ECE 31 & ECE 131 ~ Observing and documenting

2/23/19

O. García ~ Spring 2019 1

Observing and documenting children�s behavior from a

developmental perspective

On observing young children:

�When you observe, you do not make decisions ahead of time. You are there. You see what there is to be seen.�

Magda Gerber

Your goal: unbiased empirical

observation

On observing young children…• Why observe? • How?• What about

point of view? • What about

interpretation and analysis? How to best record and

document our observations?

Why observe?• To learn about

child�s strengths• To learn about

child�s interests• To make individual plans for the child

• To learn more about child development

More reasons… • To resolve a particular problem

• To gather information for reports or meetings with parents or with specialists

• To gather information for child�s portfolio for use in long-term guidance and planning

How to observe?• Close attention • Objectivity • Unbiased• Non-judgmental• Recognize & focus on

significant behaviors• Apply a developmental

point of view• Use accepted & valid

evaluation methods (e.g. DRDP)

Our attitude and methods when we observe

ECE 31 & ECE 131 ~ Observing and documenting

2/23/19

O. García ~ Spring 2019 2

How to document your observations

• Describe in detail whatchild does and how

• Avoid interpreting or attributing intentions.

• For example, do write:o With both hands the child put

a small towel on her head looked toward her mom and smiled.

o Avoid: She put a towel on her head to get her mother’s attention.

A developmental point of viewObserve with focused attention on the child’s :1. learning strategies (cognitive development)2. communication strategies (language development)3. social interactions; emotions, temperament and

personality development (psychosocial development)4. physical and motor activities (biosocial development)

vObserve during periods of free playvObserve during care-giving routines vFocus on child-selected and

child-directed activitiesvNotice behaviors during

adult-directed activities

Focus on child’s learning strategies (cognitive development)

Exploration and discovery• sensory exploration - objects; own self; others• repetition• curiosity • imitation • deferred imitation• symbolic play• space and size• cause and effect• problem solving

Focus on child’s communication strategies (language development)

Receptive languageØ Responsiveness to languageØ Language comprehensionProductive languageØ Communication of needs,

feelings, interestsØ Reciprocal communicationEmergent literacyØ Interest in books &/or printØ Recognition of signs or

symbols

Focus on child�s social interactions, emotions, temperament and personality developmentA.Social interactions:

• with familiar peers • with other children• with familiar adults • with non-familiar adults• attachments and friendships

B.Expression of feelings and emotions:• self expression• autonomy• self-sufficiency and/or recognition of own ability• responsiveness to others’ requests and/or support• impulse control (self-regulation)• empathy or concern for feelings of others• self-comforting• seeking others help to comfort or regulate self• sense of self

Focus on child�s physical and motor activities

• Gross motor skills• Fine motor skills

• Balance• Eye-hand coordination

ECE 31 & ECE 131 ~ Observing and documenting

2/23/19

O. García ~ Spring 2019 3

Authentic assessmentby Janet González-Mena

Authentic assessment avoids measuring isolated skills and bits

of knowledge out of context.

Authentic assessment is a comprehensive way of looking at children�s progress and how it relates to curriculum goals.

Ø focuses on what the children know and what they do

Ø notices what they are interested in

Ø uses these results for ongoing curriculum planning.

Janet González-Mena

Authentic assessment avoids measuring isolated skills and bits of knowledge out of context.La evaluación auténticaevita medir capacidades y conocimiento en aislamiento, fuera de contexto.

Janet González-Mena

Authentic assessmentby Janet González-Mena