10.4: Preview
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- Cindy Stephens, Gina Peterson, Sharon Eyrich, & Jennifer Paris
- College of the Canyons via College of the Canyons
As discussed in chapter 2, the field of early care and education relies on developmental and learning theories to guide our practices. Not only do theories help us to better understand a child’s social, emotional, cognitive, and physical needs, theories help us to see each child as a unique learner and can also help us to set appropriate expectations. With the information we uncover by watching and listening to children, we can provide developmentally appropriate learning opportunities so they can thrive. In this chapter, we will examine how observation techniques are used to connect theory principles to practical applications. In other words, we will explore how teachers can incorporate observation, documentation, and assessment into their daily routines in order to effectively work with children and their families.
In the field of early care and education, the pursuit of high-quality care is a top priority. Throughout the day, preschool teachers have numerous tasks and responsibilities. In addition to providing a safe and nurturing environment, teachers must plan effective curriculum, assess development, decorate the classroom, stock the shelves with age-appropriate materials, and they must develop respectful relationships with children and their families. So you might be wondering, what does this all have to do with observation, documentation, and assessment? To effectively support a child’s development and to help them thrive, preschool teachers are expected to be accountable and intentional with every interaction and experience. Let’s take a closer look and examine how teachers utilize observation, documentation, and assessment to maintain a high-quality learning environment.
Pause to Reflect
How would you define observation? Compare your definition to the one below.
According to Gordon and Browne (2016) “Observing is more than ordinary supervision. It takes energy and concentration to become an accurate observer.” [36] It also takes time and practice to learn how to distinguish the difference between trivial details and detailed data. Once teachers master objective observation techniques and they can recognize their own biases , they are ready to conduct purposeful observations and support children’s play, learning, growth, and development.