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CHLD 139: Observation

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LAURA DENISE HARRIS, ED.D.

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Objectives

Upon completion of this learning section, students will be able to…

1. Explain the differences between the terms watching and observing.

2. Explain the purposes of assessment in early childhood.

3. Describe the history of tests and measurements in early childhood

4. Discuss issues and trends in assessing all young children

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Watching vs. Observing

Discuss together what you think the difference between the two is.

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Why Observe?

  • Helps us understand the child
  • Helps us develop a relationship with the child
  • Helps us prepare and plan for the child
  • Allows us to be action researchers
  • Alerts us to special needs

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Systematic Observation

  • Six steps to systematic observation…
    • 1. Identify information you want to collect
    • 2. Identify methods you are going to use to collect it
    • 3. Create a system to organize the information
    • 4. Create a schedule for observation
    • 5. Follow an observation schedule

How will you incorporate each of these steps within this class this semester?

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Observation methods

Structured play observation procedures

Anecdotal records

Checklists

Visual Documentation

Rating scales

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Hawthorne effect

IN PRESCHOOL…

IMAGINE…

  • You are in Target shopping for something, and you suddenly realize there is a camera in the aisle you are in, pointed directly at you.
  • What do you do?
  • Children’s behavior changes when they know they are being watched or studied.
  • Just as in the Hawthorne effect/studies, we know that can either improve or negatively impact behaviors.

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The Hawthorne Effect

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Early Intervention Principles & Practices

Evaluation & Assessment

Child Find

Early intervention

Eligibility

At risk

Individualized Family Service Plan

Individualized Education Plan

Multidisciplinary Team

Developmental Delay

Individualized

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Standardized testing

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Criticisms & Problems

Unfamiliar environment

Stranger giving the test

Specific instructions for certain toys

Biased against disabilities (language use)

Examiners cannot deviate from directions

Question and answer format

Test taking environment

Not developed to define needs

Don’t monitor progress over time

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Benefits?

  • Discuss together and share one back with the large group

Assess functional behavior

Flexibility and spontaneity

Insights into temperament

Incorporates all domains

Observations can dictate interventions