for and, tchr for “teacher.”
8. Focus on one aspect of the child’s appearance or development
(such as language, motor skills) at a time. After several minutes
focus on another aspect.
9. Be objective. Tell what happened.
10. Be specific. Give lots of details.