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1: Observation and Documentation - The Key to Intentional Teaching

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    To provide children with a safe and nurturing learning environment and to maintain program effectiveness, teachers must incorporate observation, documentation and assessment into their daily routines. To truly be effective, teachers must develop skills and strategies that are grounded in best practices. In this chapter you will be presented with information that highlights how observation and documentation can be used as a key strategy to ensure intentional teaching. You will examine the initial steps to take to becoming a skilled observer, and you will reflect on how to objectively document the interactions that you see and the conversations that you hear. It is important to note that becoming a skilled observer takes time and practice, and that learning how to incorporate observation, documentation and assessment into your regular routines and daily duties requires some thoughtful consideration.

    • 1.1: The Role of Observation
      Observations in early childhood classrooms are essential for ensuring safety, assessing health, and maintaining a conducive learning environment. Teachers use observations to plan curricula, monitor social interactions, communicate with families, and track child development. Observations provide insights into a child's personality, problem-solving skills, and cultural practices. They help teachers evaluate effectiveness, implement improvements, and support diverse needs.
    • 1.2: Becoming a Skilled Observer
      To effectively observe a child, one needs to be present, knowledgeable, inquisitive, and intentional. Being present allows you to capture subtle nuances and details, while being knowledgeable helps set realistic expectations based on early childhood education principles. Being inquisitive involves conducting research by asking thoughtful questions, and being intentional requires a thoughtful plan of action, ensuring that every interaction has a specific goal and purpose.
    • 1.3: Observations can be Spontaneous or Planned
      Spontaneous observations occur all the time. Whether teachers are actively engaged with their children during an activity or in the background cleaning up after an activity, teachers have numerous opportunities to see and hear some wonderful developments as they randomly occur. Planned observations require becoming a skilled observer and takes practice. At first you may be slightly overwhelmed with trying to incorporate an official observation time into your already busy schedule.
    • 1.4: Questions you may want to ask yourself as you plan your next observation
      The text discusses the importance and methodology of observing children in classroom settings to understand their full potential and development. Observations should occur at various times and in different environments to capture a comprehensive view of a child's abilities and social interactions. It highlights the need for utilizing multiple observation methods and maintaining an open, unbiased perspective while observing each child as an individual and within group dynamics.
    • 1.5: The Role of Documentation
      A high-quality early care and education program prioritizes observing, documenting, and assessing children's development to guide classroom activities. Effective documentation involves using various methods such as running records, anecdotes, checklists, and portfolios to collect and store data. Each child's portfolio should contain observations across developmental domains to build a comprehensive picture of their growth.
    • 1.6: Objective versus Subjective Observation Evidence
      The importance of writing objective observations is highlighted for intentional teachers, emphasizing the distinction between objective and subjective observations. Objective observations focus on recording facts based on the senses without bias, while subjective observations may include personal opinions and cultural biases. Tips for crafting objective observations include reporting only what is seen or heard and avoiding subjective language.
    • 1.7: Recognizing Your Biases
      The text explores the concept of bias, explaining that biases are inherent in everyone due to their upbringing and experiences and significantly affect beliefs, attitudes, and behavior. It emphasizes the importance of recognizing and understanding personal biases, particularly in educational settings, to avoid unfair treatment based on preconceived notions. Teachers are encouraged to observe and reflect objectively, avoiding common pitfalls such as making assumptions or labeling behaviors.
    • 1.8: Ethical Guidelines when Observing Children
      In observing and documenting children's development, teachers must consider ethical implications, particularly regarding the child's rights and privacy. Balancing documentation with engagement and ensuring children's comfort and consent is vital. Guidelines stress the importance of confidentiality, respecting children's preferences, being non-intrusive, and avoiding cultural biases.
    • 1.9: Observation and Documentation Dos and Don’ts
      When conducting observations, whether planned or spontaneous, it's important to ensure quality evidence is recorded. Key do's include noting precise details like date, time, setting, and using varied observation methods. Observe facts objectively, and focus on what children can do, while maintaining an unobtrusive presence. Don't interfere, assume, use biased language, or summarize. Refrain from labeling and stick to factual, unbiased descriptions.
    • 1.10: Conclusion and References
      Becoming a skilled observer in an educational context requires time and practice to incorporate observation and documentation into a regular routine. Intentional teachers should plan systematic observations to document each child???s unique qualities, interests, developmental strengths, and cultural practices. Gathering evidence objectively while recognizing biases is crucial. Documentation should be organized chronologically and stored securely, ensuring all children are observed consistently.

    This page titled 1: Observation and Documentation - The Key to Intentional Teaching is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam via source content that was edited to the style and standards of the LibreTexts platform.