4.
INSTRUCTIONS
Proceed through each slide.
Training takes approximately 1.5-2.0 hours.
At the end of the slides there are
instructions on how to proceed with the
quiz.
Online courses for child care professionals
seeking to fulfill state-mandated training
requirements or obtain hours toward
the Child Development Associate (CDA)
National Credential. (non-CEU)
To receive official credit for the courses,
participants must pass a course exam and
pay a processing fee to obtain a printable
certificate.
The end of the training also includes
resources that were utilized and can be
used for further information gathering.
Feel free to email CHovey@EzEd2Go.com
with any questions or comments.
5. DESCRIPTION AND LEARNING OBJECTIVES
Participant will be able to recognize the important
role that the observation process plays in working
with children.
Participant will be able to incorporate the skill of
accurately and objectively observe and recording
children's behavior in center-based and family
childcare settings.
Use the observation process, in partnership with
parents, as one of several strategies to monitor
children's progress.
6. DO YOU EVER WONDER, WHAT IS THE PURPOSE OF
OBSERVING YOUNG CHILDREN?
7. PURPOSE OF OBSERVING YOUNG CHILDREN
Observation is much more than looking at what a child
does.
Observation of a young child means carefully paying
attention to details of the child's behavior, recording these
details in a structured manner, and assessing the
implications of the child's actions.
By applying the concepts in this training, early childhood
staff in home and center-based settings can develop
skills to accurately and objectively observe and record
the behavior of children.
In addition, early childhood staff can help parents, who are
their children's primary teachers, to better understand
their child's needs, interests, and abilities.
Parents and education staff, working together as partners,
can significantly affect children's success when they base
their understanding of children's growth and development
on thoughtful and careful observations that are accurate
and objective in nature.
8. Observation, an essential building block of all quality,
developmentally appropriate early childhood programs,
requires a well-trained educational staff who are in
tune with the actions and behaviors of the children in
their care.
While observation may seem deceptively simple, it
requires training and practice. Staff must recognize
that observation is vital to the overall assessment
process, curriculum development and that it has a
strong impact upon another professional responsibility:
planning and evaluating programs for children.
9. Because observation plays
an important role in
assessment, its use can
help staff strengthen
every aspect of an early
childhood program.
Education staff can use
the observation process
to fulfill these
fundamental goals:
Chart children's growth and
development
Identify, guide, and respond to
children's behavior and actions
Facilitate planning for individual
children and groups of children
10. WHY DO I NEED TO OBSERVE?
There are many reasons for teachers to observe children. All these reasons relate to
providing quality, developmentally appropriate early childhood programs.
o
To determine each child's interests, skills, and needs. Observation allows staff to
know the children as individuals so that they can motivate them and fully involve
them in the program. One staff member might observe a particular event or behavior
that another staff member missed. Can be used as a form of communication.
To measure children's growth and development over time. Observation allows
staff to see how children are progressing cognitively, physically, socially, and
emotionally during the program year.
To make changes to the environment. By observing the way children use play
spaces and materials, staff can determine whether materials are meeting the
children' s needs, if duplicates are required, or if traffic patterns interfere with play.
To identify concerns. Observation helps staff see if children have special
requirements that need to be addressed. These can range from a hearing problem
to a need for extra attention. If indicated, a referral to specialists may be asked to
complete a formal assessment.
11.
To determine how best to handle problem situations. Observation
allows staff to learn to anticipate how a child is likely to behave under
certain conditions. For example, staff can observe a baby to determine
when she is likely to react to separation from parents, or get into
squabbles over toys. Having this knowledge will allow staff to make
adjustments to try to minimize the behavior.
To make changes to the curriculum. By utilizing observations, staff can
adjust daily schedules to meet the individual developmental needs and
interest of the children.
To provide information that staff and parents can share. Observation
offers insights about children, their interests, progress, social skills, and
behavior challenges. Observation also provides details, anecdotes, and
examples. Staff and parents can share their observations.
To help parents learn more about their children through
observation. By working with parents, staff can help families use
observation to learn more about their children's strengths, needs, and
behavior. Observations can be used to inform parents at a conference.
To enhance staff's abilities to communicate with children, parents,
and colleagues. Using observational insights, staff become better
listeners and responders.
12. TAKE THIS TIME
TO RECAP AND
REFLECT ON WHY
IT IS IMPORTANT
FOR YOU TO
INCORPORATE
OBSERVATIONS
INTO YOUR
PRACTICE.
14. SUGGESTIONS
The following strategies can be used to overcome logistical challenges: (From Laura J.
Colker, A Trainer's Guide to Observing Young Children: Learning to Look, Looking to
Learn (Washington, D.C.: Teaching Strategies, 1995), 44.)
Schedule observation time for doing running records regularly into the program day.
Use running records with other forms of observation such as anecdotal records, and
checklists. Include times for doing these observations in the written schedule.
Establish a schedule for observing children in individual interest areas so that all interest
areas are evaluated on a rotating basis. Ensure that it is not just the children
encountering problems who are observed regularly. Developmental observations might
be appropriately scheduled one month after children are enrolled.
Assemble observational materials and put them at convenient observation stations to
encourage their use. For example, prepare a prop box or kit containing observational
materials.
Suggest staff wear clothing or aprons with pockets containing index cards, small
notebooks or Post-Its so they can quickly record observations.
Make observing part of a daily routine and fun.
15. PLEASE WATCH THE FOLLOWING VIDEO
VIDEO WILL OPEN IN NEW WINDOW
Observing Young Children Video
16. WHAT ARE SOME TYPES OF RECORDING
FORMS TO USE FOR OBSERVATIONS?
18. Anecdotal Records
Anecdotal observations are
recorded information about
one specific event or behavior.
They range from notations
about developmental
milestones (Ryan took his first
step) to behavior(Cooliana
invited Tiffany to join her at
the sand tub). The observer
determines the events,
timeliness of the record, and
the richness of detail. To be
most helpful, anecdotal
records should be objective,
factual, and followed up with
supportive information.
Running Records
Running records are
brief, continuous
descriptions. Staff use
a narrative style to
record information over
a specific length of
time, usually twenty to
thirty minutes. Because
of their ease of use,
running records are
one of the most
popular forms of
observation.
19. WHAT SHOULD BE INCLUDED IN AN ANECDOTAL
RECORD?
Anecdotal records are usually recorded on preprinted forms
to insure that all relevant information is included. These
anecdotal record usually includes the following:
Name of the observer
Date of the event
Time when the event occurred
Name of the student involved
A description of the event
Location/setting
Notes
Signature
20. SAMPLE ANECDOTAL RECORD FORM
Name:_________________Date:_____________Time:_______
Observer:____________________Setting:_________________
Description of Event:__________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Signature:_____________________________
21. SAMPLE RUNNING RECORD
Observer: Ms. Jones
Child Observed: Sarah
Age: 18 months
Date: 2/5
Time: 9:30 A.M.-9:45 A.M.
Katy walked over to the book area, where Mrs. Fernandez, the
foster grandmother, was sitting with two-year-old Luis, reading
a book. Katy stood for over a minute, watching the two and
waving her arms excitedly. Mrs. Fernandez smiled and
nodded at Katy, but kept reading to Luis. Luis looked only at
Mrs. Fernandez and the book they were reading. Katy walked
over to the plastic book bag hanging on the room divider and
banged her hand against a book that had a colorful caterpillar
on the cover. Read! Read! said Katy, banging the book bag
with enough force that the bag started swinging.
22. Now we
know the
purpose of
observing,
and the tools
we can use
to observe;
What do we
do with the
information?
23. WHAT TO DO WITH THE INFORMATION!
File the records you chose to use in a child’s
portfolio.
The information can be compared and discussed
with other staff to inform individualized curriculum
plans/goals.
The observation information provides a continuum
of growth that is documented and can be shared
with parents during conferences.
Activities can be tailored to the developmental level
of the child to scaffold self-esteem.
Children will progress at their own rate.
24.
25. SUMMARY
Observations are useful, effective tools to aid early
childhood professionals in acknowledging and
documenting each child’s progress. Observations are
unique to each child and the contents can focus on each
child’s specific interactions with his or her environment,
materials, peers, and teachers. Observation are
practical and useful as both reporting and planning
tools. The form and format are adaptable to each
educational program for young children. To ensure
quality in our programs, all early childhood programs
should implement observation as a daily practice.
Proceed to the next page for quiz instructions
26. INSTRUCTIONS FOR QUIZ
On the quiz page please complete all information on the page.
Print out quiz page(from print menu, print current page only) (if payment
confirmation has not been received the quiz will be invalid).
1.
2.
1.
3.
4.
5.
6.
7.
8.
9.
Each training is $10.00 for 2.0 pd hours.
If someone shared this training with you and you have not paid, please enclose a
money order (made payable to Ez Ed 2 Go).
Fill in top portion of the quiz. This information is important as this is the name as it
will appear on the certificate and where the form will be mailed.
Complete the questions on the quiz. If having difficulty please review the slides.
A passing grade of 75% must be achieved to receive a certificate
Online trainings can not be retaken.
If you have any questions please call: 401-829-7924
When quiz is completed mail form and if necessary payment to:
Ez Ed 2 Go
PO Box 9673
Warwick RI 02889
Certificate of completion with hours will be mailed within 3-5 business days.
27. COMPLETE TO RECEIVE YOUR CLOCK HOUR CERTIFICATE
IF COURSE MATERIALS WERE LENT TO YOU BUT YOU HAVE NOT YET PAID THE COURSE FEE, YOU MUST ATTACH
THIS COURSE. (MAKE MONEY ORDERS PAYABLE TO EZ ED 2 GO) YOU MUST COMPLETE ALL 5 STEPS!
THE REGISTRATION FEE OF
$10.00 FOR
1. INFO
NAME AS IT SHOULD APPEAR ON YOUR CERTIFICATE______________________________________
ADDRESS_________________________________________________________________
CITY, STATE ZIP ___________________________________________________________
PHONE __________________________________________________________________
E-MAIL __________________________________________________________________
2. ATTESTATION
.I COMPLETED THIS COURSE ON THE
3. PAYMENT
I HAVE ENCLOSED PAYMENT
OF
FOLLOWING DATE:
_________.SIGNED, _______________________________________
$10.00
4. QUIZ
COMPLETE THE FOLLOWING. YOUR ANSWERS WILL BE ASSESSED FOR ACCURACY AND COMPLETENESS. PLEASE SUBMIT AT LEAST 3-5
SENTENCES FOR EACH QUESTION. YOU MAY LOOK AT YOUR COURSE MATERIALS WHILE COMPLETING THESE ESSAY QUESTIONS.
1. WHAT ARE THE MOST IMPORTANT
THINGS YOU WANT TO REMEMBER FROM THE COURSE?
2. WHAT ARE THREE NEW THINGS YOU HAVE LEARNED ?
3. WHAT ARE THREE THINGS YOU WILL CHANGE IN YOUR TEACHING PRACTICES? WHO DO YOU PLAN TO WORK WITH TO SUPPORT PUTTING
YOUR NEW SKILLS AND KNOWLEDGE INTO PRACTICE? IDEAS MIGHT BE YOUR CO-WORKER, MANAGER, DIRECTOR, OR LOCAL FIELD TRAINER.
5. SUBMIT
MAIL TO: EZ ED 2 GO!
PO BOX 9673
WARWICK RI 02889
28. RESOURCES FOR OBSERVING CHILDREN
Bagnato, S.J., J.T. Neisworth, & S.M. Munson. 1997. Linking
assessment and early intervention: An authentic curriculumbased approach. Baltimore: Paul H. Brookes.
Greenspan, S.I. 1996. Assessing the emotional and social
functioning of infants and young children. In New visions for
the developmental assessment of infants and young children,
eds. S.J. Meisels & E. Fenichel, 231-66. Washington, DC:
Zero to Three/National Center for Infants, Toddlers and
Families.
Jablon, J.R., A.L. Dombro, & M.L. Dichtelmiller. 1999. The power
of observation. Washington, DC: Teaching Strategies.
Meisels, S.J. 2001. Fusing assessment and intervention:
Changing parents’ and providers’ views of young children.
Zero to Three 21 (4): 4-10.
Vygotsky, L.S. 1978. Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University
Press.
29. THANK YOU FOR TAKING THIS
TRAINING.
Please check back periodically as new titles are added
regularly. Topic suggestions are always welcome.
www.EzEd2Go.com
CHovey@EzEd2Go.com
