5.8: Observation and Documentation Do's and Don'ts

Learning Objectives

1. Explain the ethical responsibilities of observers.
2. Identify how observation may influence children’s behavior.
3. Describe strategies for minimizing intrusion during play and learning.

Ethical Guidelines When Observing Children

Every day, teachers observe, record, and capture essential moments in a child’s development. The evidence and artifacts gathered are then used to plan the curriculum and assess development. Although we have highlighted the importance of gathering work samples and observational evidence as a key element of being an intentional teacher, we must also consider the child's perspective. In the article “Who is Watching? Thinking Ethically about Observing Children,” the authors highlight some of the ethical tensions that can arise in early childhood settings when trying to balance the rights of children, the responsibilities of teachers, and the role of a student training to be a future teacher.

In most classrooms, a typical day includes teachers grabbing their cameras to take photos of the children in their care, so they have ample documentation. Consider this - does the teacher’s presence change the context of the child’s experience? Does the thought of being monitored make the child behave any differently? How does the child feel about having their picture taken? Are teachers becoming overly concerned about capturing children in precious moments, rather than being engaged in teachable moments?

Figure \(\PageIndex{1}\)."Observing the world through a different lens". Image by Andrew Seaman on Unsplash.

As a “student” who is learning to observe and document a child’s development, it is important to consider the following guidelines when observing children:

• Take every precaution to maintain confidentiality and to ensure privacy
• Remember to ask if it is OK to take photographs of children and their work
• Understand that children have the right not to take part in activities
• Be respectful and keep a reasonable amount of space between you and the child so as not to interfere with their play and learning
• Be attuned to children's body language, temperament, and styles of communication
• See each child as a unique individual who has their own perspective, set of feelings, interests, and way of socializing, along with their own cultural context, belief system, and values
• Be upfront and inform children about the purpose of your observation visit if you are approached
• Share information with the child about what you have observed when appropriate
• Write quotes down just as they were said, without adding context, or trying to rationalize what the child may have meant
• Be aware that photos and observation data should be collected in a non-intrusive manner
• Ensure that observation evidence and photos are used only for the purposes intended
• Handle photos and data with care and sensitivity, and always store information securely
• Realize that a child's reactions, behaviors, and conversation may not be what you expect, and therefore, you should refrain from being judgmental or tainted by your cultural biases

By following these guidelines, you are providing the children you observe with the respect they deserve while ensuring their dignity and safety. The centers and programs where you are observing trust you to act with integrity while you are on their site, observing their children. Lastly, families will appreciate that you have their child’s best interests at heart.

Do's and Don't's of Observation and Documentation

Whether performing a planned or spontaneous observation, here are some helpful tips to ensure you are recording quality evidence:

Table \(\PageIndex{1}\). Observation and Documentation DOs and DON'Ts

Observation and Documentation DOs:	Observation and Documentation DON'Ts:
Note the date, time, setting, and situation	Do not interfere with or pressure the children to perform
Note the child (or children) involved and their ages	Do not assume or state your opinion while recording evidence
Record only the facts – in a concise (to the point) manner	Do not record anything you do not see
Record the facts in the order as they occur and exactly as you see them	Avoid making the errors of transmission, omission, or commission
Collect vivid details and quotes	Do not label behaviors, actions, or feelings
Use a variety of observation methods	Avoid using subjective, biased, or judgmental terms
Observe with an open heart, an open mind, and a clear lens, free of bias	Avoid using exaggerations and conditional words
Be attentive and alert, and use all your senses	Do not summarize information
Note what the child CAN DO rather than what he cannot do	Avoid using generalizations or vague terms
Keep a low profile and respect the children’s space while they are playing	Keep interpretations and evaluations separate from the actual observation

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.

Bentzen, W. R. (6th ed.) (2009). Seeing young children: a guide to observing and recording behavior. Thomson Delmar Learning.