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Methods for recording observation

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Observation

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Methods for recording observation

  1. 1. LESSON 3 Methods for Recording Observation of Young Children’s Behavior Rowena H. Montenegro MATG 306
  2. 2. Observation - is the process of watching a child at work or play without interfering in the activity. Recording - is the process of documenting the observed activity or behavior.
  3. 3.  include standardized tests and research instruments.  provide important information, they require specialized training for recording data on carefully designed forms. Formal Observation Informal Observation  observation methods to collect data.  easier to use and more appropriate for program planning.  They include observing children in the classroom, collecting samples of their work, interviewing parents, and talking with children.
  4. 4. 1. Anecdotal Record o Method of informal observation o The simplest form of direct observation is a brief narrative account of a specific incident o Used to develop an understanding of a child’s behavior. o They can be recorded in any setting and require no special training. o Helps the teacher understand a child’s behavior in particular situations and settings.
  5. 5. Contents of Anecdotal Records Identifies the child and gives the child’s age Includes the date, time of day, and setting Identifies the observer Provides an accurate account of the child’s actions and direct quotes from the child’s conversations Includes responses of other children and/or adults, if any are involved in the situation
  6. 6. Sample of Anecdotal Record Form Carrie 10/9/15 8:30 to 8:45 Geneva Peterson Dramatic Play Carrie went directly to the dramatic play area when she arrived at the center. She placed the cash register on a table. After this, she displayed empty food containers on a table. Tony entered the area. He stepped behind the cash register and said, “I want to play with this.” Carrie said, “No, it’s mine. I had it first.” Then using her arm she hit Tony and began pushing him. Tony looked at Carrie, shrugged his shoulders, and walked away. As Tony walked away, a smile came across Carrie’s face.
  7. 7. • Is usually a series of short observations to confirm a child’s behavior pattern in order to provide suitable strategies to manage the child’s behavior effectively. It is like keeping a clearly focused diary of the child’s behavior. • The event may be categorized. Ex. Loud angry speech and facial expressions could be categorized as quarrel. 2. Event Sampling
  8. 8. 1. Targeted behavior 2. Causes of misbehavior a. Antecedent events b. Consequences of behavior c. Interpretation information from observations 3. Behaviors to be encouraged 4. Strategies to be used in intervening 5. Follow-up – later observations to see if the problem is solved. A form could be developed that might include the following components:
  9. 9. 3. Time Sampling • A quick way to study the behavior of one or two children is through the use of the “time-sampling” method (Hills,1992). A student or a teacher who can sit on the sidelines and follow particular child or children can learn much about what each child does, with whom he or she interacts and what interest the child.
  10. 10. 3. Time Sampling • In this method behavior is recorded at regular, preset interval. Ten minutes is probably too long an interval; two minutes may be too short. Three to five minutes is more workable. That gives the observer a minute to observe and two to three minutes to record.
  11. 11. 3. Time Sampling Time sampling should be used when teachers are concerned about the behavior of a particular child or small group of children.

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