Observations and learning presentation class version

Dr Maria Kambouri

University of Reading

Definition for Observation

The ‘why’ of observations

The ‘who’ of observations

The ‘where’ of observations

The ‘what’ of observations

The ‘how’ of observations

The ‘when’ of observations

Ethical Considerations

The Next Step

What does it mean?

On a piece of paper write your own definition for ‘observation’.

Keep it next to you until the end of this session.

Scripted and Unscripted

Individual needs to provide support

Assessing children’s capabilities

Checking children’s development

Measuring attainment

Learn more about:

How children learn and develop

The individual child

Children’s behaviour and ways to manage

Identifying difficulties

Developing and maintaining a safe and stimulating environment

Provide Information

Written documentation for an individual child

Formal assessment of a child’s learning

Planning curriculum

Provide information about children

Optimum support for children

Method of measuring classroom behaviours

Identify problems

Impact of routines, staff organisation, physical environment, pedagogical approaches

Purposeful planning

Celebrate achievement

Most rapid phase of a child’s development

85% of children’s core brain structure is developed by the age of four.

Foundation for children’s future health, academic success, and social and emotional well being.

www.childrennow.org

A child or a group of children

A setting and how it affects children’s learning

Child to Child Interaction or Child to Adult Interaction

Environment – Think Critically

Where to observe?

Does your environment always provide you with what you need to see?

Any changes at environment to foster observation?

Observe to assess:

Interactions and interplay

Impact of routines, staff organisation, physical environment, pedagogical approaches

Specific questions

** Choose Carefully

Group discussion

What could be the aim of these observations?

Unstructured

Semi structured

Structured

Narrative

Sampling: event or time

Rating scales

Checklists

http://www.irenelaw.net/category/observation-assessment-of-young-children/

http://www.newchildcare.co.uk/time.html

Which methods would you use in your setting and why?

Share your opinion your group.

Discuss advantages and disadvantages.

Observe from a distance

Think about time, space and possible distractions

Find your motivation

Remember your aim and focus on that

Avoid conclusions you are not qualified to make

Be objective and state the facts

Identify diversity

Do not compare children

Avoid making assumptions

Avoid labels

Which statement is correct?◦ “Annie never shares” OR “Annie has difficulty sharing”

Step 1: Write down an assumption statement

Step 2: Pass it to your left

Step 3: Rewrite the sentence to remove the assumption

Step 4: Share with group

Step 5: Reflect

Planned Observation:

◦ Schedule ahead of time

◦ Addresses: who, what, why, where, and when

◦ Develop a routine and system

◦ Choose method

Spontaneous Observation

◦ Intuitive

◦ Not Scheduled ahead of time

◦ Addresses: who, what, why, where, and when

When does spontaneous observation occur?

How does spontaneous observation influence planned observation?

What is the end result of these four concepts?

1) Scripted (required) 2) Unscripted (intuitive)

3) Planned Observation 4) Spontaneous observation

Understanding of the whole childAssessment

Communication

Informed consent from participants

Anonymous

No photos

Ensure the health, safety and welfare

Be respectful

Explain purpose of observation

Permission to withdraw

Communicate learning and growth of child

Enable optimum support

Purposeful planning

Identify hiccups and problems

Identify impact of organisation, environment and pedagogies

Celebrate achievement

Reflection

Available for children

Go back to your definition from the beginning of this session.

Anything you would like to add or change?

“As we understand it, the purpose of ‘child observation’ is to assess children’s psychological development in relation to already predetermined categories produced from developmental psychology and which define what the normal child should be doing at a particular age.”

Dahlberg, Moss & Pence (2013) page 154

Broadhead, P. (2009): Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings, Early Years: An International Research Journal, 29:2, 105-118

Carr, M. (2002) Assessment in Early Childhood Setting. Learning Stories. London: Paul Chapman Publishing

Dahlberg, G., Moss, P., & Pence, a. (2013) Beyond Quality in Early Childhood Education and Care. Oxon: Routledge

Laevers, F. (2000) Forward to Basics! Deep-Level-Learning and the Experiential Approach, Early Years: An International Research Journal, 20:2, 20-29

Palaiologou, I. (2012). Child Observation for the early years. 2nd ed. Sage: London