Transcript Inclusion - Middlesex University

Observing children:
skills and techniques
EYFS: Development matters
07.11.14
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Aims
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What are observations?
Why do observations in the EY?
• EYFS- development matters
•
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
Characteristics of effective learning
When to do observations?
How …tools to observe
• Techniques
•
Leuven Wellbeing and Involvement
scales
•
Reggio Emilia
Final
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thoughts.
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What are observations?
*The act of watching or being watched1.
*A comment or remark1.
*Detailed examination of something before analysis,
diagnosis, or interpretation1.
*The facts
learned from observing1.
*The ability to notice things1.
1Collins
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English Dictionary Home Edition 2009
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What are observations?
https://www.youtube.com/watch?v=1GEEvvTiiQk
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What are observations?
“Observation is a method of studying an object
or a person within a specific context, and
should always have a precise purpose. It
involves recording and watching over a period of
time. Observations of young children should
always have a clear intention.2”
Focus on what child can do as opposed to what
they cannot do.
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2Palaiologou,
I (2008). Childhood Observation. Learning Matters
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What are observations?
*
Descriptive.
•
•
*
Interpretation/ evaluation comes later.
Remain objective vs subjective… see things for
what they are.
Listen holistically… 2 ears and one mouth!!!
•
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Body language; gestures; non-verbal
communication
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What are observations?
An ability to:
*
Step out of the ‘educator’ role and become the
observer.
•
Communication with the team.
*
Be aware of your emotions but put them to one
side.
*
Involve parents/ carers
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Value of observations from home.
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Why we carry out child
observations
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Why we carry out child
observations
* Assess children’s abilities.
* Identify children’s needs.
* Help with planning and extend L/D.
• Characteristics of effective learning- MET
* Track L/D (profiles).
* Notice changes in behaviour (safeguarding).
* Learn from and UNDERSTAND
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each child.
Why we carry out child
observations
* Information about provision (evaluative insight)
* Monitor transition and settling-in.
* How children spend their time in the setting.
* Who children interact with.
…UK vs Swedish perspective (Fawsett 2009):
‘Project’ vs ‘Being’
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Fawcett, M. (2009) Learning Through Child Observation (2nd Ed). London: Jessica Kingsley.
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Why we carry out child
observations
Observing learning and getting close to
children’s feelings, is part of our daily work in
striving for quality. Our careful observations of
children’s learning can help us make early years
provision better. We can use what we see to
identify the strengths and weaknesses; gaps and
inconsistencies, in what we provide. We can
identify significant moments in a child’s
learning, and we can build on what we see2”
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2Palaiologou,
I (2008). Childhood Observation. Learning Matters
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‘Why observe?
Overview of why we do observations.
https://www.youtube.com/watch?v=jNMsEEWxr
_I
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Ethical considerations
-Know what areas of interest you are looking for
before starting observations… Purpose!
-Should not conclude based on single observation
but ethically better to have an assortment
(different methods; times; we all have off days!)
-Cognisance of children and/ parents diversities;
values and beliefs and the wider cultural context
that they live and are influenced by…
-Safeguarding- duty to uphold/ disclose
appropriately.
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Ethical considerations
-Consider and include the child’s voice… Mosaic
Approach …UNCRC (1989)… rights of the child.
-Consider colleagues… observations need to be
carefully organised and managed within the
setting so that everyone is aware of their role
and responsibility.
-Parents / children have access to observations
at any time.
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Ethical considerations
*Record and store observations appropriately.
*Understand that B/T/YC see and experience the
world in different ways.
*Be able to recognise the signs of possible
developmental delay … confidence in k/u of
developmental milestones.
*Be able to distinguish b/n fact and fiction
(descriptive)
*Un-obstructively woven into the classroom activity
and hence should happen routinely
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Ethical considerations
-How do you consider the voice of a baby in
observations?
-How to consider the voice of 3 year olds in
observations?
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When to do observations
*Observer participation?
*Time/ place of observation (indoor vs Outdoor; home
vs setting).
*Group vs individual observation.
*Mere presence of observer can change behaviour.
• Adults working with children are being observed more
closely than usual and this may engender a sense of fear
and anxiety within the adult and impact on child’s
behaviour.
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When to do observations
*Suspend judgement and refrain from
intervention…takes time.
* Back to IX question…observer subjectivity… No judgement; descriptive
*Knowledge of the breadth, strengths and
limitations of recording methods and
techniques available. Hence the skill in
selecting the most suitable for specific tasks.
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‘How?’
Many variations and adaptations possible but
good practice:
* Anonymity (pseudonym/ initials)… course
purposes
* Age (3:6) and gender should be clear.
* Time, date and place of observation.
* Number of adults and children present.
* Activity outline if applicable/ context.
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* Spontaneous obs.
• Relies on memory
* Narrative obs.
* Checklist methods.
* Time and Event sampling.
* Diagrammatic
• Tracking; sociograms;
histograms; bar charts
and pie charts.
• Requires prep and
•
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organisation.
Objectives clear to
direct observation tool.
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Types of observations
* Narrative observation
* Pen and paper
* What the child does and says.
* Often start with blank paper.
* Max- 5 minutes
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Types of observations
07.11.14 tes connect website: http://www.tes.co.uk/
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Types of observations
* Checklists
* Is the child doing xyz?
* What are a group of children doing?
* Recording stages of development but cannot take
the place of observations.
* EYFS learning goals are an example
* Rating scale
* Similar to checklist where an aspect of behaviour
is considered.
* Five point scale commonly used.
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Checklists…
07.11.14 Development Matters- PSED; Self confidence and self-awareness: p10. www.early-education.org.uk
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Types of observations
* Time Sampling
* Behaviours that can be observed- e.g. visits to
the book corner.
* Notes for a minute at pre-arranged intervals
* Event sampling
* The ‘event’ itself is the unit of observation (e.g.
biting)
* Antecedent: Behaviour: Consequence (ABC)
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Time sampling
07.11.14 Google Images:- paraelink.org
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Event sampling
07.11.14 Google images: paraelink.org
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Histogram
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Bar chart
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Social maps
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Pie chart
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Half use checklist; other half do narrative
observation (2 minutes)
https://www.youtube.com/watch?v=7nQxWCn_dBg
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Leuven Scales
Professor Ferre Leavers (Leavers 1993, 1994)
Well-being and Involvement scales
* Piaget’s theory about fundamental schemas
* Vygotsky’s theory about ZPD
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Leuven Scales
Involvement
* ‘Scale’: Uninvolved (1) to Deeply involved (5)
* Judging provision through child observations.
• Concentration
• Energy
• Persistence
• Satisfaction etc…. CEL
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Leuven Scales
Well-being
* ‘Scale’: Uninvolved (1) to Deeply involved (5)
* Soothing barriers to involvement.
• Self-confidence and self-esteem
• Enjoyment without restraints
• Openness and receptivity
• Relaxation and inner peace
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Reggio Emilia
* Northern Central Italy.
* Communism affects prompted Loris Malaguzzi after 2nd
World War: municipal impact.
* Involve children in decision making.
* Start from the children’s own ideas rooted in their real
lives and in the surrounding community, rather than
from teachers’ – or indeed government’s –
preconceived ideas of what they should learn.
* The role of the Reggio Emilia practitioner is to provide
time and experiences that support children in making
new connections.
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Collecting documentary
evidence
* Scrap book/ document wallet/ loose-leaf
folder.
* Ensure that all practitioners contribute.
* Document key points as part of regular
monitoring (e.g. home visit; settling-in
period; every half-term).
* Document special occasions or when
something special happens.
* Photo-sequences (e.g. approaching a climbing
frame and sliding for the first time)… learning
story
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Collecting documentary
evidence
* Child contributions to document.
* Paintings; photos of their models; photos that
they have taken themselves of things they like
best to do at nursery etc.
* Children’s evaluative comments.
* Parent’s evaluative comments
* Practitioner’s evaluative comments
* POSITIVE OUTCOMES to be focused on (e.g.
what children have attained developmentally)
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Food for thought on
requirements for observing
children: skills and
techniques.
Development Matters: - NOT
a checklist!
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