Observation and Recording: Tools for Decision Making Training Guide IntroductionOverview
PurposeThis technical guide enhances the skills of all education staff so they can accurately and objectively record young children's behavior and make thoughtful decisions about program planning for each child.
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 guide, education staff in home and center-based settings can develop skills to accurately and objectively observe and record the behavior of children. In addition, Head Start 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.
Observation, an essential building block of all quality, developmentally appropriate Head Start programs, requires a well-trained education 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. In the September 1994 issue of Young Children, Ann Benjamin stated that early childhood professionals increasingly need to refine their skills, abilities, and areas of expertise to meet the needs of the children with whom they work. To do this, staff must recognize that observation is vital to the overall assessment process and that it has a strong impact upon another professional responsibility: planning and evaluating programs for children. 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:
This training guide provides participants with a set of skills and a variety of techniques for accurately and objectively observing, recording, and interpreting children's behavior, and making decisions for program planning.
- 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
Outcomes
After completing this guide, participants will:
Audience
- Recognize the important role that the observation process plays in working with children
- Incorporate the skill of accurately and objectively observing and recording children's behavior in home and center-based settings
- Use the observation process, in partnership with parents, as one of several strategies to monitor children's progress
- Recognize the implications of personal biases and program challenges on the observation process
This is a technical guide for education staff in center, home-based, and combination settings. Staff is defined as classroom teams (teachers, assistants, and volunteers) and home visitors.
Performance Standards
This guide supports the Head Start Program Performance Standards objectives for child education services to provide ongoing observation, recording, and evaluation of each child's growth and development. Staff and parents are encouraged to enhance their knowledge and understanding of the educational and developmental needs and activities of children in the program. Staff are encouraged to train parents to improve their skills to observe growth and development of their children in the home environment. The ability of staff and parents working as partners to analyze the implications of atypical development and to make referrals, as needed, is increased when the observation process is implemented.
Organization
This technical guide, Observation and Recording: Tools for Decision Making, is designed to further develop the skills of the education staff to accurately and objectively observe and record the behavior of children. Staff members can use this guide to chart children's growth and development, identify and respond to children's behavior and actions, and plan for individual children and groups of children. Parents can also use this guide to gain ways to more accurately assess their child's evolving needs, interests, and abilities.
Participants will meet the guide outcomes once they complete activities in this guide. These outcomes include:
Each module includes module outcomes, key concepts, and background information. The module outcomes are based on the guide outcomes. Observation and Recording: Tools for Decision Making contains the following modules:
- Recognizing the primacy of parents; understanding the important role that observation plays in working with children; and incorporating observing and recording of children's behavior into program practices
- Developing skills for staff and parents so that children's actions in home and center-based programs are accurately and objectively observed and recorded
- Using observation practices in partnership with parents as one of several strategies to monitor children's progress
- Analyzing and sharing observation results with parents in order to collaboratively determine the next steps and any referrals that may be required to plan for the children
- Incorporating observation information into the ongoing assessment of individual children and groups of children and in program planning
Module 1: Using Observation in Early Childhood Programs
This module sharpens the staffs ability to identify and use a variety of observational methods, match observation goals to observation techniques, and write a running record accurately and objectively.
Module 2: Overcoming Observation Challenges
This module provides the staff members with practice in identifying and challenging their personal biases that could interfere with conducting and recording observations objectively. Also, they will learn to identify and address, via planning, program-related challenges that affect the staffs ability to regularly conduct observations.
Module 3: Working with Parents to Enhance Observations
This module enhances the staffs ability to involve parents in the observation process and work with them as partners. In addition, staff will be better able to use observation as a tool for answering parents' questions and concerns about children.
Module 4: Interpreting and Using Observation Results
This module increases the staffs ability to make valid inferences and to draw meaningful conclusions from collected observation data. In addition, the staff will learn to determine with whom, in addition to parents, they should share the results of observations and link observation results to making decisions about programming for children.
Each module has specific outcomes for participants to achieve, and each activity is designed to fulfill one of the outcomes. For easy reference, the outcome is listed with the activity. In addition, the Next Steps, the last activity for each module, introduces a unique staff development tool, the portfolio, a living document of one's professional growth and achievement. The material that is developed and added to the individual's collection is an important tool for self-evaluation and demonstrates to others one's professional growth.
The Key Concepts section appears in every module of the guide and summarizes the main ideas contained in each module. The Key Concepts are discussed more explicitly in the Background Information section of each module. The trainer can choose to present the Background Information section as a mini-lecture or as handouts or overheads in the coaching or workshop sessions.
The Resources section appears at the end of the guide. It lists additional materials that have further information on the topics covered in this guide.
The Appendices section of the guide provides participants with detailed information that they may use as they complete the activities in the guide and as a resource on the job.
Using Observation in Early Childhood Programs
Module 1
OutcomesIn this module, participants lean about the various methods and instruments for observing and recording children's behavior and practice the most effective ways to use them.
As a result of completing this module, the staff will be able to:
Key Concepts
- Understand the role of observing and recording children's behavior in the Head Start program
- Identify and use a variety of observational methods
- Match observational goals to appropriate observational techniques
- Write a running record accurately and objectively
Background information
- Observing and recording children's behavior is planned and ongoing.
- Staff gain an accurate picture of each child and assess how effectively the program meets children's needs by performing observations to collect unbiased data.
- In a quality early childhood program, observation is the basis for individualizing.
- To accurately record observations, the staff list children's behavior chronologically as it occurs.
- Factors such as emotions, motivation, self-image, and intelligence cannot be objectively observed and should not, therefore, be recorded. Only factual information should be recorded.
The foundation for program planning by classroom teams and home visitors is the observation of children. Observing children's behavior is a process of developing objective and accurate descriptions of children's activities. It is a skill that is refined over time through practice. Recording is the system observers use to document and preserve what they have seen and heard.
Reasons to Observe
There are many reasons for classroom teams and home visitors to observe children. All these reasons relate to providing quality, early childhood programs:
Kinds of Observations
- 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.
- 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, specialists may be asked to help.
- 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 have a tantrum, react to separation from parents, or get into squabbles over toys. With this knowledge, staff can then figure out how to prevent these problems from recurring.
- To make changes to the curriculum. Using observation, staff can determine if themes should be changed or if the schedule needs to be more responsive to the children's needs. For example, changes in gross motor activities may need to be implemented.
- 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. This exchange of information creates a true partnership.
- 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.
- To enhance staff's abilities to communicate with children, parents, and colleagues. Using observational insights, staff become better listeners and responders.
There are many kinds of observations:
- 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 versatility, running records are one of the most popular forms of observation-and the focus of this guide.
- Anecdotal observations are recorded information about one specific event or behavior. They range from notations about developmental milestones (Matthew took his first step) to behavioral descriptions (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.
- Diary observations, also known as journal entries, are the oldest method of observation. These observations are written narrative ac counts of what happens in a home or center-based setting during a brief period of time. Entries can vary from a minimal, daily commentary to detailed reports.
- Checklists are observations of a specific list of items, skills, or behaviors to be performed. Completion indicates whether or not the observed child performed the skill or behavior. Checklists generally require a response of yes, no, or sometimes and can be completed during the observation period or later. Many safety- and health-related observations are conducted using checklists.
- Rating scales focus on specific behaviors and require the observer to judge the degree to which the behaviors are exhibited. Rating scales usually are numerical or use descriptive phrases that cover a range of behaviors.
- Sampling observations record behavior over a period of time or during a particular event. In time sampling, staff record what children are doing every ten or fifteen minutes. In event sampling, staff tally the number of times the children engaged in a specified behavior such as cooperative play.
Handout 6: Guidelines for Accurate and Objective Recording
- 1. Record only facts.
- 2. Record every detail without omitting anything.
- 3. Use action words (verbs) whenever possible.
- 4. Observe without interpreting.
- 5. Record only what you see or hear. Be careful to avoid recording something that did not occur.
- 6. Use words that describe but do not judge.
- 7. Record the facts in the order they occur. Order makes a difference.
Overcoming Observation ChallengesOutcomes
In this module, participants learn to conduct accurate and objective observations.
As a result of completing this module, staff will be able to:
Key Concepts
- Identify personal biases they have that could interfere with conducting and recording observations objectively
- Take corrective actions to overcome personal biases in order to con duct objective observations
- Identify and address program-related challenges that impact the staffs ability to regularly conduct observations
- Develop a plan for overcoming challenges to observing and recording children's behavior
Background Information
- In a quality early childhood program, observation is a part of the daily program.
- Observing and recording children's behavior is planned and ongoing.
- Preconceived notions can adversely affect the accuracy and objectivity of observations.
- Education staff understand that cultural differences impact perception and that they cannot let their personal biases interfere with conducting objective observations.
Most everyone agrees-in theory at least-that observing and recording children's behavior are important parts of quality early childhood education programs. Yet, accurate and objective observing and recording are an ongoing challenge in many Head Start programs for two main reasons:
Preconceived Notions
- Preconceived notions
- Logistical issues
Preconceived notions are stereotypical opinions that people hold about one another. They are attempts to pigeonhole people in particular ways. Like most stereotypes, they are often rooted in fact and experience.
The problem with preconceived notions is that they tend to blur one's vision. If one believes that people Will behave in a certain way, there is a predisposition to observe those behaviors even if the facts are contradictory. People tend to see what they want to see.
Having preconceived notions is part of human nature. More often than not, they are not done willfully. Rather, they occur because most people have an instinctive desire to simplify things into predictable patterns. One tends to view one's fellow human beings according to ascribed labels, rather than seeing them as multifaceted.
An observer's preconceived notions can interfere with the collection of objective data. By typecasting children, staff may cut themselves off from the possibilities of observing subtleties in behavior.
What can staff do to remedy this situation? There are several strategies that can help. First, staff can become aware that the problem exists. Knowing one has a problem is the first step in overcoming it. Second, staff can be watchful for ways in which preconceived notions influence their interactions and observations. This, will keep them on guard against acting on these notions. Third, staff can also ask supervisors and colleagues to observe along with them to make sure the recorded observations are objective. By understanding how preconceived notions work, staff can be sure that their preconceptions do not influence accuracy and objectivity.
Logistical Challenges
Effective observation has logistical challenges. This primarily relates to making time in the daily schedule for observing and recording. In her article in Young Children, Ann Benjamin' highlights this problem:
in principle, observation can be used to strengthen virtually every aspect of an early childhood program. In practice, taking the time to observe and record information often competes unsuccessfully with other teaching and administrative responsibilities, leading many practitioners to despair of ever finding the time or opportunity to keep careful, consistent, systematic observational records.As with preconceived notions, the best way for staff to overcome logistical challenges is to face them directly. Rather than getting caught up in what cannot be done, the best approach is to brainstorm solutions. The following strategies can be used to overcome logistical challenges:
- Schedule observation time for doing running records regularly into the program day and include it on the weekly and monthly schedules.
- Supplement running records with other forms of observation such as anecdotal records, checklists, and rating scales. Include times for doing these observations in the written schedule.
- Arrange with supervisory staff to have substitute staff, parent volunteers, or supervisory staff present during scheduled observation periods so that staff are free to observe without having to worry about the children.
- 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 predetermined 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 or Post-Its so they can quickly record observations.
- Enlist parent volunteers and even children to assist in some types of observation. For example, parents can complete time or event sampling checklists of their children. Children can track how often they use activity areas by putting clothespins in a bottle every time they enter the block or art area.
- Observation schedules should be periodically reviewed and updated to be sure that they are realistic for the early childhood program.
Handout 9: Labels and Objectivity It is almost impossible not to have some preconceived notions about children. The chart below lists some common notions about children. Think of a child in your care now or previously that you labeled with one of these ideas. Then reflect on how this label influenced your behavior toward this child, your behavior toward the child's family, and your ability to objectively observe the child. Fill in as many of the cells in the chart as apply. A sample is provided below.
Label/Child Labeled Effect on Child Effect on Family
Effect on Observation
Helper (Maurice) I regularly appointed him as room helper. Each time a mess appeared, I asked Maurice to help clean it up. Because he is such a good helper, I didn't give him the opportunity to try out other roles. I praised Maurice so much, his mother gave him chores at home-probably more than he would ordinarily do. I'm afraid he missed some fun times because he was so busy helping out. I only saw Maurice in this
one role. While I thought this was positive, I realized I always placed him in helping
situations. All my observational data of Maurice are helping behaviors.
Loner
Whiner Shy Bully Follower Daydreamer Handout 10: Tips for Overcoming Preconceived Notions during Observation
- Acknowledge that most people have some preconceived notions; denying their existence does not make the problem go away.
- Avoid attaching labels to children. Positive labels can be equally as damaging to objectivity as negative ones.
- Before doing an observation, write down any preconceived notions you might have about the child and his or her family.
- Anticipate examples of the child's behavior in which these notions might come into play. For example, if you view Emily as needy, you might anticipate that she would cling to adults while on the playground. This might make you be on the lookout for behavior that confirms your expectations.
- Be watchful for examples of this type, so that you are observing what you actually see-not what you think you will see.
- Do not overcompensate. Your goal in this situation is to be objective, not to learn to see things in a different light.
- Be sure to check yourself for preconceived notions.
- Consider asking someone else to observe with you to ensure objectivity and reliability.
Handout 11: Keeping Preconceptions in Check Think about a child in your care whom you have labeled in some way-as shy, aggressive, helpful, etc. Now imagine that you are observing that child at play outdoors. You will be conducting a fifteen-minute observation of this child.
1. Answer the following questions before conducting your observation.
2. Review Handout 6: Guidelines for Accurate and Objective Recording and Handout 10: Tips for Overcoming Preconceived Notions during Observation. Conduct your observation, making every attempt to not see the child in a preconceived light. Answer after conducting the observation.
- What do you expect to see during this observation?
- How do you suppose the child will act?
- How do you think the child will react to other children? How will the other children react to this child?
3. Did being conscious of your preconceived notions about this child help you to observe more accurately and objectively? Why or why not?
- What did you observe?
- Did the child react as you thought he or she would?
- How about the other children?
4. In what ways did this exercise affect the way you will observe children in the future?
Continue on to Part 2