TYPES OF OBSERVATION

We have looked at methods of observations. Now let us take a look at the types of observation which are:
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naturalistic; structured; longitudinal; snapshot.

Naturalistic
These are so called because they are observations of children which are carried out in the childs usual surroundings. The observation allows the child to carry out tasks which they would normally carry out without any structuring being attempted by you, the observer.

Structured
This type of observation is the opposite of naturalistic in that the childminder has specifically set up a particular activity in order to observe how a child carries out a specific task. For example, an obstacle course could be created to observe a childs balance and co-ordination, or a painting activity to observe a childs fine motor skills.

Longitudinal
When you have settled into a pattern of regularly observing the children in your care and recording your findings you will begin to build up longitudinal records of observation, as your findings will show how the children in your care change and progress over a lengthy period of time. Each childs set of records and observations will be their longitudinal record which will enable the important adults in their lives, namely you, their childminder, and their parents, to identify the important milestones and achievements in their lives.

Snapshot
As the name suggests, this type of observation involves trying to achieve a snapshot of how a child is behaving at any given period of time. For example, a snapshot observation of how a child reacts immediately after their parent has dropped them off may be helpful in trying to deal with a child who is clingy and difficult to settle.

Essential information to include

With all observations there is a certain amount of essential information which must be included such as:
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the childs name; the childs age; the date the observation was carried out; the activity the child was involved in during the observation; the number, ages and gender of any other children involved in the activity; the name of the person carrying out the observation.

When observing a child, use whichever method you are most comfortable with and whichever is appropriate for the purpose you wish to achieve. It is vital that the observation is accurate and unbiased. Refrain from taking away findings which you feel may upset or worry parents, as these may be vital clues to the overall assessment of the child. For example, if you are observing a childs behaviour in order to develop an appropriate strategy to deal with tantrums, and simply to avoid embarrassing the childs parents you omit the fact that, during an observation, the child lashed out or threw a toy across the room, then you risk jeopardising the whole exercise as this is an important part of the childs behaviour which needs to be addressed. Never exaggerate the situation or problem to make it appear worse than it really is. Your observations must be accurate and up to date to have any benefit whatsoever on the childs overall development.