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4.10: Conclusion and References

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    291534
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    To become a skilled observer takes time and practice (Gronlund and James 2013). You will need to figure out your rhythm so that you can incorporate observation and documentation into your regular routine. As an intentional teacher, you will want to plan systematic observations so that you can document each child’s unique qualities, interests, developmental strengths and needs, as well as uncover their cultural practices, approaches to learning, and play preferences throughout the school year. As you gather evidence, you will want to be as objective as you can be, and you will have to recognize your biases. As you collect your documentation on each child, you will want to organize it in a chronological manner and store it safely. Lastly, be sure to observe every child in your class; be aware that some children may catch your attention more than others for one reason or another. In the next chapter, we will examine several observation tools and techniques that you will want to use as part of your regular observation routine to ensure high-quality practices.

     

    Reflection Questions:

    1. What makes an observation objective?

    2. Why is it important to avoid bias in observations?

    3. How does observation fit within the RIOT framework?

     

    Case Scenario:

    A teacher writes: “Jax is being rude and disruptive.”

    How might you rewrite this as an objective observation?

     

    References

    California Department of Education. (2015). Preschool Program Guidelines. Retrieved from: https://www.cde.ca.gov/sp/cd/re/documents/preschoolproggdlns2015.pdf

    California Department of Education. (2016). The Integrated Nature of Learning. Retrieved from https://www.cde.ca.gov/sp/cd/re/documents/intnatureoflearning2016.pdf

    Epstein, J. L., & Sanders, M. G. (2006). Prospects for Change: Preparing Educators for School, Family, and Community Partnerships. Peabody Journal of Education, 81(2), 81-120. https://doi.org/10.1207/S15327930pje8102_5

    Gordon, A. M., & Browne, K. W. (2016). Beginnings & Beyond: Foundations in Early Childhood Education. Cengage Learning.

    Mehan, S., & Moore, L. (2011). Who is watching? Thinking ethically about observing children. Early Childhood Australia. 

    National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement Commitment. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

    National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice: Position Statement. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap_ps_final.pdf

     

    Additional Resources

    California Department of Education. (2006). Getting to Know You Through Observation: Desired Results Observation Trainer's Guide and Training Workbook. Retrieved from: https://www.desiredresults.us/sites/default/files/docs/resources/observation/getting_to_know_youwb.pdf

    Colorado Department of Education. (2026, May 17). Results Matter Series on Early Childhood Assessment: Linking Documentation and Curriculum. https://www.youtube.com/watch?v=beZeDtJ52CU

    Eastern Connecticut State University. (2016, Aug 12). Documenting Children’s Learning. Retrieved from https://www.youtube.com/watch?v=RdOqkukZikE

    Escamilla, I. (2021). Learning stories: Observation, reflection, and narrative in early childhood education. Young Children, 76(2). Retrieved from: https://www.naeyc.org/resources/pubs/yc/summer2021/learning-stories

    Head Start. (2026, May 17). Writing objective and accurate observation notes. Retrieved from: https://headstart.gov/child-screening-assessment/child-observation-heart-individualizing-responsive-care-infants-toddlers/writing-objective-accurate-observation-notes 

    JECEI. (n.d.). The Importance of Documentation. Retrieved from: http://www.jecei.org/PDF/10%20The%20Importance%20of%20Documentation%20and%20Project%20Work.pdf

    Sage Publications (n.d.). Observation and Assessment. 86-110. Retrieved from https://www.sagepub.com/sites/default/files/upm-binaries/9656_022816Ch5.pdf

    Seitz, H. (2008). The Power of Documentation in the Early Childhood Classroom. Young Children , 88-93. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/seitz.pdf

    Contributions from

    Michelle Sands, Northern Illinois University


    This page titled 4.10: Conclusion and References was last modified on Sun, 17 May 2026 19:11:49 GMT and is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam.