5.4: Questions for Consideration

Learning Objectives

1. Identify appropriate times and settings for observing children.
2. Explain the importance of using multiple observation methods and tools to capture diverse aspects of child development.
3. Recognize the need for equitable and unbiased observation of all children to support inclusive and respectful learning environments.

When Should I Observe?

From the moment a child walks into their learning environment, until the time they leave, opportunities to learn are occurring. Some observations will happen spontaneously, while others will be scheduled. To see a child’s full potential, you will need to observe at various times throughout the day. For example, some children are slow to warm up, and it may take them some time to get acclimated before they can fully engage and interact with others. If a child is slow to warm up, the morning drop-off may not be the best time to document their social development. You will want to track them throughout the day, at various times (including transition times and snack/meal times), to get a full picture of who they are and what they can do.

Where Should I Observe?

Many times, observations are centered around structured, teacher-directed activities. This is a perfect time to witness what major milestones a child has mastered. However, observing a child while they explore in the dramatic play area (inside) or the sandbox area (outside) can prove just as enlightening. During child-directed play or open exploration, you will no doubt be able to document many of the developmental skills as suggested in the DRDP or Rating Scales, especially how they communicate, cooperate, solve dilemmas, and create. Because children can play and learn differently inside compared to outside, it is necessary to observe them in both environments. Likewise, it is important to observe in all activity areas and play spaces.

What Observation Method Should I Use?

Use a variety of methods to record and document your children. You will want to “try out” several tools and techniques to find your “go-to” method. Because each tool has a specific purpose or focus, using a variety of methods will provide you with sound documentation data to better understand the whole child’s development. Note: In the next chapters, you will examine the various tools and techniques more closely.

Who Should I Observe?

You will want to observe each child as an individual and track group interactions. Becoming aware of who is in your class is necessary if you are going to create a caring classroom community and a respectful learning environment. Look for those who are leaders in your group; find out who needs more one-on-one support and who are your helpers. Watch who plays with whom. This insight can help you organize peer scaffolding opportunities, which can free up some of your time.
As a gentle reminder, sometimes we connect with certain children for one reason or another, and other times, a child may challenge us. Either way, we need to regularly observe each child with an open mind and an open heart, and we need to look at children through a clear lens that is free of bias. Each child needs your attention; each child has unique gifts; and each child needs your support.

What is the Focus of My Observation? What Am I Looking For?

With focused observations, there is usually a specific goal in mind. For example, you might want to know what milestones a child has mastered. For that, you would use a developmental checklist to “check off” all the skills the child was observed doing. Maybe you want to learn what the child’s interests are and what they like to play with. For that, you can use a frequency count to tally up all the areas and activities the child used during that observation. Keep in mind that you can observe several skills and competencies across multiple domains during one observation. For example, one day you might set out a math activity and the children are expected to create patterns using colorful beads and pipe cleaners, While they work and play, you can listen to the children’s conversations as they describe the patterns they are making; and you can note their fine motor development based on how well they string the beads onto the pipe cleaner; you can also see how they shared space and materials with their peers. Although this was a math activity, many other areas of development can be observed.

References, Contributors and Attributions

This section is a derivative from:

Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.