Human Development 2 - Observing Children

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Human Development 2 - Observing Children

  1. 1. Human Dev. II Chapter 3 Observing Children: A tool for assessment Learning Objective: Students will analyze the importance of assessment and observation when developing programs for young children, and compare and contrast various assessment tools. FCS Standard: Child Development Standard 5
  2. 2. Assessment: What is it and why do we use it?  Assessment: The process of observing, recording, and documenting children’s growth and behavior   Must be done over time in real life situations. Not the same as evaluation. Evaluation is reviewing the information and finding value in it.  What’s the purpose  Find out learning styles and needs, identify classroom and individual problems, identify children with special needs, where is a child developmentally, use in parent teacher conferences, evaluate your program.
  3. 3. When are assessments done?  Initial assessment  Gives you a “snapshot” of the entire class.  You can observe the child and look at existing folders, review home situation, talk to the parents.  Ongoing assessment   The assessment that continues over time. Provides more in-depth info. and can help you track a child’s progress.  Assessing over time is important. Are your abilities accurately measured if someone observes you for a brief time?
  4. 4. Types of Observation  Formal    Involves controlled conditions Example: standardized tests and research Leads to identifying Developmental Norms-characteristics and behaviors considered normal for children in specific age groups.  Informal  Observing children in the classroom, talking with parents, talking with children  More appropriate for program development
  5. 5. How do you know what kind of observation to use?  Ask yourself…     What is the behavior you want to assess? How much detail do you need? Is it for one child or the entire group? How much time and attention do you have? Checklists, videotapes, and participation charts are easier when working with young children.
  6. 6. Linking Documentation and Curriculum
  7. 7. Assessment Tools  Complete the worksheet “Assessment Tools Summary” using the textbook to compare and contrast the different types of assessment tools.     Anecdotal Checklists Participation Chart Rating Scale
  8. 8. Anecdotal Records Objective vs. Interpretation Statements  Objective Statements must:   Describe only observable actions Be non-evaluative  Do not include WHY it happened, whether it was right, wrong, good or bad.  Avoid labeling  Interpretation Statements explain the observed behavior and give it meaning.
  9. 9.  Complete the worksheet “Descriptive or Interpretive?”
  10. 10. Let’s Practice Anecdotal Recording… Record objective statements about the boy in the blue shirt and glasses.
  11. 11.  After watching the video, what can be “interpreted” from your objective statements?  Complete the worksheet “Interpreting the Data”
  12. 12. More Assessment Tools  Collecting Samples of Children’s Work     Should be collected over time Examples: artwork, stories written, photographs Can provide info. regarding child’s development Dating the work is helpful or storing them in chronological order.
  13. 13. Other Assessment Ideas  Technology  Video  Digital Cameras  Portfolios    A collection of materials that shows a person’s abilities, accomplishments, and progress over time. Can include: samples of work, summaries of parentteacher conferences, samples that reflect unique skills or interests. It should be continually evolving and provide ongoing assessment. It can guide your programming
  14. 14. Guidelines for Observation  Confidentiality  Keep your personal belongings out of the classroom  Don’t talk too much to the children or staff  Record your observations accurately

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