Observing Children
Chapter 1.3
Intro to TOYBOX
• ADD IN RULES ABOUT OBSERVATION ROOM IN
HERE SOMEWHERE TOWARDS END!!!
Observing Children
• Two Types of Observations
– Subjective
• Relies on personal opinions and feelings
– Objective
• Records the factual data of what happened
• no personal feelings are included
What type of observations are these?
Observation A
Observation B
• Ethan is feeling selfish.
He wont let anyone play
with the toys in the
sandbox. He gets mad
at Cody a lot.
• Ethan is sitting in the
sandbox. He reaches
out and takes a truck
away from Cody. Cody
grabs for the truck, but
Ethan pulls it away.
“It’s my turn now!” says
Ethan, looking Cody
straight in the face.
Subjective
Objective
Observing Children
• Two main problems with subjective
observations:
– They assume that you know what is going on in
the child’s mind
– They’re hard to use when we interpret
observations
Observing Children
• Objective Observations
– These take practice!
You can record that…
But you should not record…
The child smiled or laughed
The child is happy
The child took the toy from his
friend
The child doesn’t like to share
The child frowns and looks
away
The child is upset
Observing Children
• Running Record
– Write down everything observed for a set period
of time in one sitting (such as 15 minutes)
• When is a running record useful?
– When just getting to know a child or group of
children
– when concentrating on a certain area of
development
• Examples: Social interaction, Physical development
Observing Children
• Anecdotal Record
– Similar to a running record (write everything!)
• What’s the difference?
– Time is NOT limited to one sitting
• When are they useful?
– When concentrating on a specific area of
development
– Example: Adjusting to a new daycare, Every day at
drop off for two weeks
Observing Children
• Frequency Count
– Tally of how often a certain behavior occurs
• When are they useful?
– When trying to change an unwanted behavior
– Example: When you try something new, do a new
frequency count to see if behavior changes
Observing Children
• Developmental Checklist
– List of skills that children
should master based
on age
• When are they useful?
– Determining a child’s
level of development
compared to his/her
peers
– Example: recognizing “A”
Observing Children
• Two Different Ways to Observe
– Formal Observations
• Set up with childcare center
– Informal Observations
• Not official
– Where could these occur?
• At the mall, park, etc.
– Which type will your TOYBOX observations be?
• Formal
Observing Children
• Begin each recording with
– Date and time
– Number of children and number of adults present
– Names and ages of children
– Note the setting (home, daycare, etc.)
– Where observation occurred exactly(kitchen area,
jungle gym, etc.)
– Write down specific details as they happen
How can you tell she is observing?
During Your Observation
• Take notes during your observation
• Know your purpose – why you are there
• Be descriptive
– Ex: Use words and phrases to capture the moment
• Make comparisons
– Look for similarities and differences among kids
• Record as many facts as possible
Your First Observation
• Go in observation room
• Be quiet and leave the light off! It’s a secret
room. 
• Pick one child, but everyone pick a different child
to watch!
• Write your notes on front page.
• Come back and rewrite in complete sentences.
• THEN reflect- do you think the child you watched
was having a good time? Why or why not? What
do you think you know about their personality?
Observing Children
• Using Observations
– Transfer notes to another sheet of paper and
make into complete sentences
– Interpretation
• This is when you form and express ideas about what
you saw
• Is it OK to be subjective in your interpretation?
– YES
Observing Children
• Confidentiality
– Do not share any details about your observations
outside of this class
– Why?
• Keep the child and the family’s information private
• Comments can be hurtful
– “Caleb is a slow learner.”
– “Lauren is so spoiled.”
Response Board Activity: Are the
following statements
Subjective –or- Objective?
• 1. Ben cried because he missed his mom.
• Answer: Subjective
• 2. Kate picked up the Barbie and pretended that
she was driving to the mall.
• Answer: Objective
• 3. Alyse likes Nicholas the best because she
always talks to him first.
• Answer: Subjective
Response Board Activity: Are the
following statements
Subjective –or- Objective?
• 4. Bo asked Jenny if she wanted to play.
• Answer: Objective
• 5. Cathan didn’t like the Batman toys at all.
• Answer: Subjective
• 6. After he built the tower, Maria knocked it over.
• Answer: Objective
Response Board Activity: Are the
following statements
Subjective –or- Objective?
• 7. Isabella was in a great mood today.
• Answer: Subjective
• 8. Owen didn’t answer when the teacher called his
name.
• Answer: Objective
• 9. Tessa showed how smart she was by saying all of her
ABC’s.
• Answer: Subjective
Activity
Analyze each of the following subjective
statements made while observing children.
Rewrite each statement to make it objective.
You may add information as necessary.
1. Regina squealed with delight when she saw the
adorable stuffed bear.
2. Alex did not want to go home when his
mother came for him.
3. The children showed dislike for Timmy by
knocking down his impressive tower of blocks.
4. The caregiver has a way with children.
5. Maria was sad and pouted when she had
to sit in the time out chair.
6. The child care center’s play yard is poorly
planned.
7. The children raced wildly about the room,
scattering toys as they ran.
8. The children didn’t like the snack.
9. Ann was too tired to concentrate on her
artwork.
10.Derek was so timid that he never took his thumb
out of his mouth when observed.
Physical Development from
Age One to Three
Chapter 10-1
Intro to TOYBOX
Growth and Development
• Toddlers
– 1-2 year olds
– just learned to walk
• Preschoolers
– 3-5 year olds
– walk steady,
hop, skip, run
Growth and Development
• What do young children need to build their skills?
– Plenty of space to move around
– Time each day for active play
– Need to change games and activities often
Growth from 1-3 years
• What happens around
Baby’s first birthday?
– Height and weight
differences become
more noticeable
– generally continue
throughout life
– Ex: Tall 2 year old will
usually be a tall adult
Growth from 1-3 years
• How does a Baby’s proportion and posture
change between 1-3?
– posture improves from age 1-3
• Until 2, the circumference of head, abdomen and chest
are about the same
• Between 2-3, chest becomes larger around than head
and abdomen, arms, legs and torso also lengthen
• What do these changes mean for the Baby?
• help improve balance and
motor skills
Growth from 1-3 Years
• Teeth
– One Year Olds
• 8 teeth
– Two Year Olds
• 16 teeth
– Three Year Olds
• 20 teeth (last four molars
show up in early 3’s)
– 20 primary “baby teeth”
Growth from 1-3 Years
• When does a Baby form his/her teeth?
– Before birth
• Which factor most greatly influences the
quality of a child’s teeth?
– Diet – child’s diet and mother’s prenatal diet
– Heredity also affects teeth
Growth from 1-3 Years
• Why are the first two years of a child’s diet
significant?
– Adult teeth are forming under primary teeth
• What should be included in a healthy diet?
– Dairy products (calcium, phosphorus, Vitamin D)
– Drink water that contains fluoride
• Tap water has it, most bottled water does not
Growth and Development
• What should NOT be included (too much) in a
child’s diet?
– Gum-like candy, raisins, fruit snacks, gummy vitamins
– Brush teeth after eating sugary cereals
• Why should sweets be avoided?
– Poor diet causes tooth decay
• How does a baby get “baby bottle decay?”
– When put to bed with bottle (even milk)
• Heredity affects teeth
Baby Bottle Decay
Motor Development from 1-3
• Gross Motor Skills
• Involve use and control of
large muscle groups
– Back, legs, shoulders and arms
– Walking
– Climbing
Motor Development from 1-3
• Fine Motor Skills
• Use of hands for specific tasks
• Hand eye coordination
– Feed themselves
– drink from a cup
– pick up objects with finger and thumb
Which type of motor skills would be
helped by each activity?
• Stacking blocks
• Fine
• Putting beads on a string
• Fine
• Pushing a toy lawnmower
• Gross
• Coloring a picture
• Fine
• Playing Tag
• gross
Motor Development from 1-3
• Is he/she right or left handed?
– At 2, some kids show hand preference
– Cannot tell before that
– Some kids switch
back and forth
throughout
preschool years
• What do doctor’s
have to say about this?
– It’s OK 
• The End! 
• 10.2 is an activity in class instead of notes