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Topic 2

This document discusses 8 different methods for effectively observing children's development: 1) Formal and informal observations, anecdotal notes, checklists, event and time sampling, running records, written narratives, and using audio/video recordings. 2) Anecdotal records involve written descriptions of children's behaviors including what happened, when, and where. 3) Checklists are lists of behaviors arranged in categories to observe development across physical, cognitive, and social domains. 4) Event and time sampling record the frequency of behaviors over designated periods.

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38 views

Topic 2

This document discusses 8 different methods for effectively observing children's development: 1) Formal and informal observations, anecdotal notes, checklists, event and time sampling, running records, written narratives, and using audio/video recordings. 2) Anecdotal records involve written descriptions of children's behaviors including what happened, when, and where. 3) Checklists are lists of behaviors arranged in categories to observe development across physical, cognitive, and social domains. 4) Event and time sampling record the frequency of behaviors over designated periods.

Uploaded by

cynthia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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METHODS FOR

EFFECTIVE
OBSERVATION OF ALL
CHILDREN
KAEDAH PEMERHATIAN
YANG EFEKTIF

CHILDHOOD THROUGH
OBSERVATION

KCO 530

CHAPTER 2
Objectives

1. Lists down all the types of observation strategies.


2. Use different types of observation
3. Conduct observations of physical, social, cognitive and language
development by using appropriate observation strategies
METHODS FOR EFFECTIVE
OBSERVATION OF ALL CHILDREN
1. Formal & Informal
2. Anecdotal notes
3. Tally and frequency checklists
4. Event and time sampling
5. Running records
6. Written narrative
7. Use of audio and video tapes
8. Documentation
2. Anecdotal record

➢ An anecdotal record is a written description of a child’s behaviour.


➢ It is an objective account of an incident that tells what happened, when, and
where.
➢ The record may be used to understand some aspect of behaviour.
➢ A physician, parents, or a teacher may use anecdotal records to track the
development of an infant or a young child in order to explain unusual behaviour.
➢ Although the narrative itself is objective, comments may be added as an
explanation of, or a reaction to the recorded incident.
5 characteristics of anecdotal
record
1. The anecdotal record is the result of direct observation.
2. The anecdotal record is a prompt, accurate, and specific account of an
event.
3. The anecdotal record includes the context of the behaviour.
4. Interpretations of the incident are recorded separately from the incident
5. The anecdotal record focuses on behaviour that is either typical or
unusual for the child being observed.
(Wortham, 2008; Goodwin & Driscoll, 1980)
When to use Anecdotal Records?

1. Teachers can use anecdotal records in the classroom to record observed behaviour
2. Caregiver in an infant toddler classroom might keep a daily logbook or index cards on a
child’s eating or health patterns or acquisition of a new skill to share with parents
3. A preschool teacher might use blank address labels to record a significant or changing
behaviour to note and place in a child’s folder.
4. A primary-grade teacher might note a child’s daily work habits in the classroom on sticky
notes to record and document the ability or inability to focus on tasks, dependency on
others, or improvements in a child’s social behaviour

(Wortham, 2008; Fields & Spangler, 2000; Martin, 1994)


3. Tally & frequency checklists

➢A checklist is a list of sequential behaviours arranged


in a system of categories
➢A checklist is useful when many behaviours are to be
observed.
Purpose of checklists

➢ Using checklist with Infants, Toddlers and Preschool Children


➢ Developmental checklists usually are organized into categories of development :
➢ Physical :- Fine & Gross motor skills
➢ Cognitive & Intellectual :- language skills
➢ Social :- emotional & social skills
Purpose of checklist

➢ Using Checklists with School-Age Children


➢ Using Checklists to assess children with delays in development
➢ Children in intervention program,
➢ Children who are English Language Learners (ELLS)
➢ Family Portfolio, Developmental guidelines and checklists and summary
reports of the child’s progress.
4. Event & Time sampling
4.1 Event sampling
✓ Purpose :-
✓ To record the frequency of a behaviour for designated period of
times.
✓ To observe inappropriate behaviour.

✓ DURATION :- Depends on the target behaviour.


4.2 Time Sampling

➢ Event sampling is used instead of time sampling when a behaviour tends


to occur in a PARTICULAR TIME, rather than during a predictable time
period.
➢ The behaviour may occur at the odd times or infrequently
5. Running records

➢ A more detailed narrative of recording a children behaviour that includes the sequence
of events.
➢ Includes everything that occurred over a period of time- all behaviour are observed-
rather than the particular incidents that are used for the anecdotal records.
➢ DURATION : May be recorded over a period ranging from a few minutes to a few weeks
or even months.
When do we use Running Record
method?
➢ To assess emergent literacy.
▪ When the teacher desires to acquire information about the child’s current abilities and weakness
in reading, teacher may listen to the child read and record errors and corrections that are made as
the child's read the passage.
▪ Teacher might mark on the copy of the material that the child is reading, using a systematic
method of identifying errors
▪ error such as:-
✓ Reversals
✓ Substitution
✓ Self-correction
✓ Omissions
When do we use Running record
method?
➢For reading instruction. A teacher might observe a child’s oral
reading and write down :-
▪ unknown words
▪ fluency changes
▪ or difficulty in pronouncing some words.
7.Use of audio and video tapes

➢ Tools :-
➢ Notebook, video recorder, audio tapes, laptop computers

➢ Audiotapes are helpful when children’s language is important to the observation .


➢ Observer can use the tape recorder to language used.
➢ Later, the tape can be reviewed to analyse children’s conversation
8. Documentation
➢ Documentation is a term used to evaluate children’s learning by Reggio Emilia schools.
➢ Teachers documents the progress of a period of time or work by taking notes,
photographs or using video camera to record steps in the process.
➢ Teacher is observing the children in depth from their perspective
➢ The documentation reflect on how the children engage in the learning not how the
teacher planned for learning.
➢ “the most persistent and persuasive challenge has been to shift our vision to see what
the children are really doing in the classrooms every day , to see the interactions, to
hear their real conversations, to record these explorations and to share with the
parents, children, and teacher” (MacDonald, 2006, p. 46)
Thank you ☺

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