Using Observation in Early Childhood Education

by Marion, Marian C.

• ISBN13: 9780138884963
• ISBN10: 013888496X
• Edition: 1st
• Format: Paperback
• Copyright: 2003-06-23
• Publisher: Pearson

Summary

Written by a prolific, well-respected author, this book teaches how to observe, document, and assess children's development and progress--emphasizing how powerful ethical, responsible observation can be in a teacher's professional life. Focusing on observations as an intrinsic part of authentic assessment, the author advocates a protective, respectful attitude toward it. Provides an overview of various informal and formal observation and assessment strategies, as well as instruction in how to embed observation into the daily routine of the early childhood classroom. Explores ways to prevent problems, ways to solve problems, and ways to work cooperatively with parents. Included is coverage of the ethics of observation and the pros and cons of standardized testing as it relates to observation and assessment. For early childhood teachers.

Table of Contents

PART I The Power, Process, and Ethics of Observation in Early Childhood	1	(40)
CHAPTER 1 The Power of Observation in Early Childhood	3	(18)
There Is Power in Observation	4	(11)
Observation Facilitates Learning About Child Development	4	(1)
Observation 1s Preferable to Formal Testing of Young Children	5	(3)
Observation Is the First Step in Constructing Developmentally Appropriate Curriculum and Instructional Methods	8	(2)
Observation Is the First Step in Making Wise Child Guidance Decisions	10	(4)
Observation Enables Teachers to Reflect on Their Own Practices	14	(1)
Observation 1s the Key to Preventing or Solving Many Problems	14	(1)
Activities to Help You Construct Knowledge and Skills in Observing	15	(2)
References	17	(2)
Web Sites Related to This Chapter	19	(2)
CHAPTER 2 The Ethics and Process of Observing	21	(20)
Hannah's Teacher	22	(1)
The Ethics of Observation	22	(9)
Protect Children's Privacy	23	(4)
Develop and Communicate Policies About Confidentiality of Observations	27	(2)
Avoid Triangulation	29	(1)
Know When You Are Required to Divulge Confidential Information	29	(2)
The Process of Observing	31	(7)
Observation Is an Active Process	31	(2)
Useful Observation Is Systematic	33	(5)
Activities to Help You Construct Knowledge and Skills in Observing	38	(1)
References	39	(1)
Web Sites Related to This Chapter	39	(2)
PART II Methods of Observing and Documenting Progress and Development in Early Childhood	41	(86)
CHAPTER 3 Anecdotal Records: A Short Narrative Method of Observation	45	(20)
Anecdotal Records	46	(12)
Anecdotal Records-Description	46	(1)
Use Anecdotal Records for Preplanned or Spontaneous Observations	47	(2)
Guidelines for Writing Anecdotal Records (Bergen, 1997)	49	(9)
Advantages and Disadvantages of Using Anecdotal Records	58	(2)
Advantages of Anecdotal Records	58	(2)
Disadvantages of Anecdotal Records	60	(1)
Using Anecdotal Records Effectively	60	(1)
Organize the Anecdotes Well	60	(1)
Have a Clear Plan for Analyzing and Using Information from Anecdotes	61	(1)
Activities to Help You Construct Knowledge and Skills in Observing	61	(2)
References	63	(1)
Web Sites Related to This Chapter	63	(2)
CHAPTER 4 Running Records: A Longer Narrative Method of Observation	65	(20)
Running Records	66	(1)
Running Record: Description	66	(2)
A Running Record Is a Narrative Form of Observation	66	(1)
A Running Record Is an Open Form of Observation	66	(1)
A Running Record Is a Longer Form of Observation Than an Anecdotal Record	66	(1)
Observers Do Not Participate in Activities When Doing Running Records	67	(1)
Format of a Running Record	68	(5)
Suggested Form	68	(1)
Parts of the Running Record Report: Explanation	68	(5)
Establish a Focus for Running Records	73	(3)
Reasons for Having a Focus	73	(1)
Selecting the Focus	73	(3)
Advantages and Disadvantages of Observing with Running Records	76	(6)
Disadvantages of Running Records	76	(5)
Advantages of Running Records	81	(1)
Activities to Help You Construct Knowledge and Skills in Observing	82	(1)
References	82	(1)
Web Sites Related to This Chapter	83	(2)
CHAPTER 5 Checklists and Rating Scales: Nonnarrative Methods for Observing Development and Progress	85	(18)
Checklists	86	(7)
Description	86	(2)
Different Ways to Use Checklists	88	(2)
Guidelines for Developing Checklists	90	(2)
Advantages of Using Checklists	92	(1)
Disadvantages of Using Checklists	93	(1)
Rating Scales	93	(3)
Description	93	(1)
Types of Rating Scales	94	(2)
Advantages and Disadvantages of Using Rating Scales	96	(1)
Suggestions for Increasing the Power of Checklists and Rating Scales	96	(3)
Combine Checklists and Rating Scales with Anecdotal or Running Records	96	(1)
Add Space to Checklist and Rating Scale Forms for Comments, Date, Summary	97	(1)
Develop a Checklist or Rating Scale Plan	97	(2)
Place Observations and Assessments on a Timeline	99	(1)
Activities to Help You Construct Knowledge and Skills in Observing	99	(1)
References	100	(1)
Web Sites Related to This Chapter	101	(2)
CHAPTER 6 Documenting and Reporting Development and Progress: Children's Products, Observation Reports, and Portfolios	103	(24)
Documenting and Reporting Development and Progress	104	(1)
Documentation	104	(1)
Reporting	104	(1)
Different Ways to Document and Report Development and Progress	105	(4)
Document and Report with Children's Products and Work Samples	105	(1)
Document and Report with Documentary Displays	106	(1)
Document and Report with Observation Reports	106	(3)
Portfolios: Pulling It All Together	109	(4)
What Is a Portfolio?	110	(1)
Benefits of Portfolios	110	(1)
Benefits of Portfolios for Children	110	(1)
Benefits o f Portfolios for Teachers	111	(2)
Benefits of Portfolios for Parents	113	(1)
Types of Portfolios	113	(4)
Current-Year Portfolio	114	(2)
Permanent Portfolio	116	(1)
Contents of Portfolios	117	(5)
Child-Produced Materials	117	(2)
Teacher-Produced Materials	119	(3)
Items Produced by Others	122	(1)
Portfolios Are Useful for All Young Children	122	(1)
Activities to Help You Construct Knowledge and Skills in Observing	123	(1)
References	123	(2)
Web Sites Related to This Chapter	125	(2)
PART III Using Observation	127	(124)
CHAPTER 7 Observing Behavior: Cracking the Code	131	(20)
Authoritative Caregiving and Observation (Case Study)	132	(1)
Reasons for Observing Children's Behavior	133	(9)
Children Communicate with Behavior	133	(1)
Observe Behavior to Discover and Build on Children's Strengths	134	(1)
Observe Behavior to Assess Special Needs	135	(2)
Observe Behavior as the First Step in Dealing with Challenging Behavior	137	(1)
Observe Behavior to Recognize Children's Feelings, Signs of Stress, or Signs of Child Abuse and Neglect	138	(4)
Who, What, When, Where, Why: Five Questions About Behavior	142	(3)
Background o f Michael's Behavior	142	(1)
Synopsis of Observations of Michael's Behavior	142	(1)
Who Was Involved in This Behavior?	142	(1)
What Happened?	143	(1)
When Did the Behavior Occur?	143	(1)
Where Does the Behavior Typically Take Place?	143	(1)
Why Does the Child Behave This Way?	144	(1)
Activities to Help You Construct Knowledge and Skills in Observing	145	(2)
References	147	(1)
Web Sites Related to This Chapter	147	(4)
CHAPTER 8 Using the Eclectic Approach to Observe Motor and Cognitive Development	151	(32)
An Observation and Assessment Dilemma	152	(2)
Purposes of This Chapter	154	(1)
Explain the Eclectic Approach to Observing Development	154	(1)
Describe, Explain, and Give Examples of Different Categories of Observation and Assessment Strategies	154	(1)
Reiterate Major Reasons for Observing Children's Development	154	(1)
Categories of Observation and Assessment Strategies	154	(1)
Standardized Assessment Instruments	155	(1)
Description and Purpose: Standardized Tests	155	(1)
Problems with Standardized Tests	156	(1)
Teacher-Made and Ready-Made Observation and Assessment Tools	156	(1)
Ready-Made Assessment Instruments	157	(1)
Teacher-Made Observation Instruments	157	(1)
Observing and Assessing Motor Development	157	(14)
Definitions	157	(1)
Different Children, Different Levels of Motor Development	158	(1)
Observing the Basics About Large Motor Development	158	(1)
Going Beyond the Basics in Assessing Motor Development	159	(1)
Identify Developmental Lags in Motor Skills	160	(1)
An Example of a Standardized Test for Assessing Motor Development: Cratty's Perceptual-Motor Behaviors Checklist	160	(1)
Teacher-Made Observation Instruments for Assessing Motor Development	160	(2)
A Ready-Made Informal Observation Instrument for Assessing Motor Development: Williams's Preschool Motor Development Checklist	162	(3)
A Ready-Made Observation Instrument: Project Spectrum	165	(3)
Authentic Assessment of Motor Skill	168	(1)
Wise Use of Observation in Action	169	(2)
Observing Cognitive Development	171	(5)
Major Cognitive Ability: 2- to 6-Year-Olds Can Represent Experiences	171	(1)
Limitations on Preoperational Thinking	172	(3)
Concrete Operational Stage: Major Changes in Cognition	175	(1)
Memory	176	(3)
Definitions	176	(3)
Activities to Help You Construct Knowledge and Skills in Observing	179	(1)
References	179	(1)
Web Sites Related to This Chapter	180	(3)
CHAPTER 9 Using the Eclectic Approach to Observe Emotional and Social Development	183	(32)
Children's Feelings: Emotional Development	184	(6)
Definition of Emotion	184	(1)
Basic Emotions	184	(1)
Self-Conscious Emotions	185	(1)
Emotional Regulation	186	(1)
Emotional Intelligence	187	(1)
The Brain's Role in Emotional Regulation and Emotional Intelligence	187	(3)
A Child's Feelings: Anger as an Example	190	(3)
Anger Is a Basic Emotion, Perceived as Unpleasant	190	(1)
What Causes Anger for Children?	191	(1)
How Do Children Express Anger?	191	(2)
Children's Peer Relationships Their Role in Social Development	193	(1)
Three Levels of Peer Experiences: Interactions, Relationships, Groups	193	(6)
Children's Interactions	193	(1)
Children's Relationships	194	(1)
Children's Groups	194	(1)
Social Competence	195	(1)
Vygotsky and Piaget: A Constructivist Look at the Value of Peer Relationships	196	(2)
Social Skills	198	(1)
Play	199	(3)
Reframing Our Perspective on Sequences of Play	199	(2)
Snapshots of Play	201	(1)
Observing Emotional and Social Development	202	(7)
Social Attributes Checklist: A Ready-Made Instrument	202	(3)
Teacher-Made Instruments: Mr. Ne11is Uses Checklists, Anecdoral Records, and Photographs	205	(4)
Activities to Help You Construct Knowledge and Skills in Observing	209	(1)
References	210	(1)
Web Sites Related to This Chapter	211	(4)
CHAPTER 10 Using Observation to Prevent and Solve Problems	215	(18)
Adopting a Problem-Solving Perspective	216	(3)
Reflective Teachers Acknowledge That Problems Exist	216	(1)
Reflective Teachers Are Professional and Act Ethically When Solving Problems	216	(1)
Reflective Teachers Responsibly Manage Emotions When Solving Problems	217	(2)
Reflective Teachers Value Observation as a Tool in Problem Solving	219	(1)
Problem Solving in Action	219	(1)
Problem Solving in Action: Mrs. Vargas (Preschool)	219	(3)
The Problem: Child Abuse and Neglect	219	(1)
How Mrs. Vargas Used Observation: Checklist and Anecdotal Records	220	(2)
Problem Solving in Action: Mr. Claiborne (First Grade)	222	(3)
The Problem: A Child's Fear	222	(1)
How Mr. Claiborne Used Observation: Running Record and Anecdotal Records	222	(3)
Problem Solving in Action: Mr. Ne11is (K-2)	225	(2)
The Problem: Child Hurts Others When She Is Angry	225	(1)
How Mr. Nellis Used Observation: Anecdotal Records and a Rating Scale	226	(1)
Problem Solving in Action: Mr. Lee (Third and Fourth Grades)	227	(2)
The Problem: Minimize Stress for a Child Who Moves to ø New School	227	(1)
How Mr. Lee Used Observation: Checklist	228	(1)
Activities to Help You Construct Knowledge and Skills in Observing	229	(1)
References	229	(1)
Web Sites Related to This Chapter	230	(3)
CHAPTER 11 Using Observation to Become a Reflective Practitioner	233	(6)
Professional Development Plans: Oaklawn School (Case Study)	234	(1)
Reflection in Teaching	234	(5)
What Is Reflection in Teaching?	234	(1)
Reflection: A Professional Responsibility	235	(1)
Different Teachers, Different Beliefs About Self-Reflection	235	(1)
Levels of Reflection in Teaching	236	(2)
School Environments That Encourage Reflective Teaching	238	(1)
Observation: The Foundation of Reflection in Teaching	239	(1)
ECERS-R (Early Childhood Environment Rating Scale-Revised)	239	(1)
Description	239	(1)
Administration and Scoring of ECERS-R	240	(1)
APEEC (Assessment of Practices in Early Elementary Classrooms)	240	(2)
Description	240	(1)
Administration and Scoring of APEEC	241	(1)
Reflection in Action	242	(6)
Group Action Plan	243	(1)
Me Lee: Reflecting on Conflict Resolution	243	(1)
Mr. Nellis's Action Plan	244	(1)
Mr. Netfis Reflects	245	(3)
Activities to Help You Construct Knowledge and Skills in Observing	248	(2)
References	250	(1)
Web Sites Related to This Chapter	250	(1)
APPENDIX A
Suggestions for Organizing Periodic and Final Observation Reports	251	(1)
Outline for Periodic or Final Observation Reports for an Individual Child	251	(4)
APPENDIX B
Suggested Items to Look for in Observing a Play Material or Activity	255	(2)
APPENDIX C
Selected Observation Forms Used in This Textbook	257	(22)
Name Index	279	(4)
Subject Index	283

Excerpts

Welcome toUsing Observation in Early Childhood Education.My purpose in writing this text was to give students a book that will help them understand the process of observation. I want students to be able to observe, document, and assess children's development and progress. I want students to know just how powerful a tool ethical and responsible observation can be in their professional life. I have constructed this textbook so that it, like my other textbook,Guidance of Young Children,reflects my beliefs about children. I believe that protecting children is a teacher's most important role.Students reading this text should understand that we teach and protect children most effectively by making active conscious choices about our practices, including how we assess and observe children. We protect children when we refuse to use inappropriate assessment strategies that are potentially harmful. We protect children by observing ethically and responsibly and by protecting children's privacy. The National Association for the Education of Young Children (NAEYC), in its Code of Ethical Conduct, notes that the most important part of the code is that early childhood professionals never engage in any practice that hurts or degrades a child. I take this advice seriously. Students who use this textbook will learn only responsible, ethical strategies and a respectful approach to observing and assessing young children. I believe that observation is a powerful tool.Students who read this book should come away convinced that they can use observation to increase their effectiveness as professionals. Students will learn how to observe children and document their development and progress. They will also learn to use observation to observe children's behavior, to become reflective practitioners, to prevent or solve problems, and to work with parents. I believe that we have a choice about how we observe and use observation.Students have a choice about how they responsibly observe and assess children. Students should know that the methods they choose do matter, and should know how to choose informal and formal observation and assessment strategies. They should also know how to embed the observations in the daily life of a classroom. I believe that there is no one right way to observe and assess children's development and progress, but that there are many good ways.This textbook will give students a clear and precise picture of major observation strategies. It will urge them to use a single developmentally appropriate observational strategy, or a combination of these, to get the information that they need. My hope is that they will value the opportunity to use a variety of observational strategies. SPECIAL FEATURES OF THIS TEXT Students will see how these teachers have woven observation into the fabric of their teaching: Mrs. Vargas (preschool), Mr. Claiborne (first grade), Mr. Nellis (K-2), and Mr. Lee (third grade). An emphasis on observation as a part of authentic assessment of young children. Discussion of problems associated with standardized testing of young children. A discussion of the ethics of observation. Practical and specific help in doing observations in a time-efficient way. Clear descriptions of specific major observational methods. Many examples of observational methods--examples from real classrooms. If running records are under discussion, then several running records are presented. They are not just described. Students see real examples. Case studies for many of the chapters. Helpful figures throughout the text, such as a timeline for observing, checklists, and rating scales. Real-life examples of observations from primary, kindergarten, and preschool classrooms. Terms that are clearly defined. Student-friend