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29.6: Setting Up Systems for Ongoing Observations

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  • Page ID
    142515

    • Amanda Taintor
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    Intentional Observation

    Infants and toddlers typically do not demonstrate what they know and can do "on-demand" (i.e., when the observer wants them to). However, caregivers can still intentionally capture and record what children do and say by setting up a system for carrying out observations.

    There is no one right way to do this. An observation system in a center-based classroom with two caregivers may look different from the system that a family childcare provider who works alone uses. Observation systems are not static; they should be revisited as caregivers become more proficient in observing children and growing and developing.[1]

    Here are some general strategies to consider when developing a system:

    Plan times to observe a child

    To capture the depth and breadth of children's skills, abilities, and interests, observe at different times of the day and in other settings. For example, observe children:

    • Across environments (e.g., indoor and outdoor) and different times of the day (e.g., morning and afternoon)
    • During routines (e.g., mealtimes, diapering and toileting, naptime, dressing, arrival, and departure)
    • As they engage in play experiences and move from one play experience to another
    • As they interact with other children and adults

    Develop a plan to make sure each child is observed regularly (e.g., once a day or week). When using an observation method that requires stepping back for a period to observe, such as a running record, coordinate that observation time with another adult to ensure children are supervised, and teacher-child ratios are maintained.

    Repeat observations over time. A single observation does not provide enough information to determine what a child knows and can do entirely. Children's behaviors are not always consistent. Many factors (e.g., illness, lack of sleep, hunger, changes at home, changes in the daily schedule, staff changes, the developmental process) can influence what children do and say from day to day, and even from hour to hour. So, multiple observations are needed.

    Plan for spontaneous observation opportunities

    Although this may sound like a contradiction, it is not. Often, infants and toddlers do and say new and unexpected things. These behaviors may occur during unplanned observation times. To prepare for unplanned observation:

    • Put note-taking materials (e.g., writing tools, index cards, sticky notes, mailing labels, note pads, clipboards, and paper) in strategic places around the room, in the pocket of a smock or apron.
    • Make sure cameras and audio and video recording devices are in working order, are fully charged, and are easily accessible.[1]

    When you've completed your observation, find time to file them as quickly as possible. This time could be at naptime, planning time, beginning or end of the day, or the end of each week. Do not wait too long; observations can quickly pile up or get lost during a busy day or week.[2]

    [1] Head Start | ECLKC under the U.S. Department of Health and Human Services. Child Screening & Assessment. Retrieved from Setting Up Systems for Ongoing Observations:

    [2] US Department of Health and Human Services ECLKC Child observation: The heart of individualizing responsive care for infants and toddlers is in the public domain

    This page titled 29.6: Setting Up Systems for Ongoing Observations is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Amanda Taintor.