Observations and learning presentation class version
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The document outlines the principles of child observation, including its definitions, purposes, methods, and ethical considerations. It emphasizes the importance of understanding children's development and interactions within educational settings to assess their capabilities and support their growth effectively. Moreover, it discusses various observation methods, the significance of planning, and the need for objective and respectful practices in observing children.
Observations and learning presentation class version
- 1. Dr Maria Kambouri University of Reading
- 2. Definition for Observation The ‘why’ of observations The ‘who’ of observations The ‘where’ of observations The ‘what’ of observations The ‘how’ of observations The ‘when’ of observations Ethical Considerations The Next Step
- 3. What does it mean? On a piece of paper write your own definition for ‘observation’. Keep it next to you until the end of this session.
- 4. Scripted and Unscripted Individual needs to provide support Assessing children’s capabilities Checking children’s development Measuring attainment
- 5. Learn more about: How children learn and develop The individual child Children’s behaviour and ways to manage Identifying difficulties Developing and maintaining a safe and stimulating environment
- 6. Provide Information Written documentation for an individual child Formal assessment of a child’s learning Planning curriculum
- 7. Provide information about children Optimum support for children Method of measuring classroom behaviours Identify problems Impact of routines, staff organisation, physical environment, pedagogical approaches Purposeful planning Celebrate achievement
- 8. Most rapid phase of a child’s development 85% of children’s core brain structure is developed by the age of four. Foundation for children’s future health, academic success, and social and emotional well being. www.childrennow.org
- 9. A child or a group of children A setting and how it affects children’s learning Child to Child Interaction or Child to Adult Interaction
- 10. Environment – Think Critically Where to observe? Does your environment always provide you with what you need to see? Any changes at environment to foster observation?
- 11. Observe to assess: Interactions and interplay Impact of routines, staff organisation, physical environment, pedagogical approaches Specific questions ** Choose Carefully
- 12. Group discussion What could be the aim of these observations?
- 13. Unstructured Semi structured Structured Narrative Sampling: event or time Rating scales Checklists http://www.irenelaw.net/category/observation-assessment-of-young-children/ http://www.newchildcare.co.uk/time.html
- 23. Which methods would you use in your setting and why? Share your opinion your group. Discuss advantages and disadvantages.
- 24. Observe from a distance Think about time, space and possible distractions Find your motivation Remember your aim and focus on that
- 25. Avoid conclusions you are not qualified to make Be objective and state the facts Identify diversity Do not compare children Avoid making assumptions Avoid labels
- 26. Which statement is correct? ◦ “Annie never shares” OR “Annie has difficulty sharing” Step 1: Write down an assumption statement Step 2: Pass it to your left Step 3: Rewrite the sentence to remove the assumption Step 4: Share with group Step 5: Reflect
- 27. Planned Observation: ◦ Schedule ahead of time ◦ Addresses: who, what, why, where, and when ◦ Develop a routine and system ◦ Choose method Spontaneous Observation ◦ Intuitive ◦ Not Scheduled ahead of time ◦ Addresses: who, what, why, where, and when
- 28. When does spontaneous observation occur? How does spontaneous observation influence planned observation? What is the end result of these four concepts? 1) Scripted (required) 2) Unscripted (intuitive) 3) Planned Observation 4) Spontaneous observation Understanding of the whole child Assessment Communication
- 30. Informed consent from participants Anonymous No photos Ensure the health, safety and welfare Be respectful Explain purpose of observation Permission to withdraw
- 31. Communicate learning and growth of child Enable optimum support Purposeful planning Identify hiccups and problems Identify impact of organisation, environment and pedagogies Celebrate achievement Reflection Available for children
- 32. Go back to your definition from the beginning of this session. Anything you would like to add or change? “As we understand it, the purpose of ‘child observation’ is to assess children’s psychological development in relation to already predetermined categories produced from developmental psychology and which define what the normal child should be doing at a particular age.” Dahlberg, Moss & Pence (2013) page 154
- 33. Broadhead, P. (2009): Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings, Early Years: An International Research Journal, 29:2, 105-118 Carr, M. (2002) Assessment in Early Childhood Setting. Learning Stories. London: Paul Chapman Publishing Dahlberg, G., Moss, P., & Pence, a. (2013) Beyond Quality in Early Childhood Education and Care. Oxon: Routledge Laevers, F. (2000) Forward to Basics! Deep-Level- Learning and the Experiential Approach, Early Years: An International Research Journal, 20:2, 20-29 Palaiologou, I. (2012). Child Observation for the early years. 2nd ed. Sage: London