Handout 12: Overcoming Observation Challenges Observing and recording children's behavior is basic to quality. Identify the challenges that prevent you from regularly including observation in your daily program. Then, for each challenge, think about how you will over come it. Your goal is to make all challenges go away. To illustrate this process, one challenge and one solution are completed.
Planning for Observation Challenge Solution Not enough staff to cover for me while I observe Arrange for staff from Room 2 to serve as
backup for me-my education coordinator
approved this.Organizing and Conducting Challenge Solution Record keeping and Confidentiality Challenge Solution Handout 13: Reflections on Observations 1. What types of observations did you conduct?
2. How did you decide which approaches to use?
3. Were you able to conduct observations of all the children that you wanted to?
4. Did you plan out the observations?
5. Did you run into any problems when conducting the observations? If so, which ones?
6. How did you use the observations?
7. With whom did you share the results of the observations?.
8. How did you store the completed observations?
9. What could you have done differently to improve the observation process?Handout 14: How Did It Go?
Date Change Was Implemented Challenge Addressed Strategy Used What Happened? Working with Parents to Enhance Observations OutcomesIn this module, participants develop strategies for parents in observations of children.
As a result of completing this module, staff will be able to:
Key Concepts
- Include parents in the observation process
- Use observation as a tool for answering parents' questions and concerns about their children
- Work with parents as partners to better serve Head Start children
Background Information
- Early childhood professionals realize that parents play an important role in the observation process.
- Observations are stored in children's portfolios.
- When parents and HeadStart staff work together, the child is best served.
Parents are an integral part of observing and recording children's behavior. Since they know their children best, their input is vital to the observation process. Therefore, they can serve as members of the observation team or as observers in their own right. The following list summarizes the specific benefits of using parents in this role. Parents can help in the following ways:
Parents as Observers
- Supplement staff observations with their own observations.
- Assist staff in completing checklists and conducting other forms of observation during screening of their children.
- Provide observational information to determine if children need referrals.
- Assist staff with the ongoing assessment process by conducting class room or home observations of children.
- Provide insight to staff in interpreting observational data of their children.
- Provide feedback to staff about the observations, including areas that staff and families want to target to work on with the child. These include both strengths and problem areas.
- Suggest areas in which staff can focus their observations.
- Assist in making the observation process more reliable by doing observations with staff.
For parents to be effective, education staff may need to train parents to be accurate and objective observers. At a minimum, parents must know the following principles:
Practice is a necessary part of training. Staff work in partnership with parents so they can learn to record events accurately and objectively. A workshop, a parent education meeting, or a home visit is an effective training opportunity.
- Observations are a way to obtain information about how children learn and develop.
- A variety of methods and tools are used to systematically observe children.
- To be accurate, observers record only the facts in the order in which they occur.
- To be objective, observers use descriptive words that do not judge or interpret.
Staff as Mentors
To help parents develop the skills as reliable observers, staff can be their mentors. Working independently but simultaneously, each parent and staff member can observe and record children at play for a period of twenty to thirty minutes. When finished, they can review and compare their recordings. The more reliable the observations, the more similar the running records will be.
Another approach is for the parent and staff member to work as a team. The parent quietly says what he or she observes, and the staff member records the details. This takes the pressure off the parent to both observe and write at the same time.
Staff can also train parents to use checklists and show parents how to tally behaviors for sampling observations. Parents may want to do such observations to help staff and for their own parenting purposes.
Interpreting and Using Observation Results Outcomes
In this module, participants learn to evaluate data from observation, recognize the value of sharing it with parents, and use it for decision making about what children need.
As a result of completing this module, staff will be able to:
Key Concepts
- Make valid inferences and draw meaningful conclusions about collected observational data
- Determine with whom, in addition to parents, they should share observational interpretations
- Link observation results to program decisions about children
Background Information
- Interpreting observational data is a two-step process that involves making inferences and drawing conclusions.
- Interpretations of observational data are not made until data are collected from all sources, including parents.
- Jumping to conclusions can lead to invalid interpretations that can be harmful to the child and/or the child's family.
- Observation plays an essential role in making program-related decisions about children.
A recorded observation that is accurate and objective is valid-it represents what occurred. If observations are performed consistently over time, they are considered reliable. Observations that are both valid and reliable allow staff to use these data in meaningful ways.
Reviewing Observations
How do staff do this? The first step is to look at the observations as a whole. One running record, checklist, or time sample does not provide a complete picture of a child. Therefore, staff must look at all the collected observations before interpreting any data. Think of a single observation as a snapshot of a child; staff need an entire album of snapshots before making use of the observations.
Determining Patterns
Once the data are, collected, the second step is to reflect on the observation and look for patterns. How do the different observations relate to one another? Are there trends in the behavior? For example, does Sharona consistently cry at the end of the day, right before her grandmother comes to pick her up?
Drawing Inferences
Establishing patterns and trends in recorded observations leads naturally to the third step-making an inference. Janice Beaty defines an inference as a statement considered to be true-tentatively at least-because it is founded upon a previous statement considered to be true. For this reason, logical inferences are objective in nature.
Drawing Conclusions
The fourth step in interpreting the data is to draw a conclusion. Conclusions are educated guesses and are subjective. To draw a conclusion, one looks for the meaning behind what was observed. Staff members draw on their knowledge and experience.
The more objectively the behavior is recorded and inferences made, the more valid the conclusions.
- Is there an educational or psychological theory that can explain what was observed?
- Has similar behavior been observed in the past?
- Is this behavior typical of a child this age and at these stages of development?
- Is there a cultural explanation for the child's behavior?
It is important that every attempt be made to interpret the data validly since, by definition, interpretations are both objective and subjective. Therefore, when interpretations are not straightforward, staff should consult parents, colleagues, their supervisor, or specialists for advice because their ideas add insight into what is going on with the child. Staff must be able to support their interpretations with what they observe.
Using Observations
Once the observations are interpreted, the final step is to put evaluations to use. The purpose of observation is to get to know each child better and to respond to each child as a unique individual. Interpreted observational data can be used by staff in several ways, including: To have a clear picture of the specific needs of individual children. This includes screening and assessing children to see if special services and/or referrals are required.
- To have authentic or real information on children's skills and capabilities as part of the ongoing assessment process. This information base helps staff to see how the combination of individual skills and capabilities help a child become a competent, functioning person. Carefully recorded observations show how skills and capabilities are used in the child's world. This information can then be translated into sound decisions for individualizing the curriculum and creating child-centered environments.
- To gain insight into more effective ways to relate to each child. By observing children's reactions to their world and their interactions with Head Start staff, staff can evaluate the effectiveness of their actions and can provide information on how they influence each child.
- To make better decisions about activities that will interest and challenge children, causing them to stretch their intellectual, physical, and social powers. When staff are aware of what children are like and what they can do, they have a solid basis for deciding which activities will challenge the children and which ones will frustrate them.
- To enhance staffs abilities to attend to details and listen carefully and effectively. These skills are required for improving communication with children and adults, including parents, co-workers, spouse, and friends.
- To demonstrate interest in each child. Paying close attention to a child communicates caring, concern, and interest.
Observing is a skill that goes beyond one's job. It is a life skill with many applications. By learning to observe accurately and objectively, staff can gain insight into broader social issues and problems. Staff can learn to discern their biases and those of others. They can rationally confront these biases and celebrate what is good in their communities and world. Being skilled in observing and recording enlightens everyone as an individual.
- To demonstrate to families staff's interest in, concern for, and attention to their child. Parents learn to trust staff and view them as competent professionals when they view them as observers. Also, staff can answer parents' questions about their children with interpreted observational date.
Handout 20: Interpreting Observational Data You need to know the following items in order to interpret observational information:STEP 1 Look at the observations as a whole. Because one running record or checklist or time sample does not give a complete picture of a child, look at all the collected observations together before interpreting the data. Think of the single observation as a snapshot of the child; an entire album of snapshots is needed before you can use the observations.
STEP 2 Once the data are collected, the next step is to reflect on the observations and look for patterns. How do the different observations relate to one another? Are there trends in the behavior? For example, does Sharona consistently cry at the end of the day, right before her grandmother comes to pick her up?
STEP 3 Establishing patterns and trends in recorded observations leads naturally to the next step, which is making an inference. Janice Beaty defines an inference as a statement considered to be true-tentatively at least-because it is founded upon a previous statement considered to be true. For this reason, logical inferences will be objective in nature.
STEP 4 The next step in interpreting the data for use in decision making is to draw a conclusion. Conclusions are educated guesses. For this reason, they are subjective. To draw a conclusion, look for the underlying meaning of what was observed. Draw on knowledge and experience. Is there an educational or psychological theory that can explain what was observed? Has similar behavior been observed in the past? Is this behavior typical of a child this age and at these stages of development? Is there a cultural explanation for the child's behavior? The more objectively the behavior is recorded and inferences made, the more valid are the conclusions.
STEP 5 In those instances in which interpretations are not straightforward, consider consulting parents, colleagues, supervisors, or specialists for advice. Their ideas can add insight into what is going on with a child. It is important that every attempt be made to interpret the data validly. Since, by definition, interpretation has objective and subjective components, one must be sure to make interpretations that support what is observed.
STEP 6 Once the observations are interpreted, the final step is to use them in decision making. The purpose of observation is, after all, to get to know each child better and to be able to respond to each child as a unique individual.
Handout 24: Action! Now that you interpreted the observational data, what will you do with it? The following questions will guide you in developing an action plan.1. What are your next steps?
2. With whom is it appropriate to share your observations and conclusions?
3. Do you think this child needs further assessment? If so, what and by whom?
4. Do you think any colleagues or specialists should be consulted? If so, who and what would they do?
5. How will you use this observational data to individualize the child?
6. How will you individualize your curriculum to meet this child's needs?
7. How will you build on this child's interests?
8. How will you build on this child's strengths?
9. How will you help this child grow developmentally in all areas (cognitively, socially, emotionally, and physically)?
10. What are your plans for ongoing assessment of this child?
11. How and where will you store this child's portfolio?
12. How will you preserve the child's and family's confidentiality?
13. Are there-any special ethical issues involved with respect to this child or family? If so, elaborate.Sample Observation Records Sample 1: Running Record Observer: Ms. Han
Child Observed: Katy
Age: 18 months
Date: 2/5
Time: 9:30 A.M.-9:45 A.M.
Setting: Indoor free playKaty 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 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.
Mrs. Fernandez came over to Katy and took out the book with the caterpillar. She sat Katy down, who then stuck her legs straight out. Mrs. Fernandez put the book in Katy's lap. Walking back to the bench where she had been sitting with Luis, Mrs. Fernandez said out loud, Can you wait until I'm through reading to Luis? Then I'll be glad to read to you. Katy responded by saying Read! in a loud voice. She got up, walked over to Mrs. Fernandez, stood there several seconds, and then started to cry. From her sitting position, Mrs. Fernandez picked up Katy. As she cradled the child in her arms and wiped her tears with a tissue, Mrs. Fernandez said, I guess you can't wait, Katy.
Sample 2: Anecdotal Record The following notes are on Post-Its and index cards in a folder labeled Nunez, Katy:
Nunez, Katy 9/12 Katy removed the top of a box to retrieve a key ring I had hidden inside 9126 Katy spent 20 minutes in
the block area building a
tower four blocks high.9/29 For the first time today, Katy took a nap without fussing. 10/3 Katy' s father came into the classroom this afternoon. (It
was the first time he had done so!) Katy came to get me to
meet her father.
10/15 Katy spent all of her free play today in the house corner with Tomasina, although the
two hardly interacted.11/16 Katy unzipped her jacket by herself for the first time today.
11/29 Katy wanted me to read her
four books today.Sample 3: Diary Entry Tuesday, December 11Katy's fascination with language has been carrying over to books. It seems that not a day goes by without Katy getting me to spend some one-on-one time with her in the book area. She especially likes it when we sit together under the loft, where the other children can't so easily find us. Katy insists on holding the book and turning the pages whenever we read a story. I can tell from the way she moves her whole body in synch with me that she's following along. Whenever I ask her to find something in a picture, she does so with great gusto. Her vocabulary seems to get bigger every day, since she repeats almost everything I ask her to find in the pictures. It's a real pleasure to see how much Katy is learning to love books!
Sample 4: Checklist Language Assessment of Mobile InfantsChild: Katy Nunez Age: 18 months Date: 2/12
Does the mobile infant: Yes No 1. Use sounds to get attention? x 2. Understand statements such as Give it to me or questions such as Where did it go? x 3. Look for a person or common objects when they are named? x 4. Respond appropriately to words such as up, bye-bye, and pattycake? x 5. Stop his or her activity when you say no, stop, or come here? x 6. Use single words and gestures to indicate mine, see, or mare? x 7. Label some people or things? x 8. Listen for brief periods to stories and picture books? x 9. Use two words together in telegraphic sentences? x 10. Carry out simple directions (for instance, getting a ball)? x 11. Answer simple questions with yes or no? x 12. Use some three-word sentences? x Continue on to Part 3