Observation

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Observation

  1. 1. Observations
  2. 2. Observation <ul><li>How professionals learn about children by watching what children do </li></ul><ul><li>The word “observation” comes from the Latin. </li></ul><ul><ul><li>to watch or be present without participating. </li></ul></ul><ul><ul><li>being detached from what you are observing so you do not influence what is going on. </li></ul></ul>
  3. 3. Observation Based on Knowledge and Understanding <ul><li>Draw on knowledge of child development </li></ul><ul><li>Use that knowledge to make careful observations and assessments of children </li></ul><ul><ul><li>Support healthy development. </li></ul></ul><ul><ul><li>Make interventions when necessary </li></ul></ul><ul><ul><li>Communicate to other professionals and parents as needed. </li></ul></ul><ul><ul><li>Enhance the lives of children under their care. </li></ul></ul>
  4. 4. Maintain Detachment <ul><li>Do not let your own biases, prejudices, and points of view interfere with seeing what is actually going on with children. </li></ul><ul><li>Recording continues the process of detachment. </li></ul><ul><li>Records reflect what actually happened, not any interpretation of what happened. </li></ul>
  5. 5. Gathering Information <ul><li>Monitor children’s development and progress </li></ul><ul><li>Choose and evaluate teaching strategies and equipment </li></ul><ul><li>Plan appropriate learning experiences </li></ul><ul><li>Learn about and solve problems </li></ul><ul><li>Have informed discussions with family members and other professionals </li></ul><ul><li>Make informed decisions about seeking other sources of help for children </li></ul>
  6. 6. Interpreting Observations <ul><li>Key to good judgments about what is best for children </li></ul><ul><li>Judgments should be based on documented evidence. </li></ul><ul><li>Judgments should reflect your professionalism </li></ul>
  7. 7. Three Stages of Observation <ul><li>Observing </li></ul><ul><ul><li>The detached process of watching without participating </li></ul></ul><ul><li>Recording </li></ul><ul><ul><li>Making reproducible records of what you have seen </li></ul></ul><ul><li>Interpreting </li></ul><ul><ul><li>Final step after observing and recording </li></ul></ul><ul><ul><li>Based on professional knowledge and expertise </li></ul></ul>
  8. 8. Processes and Procedures <ul><li>Legal and ethical practice established by daycare or preschool administration </li></ul><ul><li>Often need parental permission to administer tests. </li></ul><ul><li>Need to become familiar with the instruments that your program uses and the process for administering them </li></ul>
  9. 9. Reporting Information <ul><li>How do you working with parents share information about their children </li></ul><ul><ul><li>Focus on the facts (observations) and your common concern about the well-being of the children </li></ul></ul><ul><ul><li>Review this information and make decisions about children with your director and childhood study team. </li></ul></ul><ul><li>Maintain professional focus </li></ul>
  10. 10. Confidentiality <ul><li>Maintain confidentiality of the information about children and families </li></ul><ul><li>Use “Need to know” criteria whenever telling anyone something about children and/or families </li></ul><ul><li>Legal and ethical considerations </li></ul><ul><li>Review the confidentiality policies of your program </li></ul>

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