OBSERVATION ASSIGNMENT
DUE:_______________
You are to observe one child and record what you observe. You must choose
one of the observation techniques that are included in this packet unless you
are concurrently enrolled in Lab A and then you must do a shadow study on
a child that is in your lab class. You must type this assignment (double
spaced) and include a cover page. The following questions must be
answered at the end of your assignment and must be typed and double
spaced as well. Please answer each question thoroughly as the questions
count for 1/3 of your assignment.
1. What did you learn by completing this assignment?
2. What did you learn about the particular child you observed? What did
you learn about the other children in the environment?
3. Discuss how observation and interaction with a child are different.
What did you like and dislike about observation? What do you like
and dislike about interaction with a child?
4. How can observation benefit the child/teacher/environment?
5. How can a program benefit from on-going observational records?
Observation Policy
1. Enter the room quietly and unobtrusively; find a good spot away from other
observers; if you can, sit down and stay there.
2. When you wish to move to another spot, do so quietly, skirting the areas where
children are busy.
3. Do not engage teachers in conversation while they are busy in class. (If one
volunteers information when he or she is not on duty, fine. But do not engage in
conversations with teachers on duty. The teachers’ responsibility is to focus on
the children in their care, not you!
4. Do not make negative comments to anyone about what you have seen at a
particular school. Your assignment there is not to make judgments of this kind,
but rather to do some positive learning. What you see is privileged information.
When this assignment is discussed in class, you may do so honestly, but you may
not use the name of the school that you went to.
5. Ask questions of the school personnel that will give you the factual information
that you need for your observation. Do not attempt to give them information
about what you observed, or get into discussion about reasons for certain
teachers’ or children’s actions. Again, you are there for factual information, not to
try to give it.
6. In general, remember that our hosts/hostesses have kindly allowed us to observe.
They are not employed by the college not are they paid any kind of a fee to teach
our students. Please remember this and refrain from imposing on them in any
way.
If you have any questions, please see me directly. Thank you for your cooperation.
Non-judgmental Observation
Purpose: To describe as objectively and precisely as possible the behavior of the child
you are observing without judgment, so that the reader will have a clear and unbiased
picture of what you observed. To recreate the scene by recording it in thorough and vivid
language.
Procedures: The observer must select a child and an incident to describe. Thoroughly
detail just what the child is doing and saying as if you were describing a snapshot of
someone. Do not use words that generalize or judge (playing, happy, aggressive, etc.).
Descriptive language, especially adjectives, paint a more complete picture for the reader.
Certain adjectives are descriptive and useful, while others are vague and the
interpretation is based on the perception of the reader (ex. nice, good, hyper, etc.)
Length: It should be approximately one typed (double spaced) page in length and will
take you approximately two to ten minutes to collect sufficient data to fill the page.
SAMPLE
Caitlin walked to the kitchen area wearing the light purple dress up dress and white high
heels. With her right hand she took the pink feather duster off of the hook on the east
wall and began dusting her upper body with it. As she looked toward the art area, she
lightly “dusted” herself by moving the feather duster back and forth in short, swift
movements. She used rhythmic circular clockwise motions, moving from her right should
to right cheek to the back of her head to the top of her head to her chest. She then took
one step toward the small square table. Facing the east side of the table, she shifted the
feather duster to her left hand, looked down at the table, and began dusting the table.
(Keep in mind that this is a sample and your observation should be at least a page in
length)
Time Sample
Purpose: To observe and measure the frequency of a child’s particular behavior at
specified time intervals within a given period of time.
Procedures: The observer must first select a behavior to observe. If you are familiar
with the child and have identified that the child exhibits a certain behavior frequently
(thumb sucking, rocking, hitting, hair twirling, etc.) you may want to select that behavior.
If the observer is not familiar with the child, select a behavior typical for that
developmental age.
The observer must determine a length for the observation (ex. 1 hour) and a time interval
within that time frame (ex. 5 minutes). The observer should use these intervals to note
and then record whether or not the behavior is being engaged in at that time.
The observer checks “yes” only if the particular behavior is occurring at the selected time
interval. When the behavior does not occur at the time interval, the replacement activity
in progress should be recorded. When the entire observation time is completed the “yes”
recordings should be divided by the total number of interval observations to indicate the
percentage of time the child engaged in the behavior. If the frequency of occurrence of
the behavior is 75% or greater, it can be considered statistically significant.
Length: You should have at least 15 observations to be able to make this a meaningful
observation.
SAMPLE
(Behavior: Social Interaction with Peer)
Time
9:05 a.m.
9:10 a.m.
9:15 a.m.
9:20 a.m.
9:25 a.m.
9:30 a.m.
9:35 a.m.
9:40 a.m.
9:45 a.m.
9:50 a.m.
9:55 a.m.
10:00 a.m.
10:05 a.m.
10:10 a.m.
10:15 a.m.
Yes
No
Behavior Observed
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
TOTALS
Whispering to K in small group time
talking to teacher while seated at table
walking alone in the dramatic play area
taking red dress up dress off hook
putting make up on C’s face
putting on purple dress up dress
still putting on purple dress
putting on white high heels
coloring with K and teacher
still coloring with K and teacher
still coloring with K and teacher
hopping outside with T
singing on steps with K and M
talking and writing with teacher
still talking with teacher
# of observations 15
# of yes 7
46% occurrence
# of no 8
Shadow Study
Purpose: To amass detailed information about a particular child. To gain understanding
about the child in a variety of situations within their natural setting.
Procedure: The observer must first select a child to study. After selection, the observer
should “shadow” that child, following the child’s actions throughout the day recording
these observations. You need to select time intervals and observe and record the
behaviors occurring at those time intervals. Non-judgmental descriptions should be used.
Length: The observer must have at least 10 – 12 entries in order to make the observation
meaningful.
SAMPLE
Time
9:00
Area
Small group table
Description
The student assistant is talking to a group of
children about a science activity involving
celery and food coloring. C appears
interested as demonstrated by her looking
and listening to the adults explanations. She
is the first to answer 3 of the 4 questions
posed by the adults. She assists L in placing
a piece of celery in a cup of food coloring.
At the end of the activity, she and K begin
rubbing their hands on the table in a
circular motion and smiling.
9:15
Dramatic play area
C enters the dramatic play area alone. She
puts on the pink dress by pulling it over her
head and placing her arm in it. She then
unbuckles her shoes and puts on the high
heels, left foot first. She walks over to the
kitchen area, picks up the feather duster with
her right hand and begins to “dust” in
circular motions. She “dusts” the table, a
chair, and the top of a shelf.
9:30
Art area
C walks over and seats herself at the art
table. The other children and teacher at
the table are loudly discussing the art
project on the table. C looks around,
seeming to look at her peers. When asked
by a teacher if she would like to participate
C shakes her head “no” and continues to
watch her peers.
Event Sample
Purpose: To assist in determining how frequently a specific event occurs.
Procedures: The observer must first define an event. If you are familiar with the
particular child involved, you may have identified a particular event of interest to you
( ex. sharing, accidents, involving peers, interactions with a peer, etc.). If you have not
determined a specific event or interaction, select one which is typical for that age range.
After determining the event, the observer should record each time that particular event
occurs. This record should included date and time of event, children involved, location,
antecedent (what occurred immediately before which may have caused the event to
occur), description of the event, consequences or outcomes, and any notes observer feels
may be pertinent to understanding the event. Summary should include an analysis of
what appears to cause the event and suggestions for modification to increase or decrease
the selected event.
Length: Should be at least a page in length and include the above mentioned summary in
addition to answering the five questions on the front page.
SAMPLE
Date
Time
Antecedent Event
Behavior
Consequent Event
Notes
11/24
9:12
sitting at table together
during small group time
C & K begin moving
their arms together in
circular motions on the
table
they both smile
and appear to
enjoy interaction
positive
11/24
9:20
C finishes “dressing
up”
C walks over to K, walks K turns away from
around to her front, looks from C and then
at K’s make up case and shares
says “hi”
positive
11/24
11:13
M looks around and
sees C
M walks up to C and
smiles
C ignores M and
M follows C around
playground
negative
11/24
2:45
T leaning against
fence
C walks up and leans
against fence. Teacher
says, “Do you want me
to say go?”
C & T run a race
positive
11/24
4:02
E looks at C playing
in sand box
E picks up shovel and
begins to follow C
C ignores E, then
as E continues to
follow, C incorporates
E into her play
positive
Running Record
Purpose: To determine how a particular area of the room is used and by whom, to
determine what occurs at a particular time of day, or to sample behavior in the classroom,
etc.
Procedure: The observer must first select an area of the room or yard to observe. Select
any area that will be available to children and/or adults during your time interval. Once
an area has been determined, objectively record everything that occurs in that area for the
designated observation period.
Records should include names of subjects and detailed descriptions of materials and
interactions that occurred. Due to the rapid recording which is often necessary in order to
record all that occurs, it may be helpful to videotape or dictate into a tape recorder all that
is observed and then enter it onto a written record when there is more time to elaborate.
Length: You must have at least a full page of information in order to make this
observation significant.
SAMPLE
Time
Names of participants
Materials
Descriptions of Actions/Interactions
9:15 –9:20
Ben (B) & Aaron (A)
Cash registers
& small toy
airplane
B and A standing next to each other
facing cash registers. B holds small
toy airplane with left hand and says
“$20 please!” He pretends to take
money from an invisible person and
place it in the cash register which is facing
away from him on the shelf.
9:16
Caitlin (C)
Red dress up
dress
C enters area, removes red dress from
rack holding dress up clothes, swings dress
from side to side in front of her as she leaves
area.
9:17 – 9:19
Caitlin (C )
Purple dress
up dress &
white high
heels
Returns to area. Attempts to put on dress.
Places it over head and puts arms through.
Slides it over rest of body while looking in
Mirror. Takes shoes off shelf. Unbuckles
Her left shoe and then right.
9:19 – 9:20
Katy (K)
Make up
compact
Puts make up on face using right hand while
looking at B & A and then at C. Turns and
leaves area.
9:20
Caitlin (C )
White high
heels
Stands up and steps into high heels. Walks
over to K.
Checklist/Rating Scale
Purpose: To tally a wide variety of information rapidly in an objective manner. Often
used in evaluation or comparison studies.
Procedures: The observer completes a pre-planned assessment by rating each of the
items based on careful observations. This information becomes more valuable when
detailed, objective observations are noted to justify the observer’s scoring on each item.
Checklists and rating scales are used to evaluate children’s abilities, teacher’s abilities,
classroom environments, etc.
Length: Needs to have at least 10 questions that are related to what you are rating. You
need to write thoughtful, detailed responses to each question.
Sample
Physical Environment Checklist
Draw a rough sketch of the indoor and outdoor environment observed:
Under each question make detailed observational notes. After careful evaluation of these notes mark your
response on the bottom portion of the back page. Your observational notes will form the basis for your
grade on the assignment. Remember to comment on both indoor and outdoor learning environments.
1.
Are activity centers defined?
2.
Are a variety of materials available and accessible to the children?
3.
Do materials allow for growth in social/emotional, cognitive, language, physical and creative
development? How
4.
Can quiet and noisy activities go on without disturbing one another?
5.
Are safety issues addressed?
6.
Are areas available for individual, small group and large group use?
7.
Do materials reflect diversity in culture and abilities?
8.
Are self-help skills encouraged?
9.
Does each child have a personal space?
10. Is there a parent area?
11. Does the environment seem appropriate for the age group served?
Item
Yes
Somewhat
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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Modified from: Harms, Thelma, and Clifford R.M. Early Childhood Rating Scale, New York, 1980 and the High/Scope Program
Implementation Profile (PIP), Michigan 1989 by Sharon Eyrich 1995.