Digging Deeper The Power of Observations and the

Digging Deeper The Power of Observations and the Kindergarten Readiness Assessment 1

Observation - NAEYC “Observation is a process used by early childhood educators to watch, listen to, and record children’s actions, facial expressions, body language, sounds, words, and gestures… Observation helps teachers get to know children so that they can build positive relationships with them. Observation provides information teachers can use to understand what and how a child is thinking, feeling, and learning and plan ways to support and enhance the child’s development of skills in all domains. ” NAEYC (2014)

Observing Young Children: Why? • Each child is unique! • Gain insights into a child’s thinking • See how children are developing and learning • Witness a child’s depth of knowledge and understanding • Provide documentation • Use the information to appropriately challenge and support children

Types of Observations Observing Young Children: Types of Observations • • Spontaneous observations • informal • routines, discussions, activities Planned observations • formal and informal observations • intentional • specific goals in mind • concrete evidence of skills in action • see what and how a child learns

Planned Observations • Planned observations are key formal assessment using observation • See what a child can do, what the child has the potential to do, and how to help support that child’s growth • Focus on a specific behavior or ability Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Observing Young Children: Tips • Watch and listen…listen and watch • Focus on objectivity—just the facts! • Avoid making assumptions and comparisons • Use the information to enhance learning and development • Allow time and space for children to show their learning and development

Planning for Observation Items • Review each of the items—what it is measuring, the domain, and the criteria • Highlight key information in the rubric that differentiates proficiency levels Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • Identify which items need individual observations and which can be observed in small or large groups. • Note this on the observation planning sheet. Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • Identify when and where you will conduct the observations. • Note this on the planning sheet. • Questions to consider: Will I conduct this observation during a specific learning activity such as during a specific center? During calendar time? During transition time? During story time? During circle time? Can I observe this on the playground? etc. Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Samples Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Samples Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Sample 1 Notes: Domain: SC (science) When/where: at science center conducting an experiment Who: Watch each small group during center time conducting an observation. Prompt individuals as needed for those who aren’t yet proficient. Rotate as usual through centers. Begin with group 1: Billy, Kris, Jana, Ben, Kaylie Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Sample 2 Notes: Domain: PD (physical development) When/where: outside on the playground during morning recess Who/how: Whole group; line the kids up ask them to do each of these things: shake/nod, swing arm, kick leg, open/shut hand, extend/flex foot Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • For each item, identify which child(ren) you will observe • Print the observation score sheets for individual and groups of children • If you have access to mobile technology, consider carrying a device with you to record your observations directly into the data system Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Final Tips • Use the criteria in the rubric score points to guide what you’re looking for. • As you conduct your observation, feel free to jot down notes about what you’re seeing particularly for those children for whom a skill or behavior is progressing or not yet evident. Remember to stick to facts, not opinions. • Rate each child on the rubric and enter the proficiency level (P, I, or N) into Ready for Kindergarten Online Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Post-Observation • Keep anecdotal notes of your observations to inform your instruction • Given what you observed and what you know about the child, what should be done to support the child’s growth? • Make a plan! • Continue to observe children over time Professional Development by Johns Hopkins School of Education, Center for Technology in Education