Types of Observations
- 3. • Is used instead of time sampling when a behaviour tends to occur in a particular setting, rather than a particular time period (Wortham,2012) • It is also use to study the conditions under which particular behaviours occur. Event Sampling
- 5. • It keeps the event or behaviour intact, making analysis easier. • It is more objective than some methods because the behaviourhas beendefinedahead of time. • It is especially helpful in examining infrequent or rarely occurringbehaviours. … Event Sampling
- 6. • It takesthe event outof contextandthus may minimizeotherphenomenathat areimportantto the interpretation. • It is a closedmethodthat looksonlyfor specified behaviourandignoresotherimportantbehaviour. • It missesthe richnessof detailthatanecdotes, specimenrecords,or runningrecords provide. … Event Sampling
- 8. • Areobservationtoolsthatindicatethe degreetowhicha personpossessesa certain traitor behaviour. • Each behaviourisratedon a continuumfrom thelowestto thehighestleveland is marked off at certainpointsalongthescale. RatingScales
- 9. RatingScales
- 10. • They are easyto designandlesstimeconsumingto use. • They providea convenientmethodto observea large numberof traits at onetimeor more thanonechildat a time. • They makeit possibleto measuredifficult-to-quantify traits—shyness,for example. • They can beusedbynon-specialistobservers. … RatingScales
- 11. • Ratingscalesuse a closedmethod.They examine specifiedtraitsandmayoverlookotherimportant behaviour. • They featurethe negativeas wellas the positivesideof each trait. • It is difficultto eliminateobserverbiaswhenjudgments mustbemadequicklyon manydifferenttraits. … RatingScales
- 13. • Are listof specifictraits or behavioursarrangedin a logicalorder. • The observermust indicatethe presenceor absence of the behaviourseither whenobservingthem or when reflectingon the observation. • It is especiallyusefulfor typesof behavioursor traits that can bespecifiedeasilyandclearly. Checklist
- 14. Checklist Child Skills Checklist (From “Observing Development of the Young Child” by Janice J. Beaty) Child’s Name: Observer: DOB: Dates: Program: Directions: Put a for items you see the child perform regularly. Put N for items where there is no opportunity to observe. Leave all others blank. Item Evidence Date 1. Self-Identity ___ Separates from parents without difficulty ___ Does not cling to classroom staff excessively ___ Makes eye contact with adults ___ Makes activity choices without teacher’s help ___ Seeks other children to play with ___ Play roles confidently in dramatic play ___ Stands up for own rights ___ Displays enthusiasm about doing things for self 2. Emotional Development ___ Allow self to be comforted during stressful time ___ Eats, sleeps, toilets without fuss away from home ___ Handles sudden changes/startling situations with control ___ Can express anger in words rather than actions ___ Does not withdraw from others excessively ___ Shows people affection, connection, love ___ Shows interest/attention in classroom activities ___ Smiles seems happy much of the time
- 15. • They are easy,quick,and efficientto use. • The non-specialistobservercan use them with ease. • They can be used in the presence of the child or later from rememberedbehavioursor recorded narrativeobservation. • Several observers can gather the same information to check for reliability. • These checklist help to focus observation on many behavioursat onetime. … Checklist
- 16. • They are closed in nature, looking at particular behaviours and not everything that occurs; thus they may miss behavioursof importance. • They are limited to recording the presence or absenceof behaviour. • They lack information about the quality and durationof behaviourand a description. … Checklist
- 17. • Candocumentimportantdiscussions. • Transcribe and review the conversations at a later date will provide insights regarding children's learning, thinking,and socialskills. TaperecorderorAudioTapes
- 18. • Provides an opportunity to "listen" more closely to children's theories, problem-solving abilities, and ideas about their work (including the creation process and intent of theirprojects). • When using computers, children can use text-to-speech software to hear their stories read back to them. When they compare early work with later work, they can "hear" how theirstorieshavedeveloped. … AudioTapes
- 19. • You can record examples of three-dimensional work created in various learning centre's, such as art and woodworking projects, block towers, and culinary creations Cameraoradigitalcamera
- 20. • can helpchildrenrecallandcommenton the thinkingand problemsolvinginvolvedwith theirwork. • If you areusinga digitalcamera,photoscan bedownloaded to the computerandprintedoutwith a colorprinter. • Imagescan besentto parentsviae-mail.Photosfrom a stillcameracan alsobescannedintoyourcomputer. … Camera
- 21. • With video, you can capture action and emotion, immediately replay scenes in the viewfinder, and look very closely at events takingplace inyourprogram. • Digital video gives you the capability of downloading footage to your computer and send it to their parents. Videocameraoradigitalvideocamera
- 22. • Can share with children video footage of their play. As they revisit the experience, ask them about aspects of their play to gain a clearerunderstandingofwhatwas takingplace. • Videos can feature learning taking place in different developmental areas: How are children interacting with others? With whom are they playing? (social emotional) What skills are they exhibiting on the playground? (large muscle) How are they tackling a challenging scientificormathproblem?(problemsolving). … VideoCamera