Why observe?

Observing children helps us understand children and their behavior.

Observation is an important part of assessment.
A good teacher IS a good observer.
Objective observation: writing exactly what you see, being factual,
reporting facts, gives lot of information to examine
Subjective: opinions, impressions
*Objective reporting means recording only the facts without personal opinion
or bias.
Selecting Observation Methods
Reasons to Observe Children
1. To get to know the children
2. To identify needs/special needs
3. To address specific problems
4. To guide curriculum development
5. To document progress
6. To evaluate programs
7. To learn more about child development
Types of Observations
Formal- more controlled conditions Ex: standardized test, research
instruments (Surveys, questionnaires)
-results used to form developmental norms
-require specialized training
Informal- less controlled conditions
- Easier to use
- More appropriate for program planning
Ex: interviewing parents
Talking with children
Observing students in the classroom
Collecting student work samples
Types of Observation Records
Simple Records: frequency count, checklist, rating scale
Detailed Descriptions: running record , anecdotal record
Factors to consider when selecting an observation method/tool: type
of behavior you want to assess and amount of detail needed, whether
information is needed for one child or a group of children, amount of
attention required by the observer
Observation Tips
1. Sit in a low chair
2. Position to the side
 3. Wear simple clothing
4. Avoid talking with children
5. Avoid prolonged eye contact
6. Answer childrens questions briefly and honestly
7. Avoid interfering except when a child may be in imminent danger
*observation can be both naturalistic and participatory
Running record: what happens during a certain time, step-by-step
Anecdotal record: detailed written description about a particular incident