5.6: Objective vs. Subjective

Learning Objectives

1. Differentiate between objective and subjective observations.
2. Analyze personal biases and their potential impact on remaining objective during observations.
3. Identify strategies to minimize bias.

Intentional professionals must learn how to write objective observations. As you observe, it is best to write down all that you see and hear, and report just the facts. It takes practice to learn how to distinguish between facts and opinions. Here are some helpful tips for you to review:

Table \(\PageIndex{1}\): Objective vs. Subjective Observations

Objective Observations	Subjective Observations
Objective observations are based on what we observe using our senses; we record exactly what we see, hear, taste, touch, and smell.	Subjective observations are often influenced by our past events, personal experiences, and opinions, and can be biased based on our cultural backgrounds.
Objective information is based on the facts we gather. If we don’t see it, we don’t report it. We report only details and provide vivid descriptions.	Subjective information is based on our opinions, assumptions, personal beliefs, prejudiced feelings, or can be based on suspicions, rumors, and guesses.
Results are more likely to be valid and reliable from child to child.	Results are often inconsistent and vary from child to child.
Objective Terms that can be Used: Seems to be, appears to	Subjective Words to Avoid: Just, because, but, always, never, can’t, I think, happy, smart, helpful, pretty, angry, shy, likes, loves, hates, sad

Recognizing Your Biases

Google the word bias, and this is what pops up: “prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.”

Biases, we all have them. Biases stem from our upbringing. Every interaction and every experience we have had has shaped who we are. To some degree, our biases influence our beliefs and behaviors, sway our attitudes, and affect our personalities. Because our biases are so ingrained into who we are, it would be unrealistic to simply say “ignore your bias.” Therefore, a valuable exercise might be to do a self-check and examine your own biases. Look for those biases that are “triggers.” More specifically, think about the behaviors, temperamental traits, and moods that make you feel uncomfortable, frustrated, or annoyed.

It is important to note that we may not be fully aware of all our biases. For example, when a child says, “Give me some milk!” Our first response might be “Ummm, how do you ask?” We might not realize that manners (or lack of them) can make us react in a judgmental way. What’s important to recognize is that how we feel about the child’s behavior can taint how we see them. What’s more, our biases can influence how we gather our observational evidence. As intentional teachers, we have to recognize our biases so we can treat all children with the respect that they deserve. According to NAEYC’s Code of Ethical Conduct and Statement of Commitment (2011),

P-1.3—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families (p. 3).

So as not to lose our objectivity, it is important to keep an open heart, an open mind, and a clear lens. Rather than letting a child’s behavior trigger you, look beyond their behavior, look beyond your bias. Focus on collecting objective observation evidence and use that data to reflect on what might be causing that behavior. Consider ways that you can support the child through redirection, modeling, scaffolding, or positive reinforcement. As intentional professionals, one of our primary roles is to empower children and to build meaningful relationships by creating warm, caring environments (Epstein, 2007).

Pin It! Common Mistakes to Avoid When Writing Observation Evidence Making Conclusions: Billie can’t do anything by himself because he is the youngest in a large family, and they do everything for him; Sharon’s parents are getting a divorce, so she is sad Making Assumptions: Annie never shares; Denise always hits Thomas Labeling: Rosie is mean; Jeff is such a good boy Comparing: Tommy can’t ride the bike as well as Sam; Zoey was the best listener at circle time Focusing on Feelings or Emotions: Max looks so sad today; Jax looks so happy as he slides down the slide Adding Opinions: Martha really likes playing dress up; she is in the dramatic play area every day. Suki is shy and never says anything during circle time.

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.

Epstein, A.S. (2007). Intentional teacher: Choosing the best strategies for young children's learning. NAEYC.

National Association for the Education of Young Children. (2011). Code of ethical conduct and statement of commitment. NAEYC. https://www.naeyc.org/resources/posi...thical-conduct