Assessment Of Child Development Through Observation

Assessment of Child Development Through Observation Methods

Approximately 45 Minutes Each as You Are Learning Assessing One Area

(approximately 45 minutes each) As you are learning, assessing one area of development and learning at two points in time provides a limited view of overall development. On the other hand, the opportunity to practice observation skills provides a meaningful learning experience that reflects essential knowledge and skills that you will need as an early childhood professional. This week, you will select two assessment methods and use one in each of the observations that you conduct. To complete the assignment: Plan Take time to review the video segment, "Observation Guidelines" and reflect on the information and insights provided in this program and in your readings. Think about the value of observation, and how you envision using this information during the observations you conduct. Review pages 74–87 in your text, before you select the two assessment methods you plan to use during your observations. Download, print out, and review the corresponding documents: Anecdotal Record, Narrative Record, Frequency Count Note. Use one assessment method in your first observation and the other in your second observation. Review the Observation Plan that you developed in Week 2, in particular, the "examples of things to look for," that you identified. Then, familiarize yourself with the specific assessment methods that you have selected. Think about how you will use each of the observations to identify examples of the child's development and learning. Make sure that you have all materials that you need to conduct the observations prior to arriving at the scheduled observation times.

Arrive on time. Ask the adult how the child's day is going before you begin, keeping in mind that factors such as a child feeling tired, hungry, or upset can influence mood and behavior. Implement Choose a place to observe where you can see and hear the child but are beyond the child's range of vision. As you observe, take notes on the observation procedure forms you selected and printed. Observe the child for approximately 45 minutes each time.

Keep the following guidelines in mind: Keep your attention focused on the child. Try not to make assumptions; objectivity is essential. Remember that despite similarities shared by children of various ages, each child is unique and develops in his or her own way. Record what you observe. Stick to the time span that you agreed to for the observations and be sure to thank the adult and child for their cooperation.

Remember that this observation experience is intended as a chance for you to learn about and practice observation skills. Be careful not to express your views regarding the child's growth and development. Reflect on your observation. Review your notes and consider the knowledge and insights you gained from this experience. Consider the following: Describe what you observed. Provide specific examples of how your observation data demonstrated information related to the area of development and learning in which you are focusing. Think about the two different assessment methods that you used. Compare and contrast the two in terms of their strengths and limitations, specifically considering: Equipment and preparation needed, Detail of data gathered, Ability of written events to preserve the context (or setting events occurred within) and sequence of events, Time and attention needed to gather data.

Consider the information that you gathered from the observation procedures in a selected area of development and learning. What did you learn about the child? How would utilizing multiple assessment windows create a more meaningful picture of the child's development and learning?

Consider this week's Learning Resources and the video on observation. What additional strategies could you use, beyond the scope of this assignment, to develop a more comprehensive assessment of the child's development and learning? Note: Remember to use only the first names of the adult and child. For this assignment, submit: A summary of the Reflection, citing specific examples from the Required Resources to support your thinking and ideas. Assignment length: 2 pages. Note: As your Application Assignment for this week, you will submit your Reflection and your Observation Plan at the end of this week. Observation Plan: Child's age and gender: [Enter child’s age and gender]. Area of Development and Learning Selected: [Specify area]. Examples of what to look for: [List specific indicators or behaviors]. When will I observe: [Choose date/time]. Where will I observe: [Specify location]. Information on general development continuum: [Include relevant developmental milestones]. Relevant notes from parent/family member interview: [Summarize insights].

Paper For Above instruction

Assessment of child development through structured observation is fundamental in early childhood education. Conducting observations at two different points in time allows educators to gain a more dynamic and comprehensive understanding of a child's development, though it remains a limited snapshot of their overall progress. This method emphasizes the importance of honing observational skills and applying diverse assessment techniques such as Anecdotal Records and Narrative Records to document specific behaviors and developmental milestones effectively.

In preparation for conducting these observations, it is essential to review relevant literature, including pages 74–87 of authoritative texts, which detail the merits and limitations of various assessment tools. The Anecdotal Record offers a concise account of significant behaviors within their natural context, requiring minimal equipment but necessitating attentive note-taking and quick recording. Conversely, Narrative Records involve more detailed descriptions, capturing a richer contextual picture but demanding more time and focus to compile comprehensive narratives.

The observation process begins with thorough planning: selecting a suitable location beyond the child's direct view where unobtrusive observation is possible, ensuring all materials are prepared ahead of time, and establishing a rapport with the caregiver. When observing, maintaining objectivity and focusing solely on observable behaviors is crucial. It is also important to consider external factors such as the child's mood, environment, and interaction with caregivers, which may influence behaviors and developmental expressions.

Observations should be documented meticulously, with notes supporting the assessment of the child's development in the selected area. For example, if assessing social-emotional development, behaviors such as sharing, empathy, or frustration management may be indicators. Using multiple assessment windows helps create a nuanced understanding of developmental trajectories, as variations across different times can highlight trends or persistent challenges.

Reflecting on such observations provides essential insights into the child's strengths and areas for growth. For example, consistent engagement in turn-taking activities may indicate burgeoning social skills, while difficulties in these areas could signal developmental concerns requiring further assessment. Employing multiple assessment methods, including both anecdotal notes and detailed narratives, allows for richer data collection, accommodating different types of behaviors and contextual information.

Beyond these methods, additional strategies—such as timed assessments, checklists, or digital recordings—can supplement data collection, providing a more comprehensive picture of a child's developmental progress. Integrating observations across different settings and involving families through interviews or developmental questionnaires further enriches understanding.

In conclusion, systematic and multifaceted observation practices are instrumental in early childhood assessment. They facilitate informed decision-making, support individualized learning plans, and promote targeted interventions. Continuous professional development in observational techniques and assessment tools enhances educators' capacity to monitor and support children's holistic development effectively.

References

• Bredekamp, S., & Rosegrant, T. (2014). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. National Association for the Education of Young Children.
• Gartrell, D. (2013). The Power of Observation: Techniques and Principles for Systematic Developmental Observation. Brooks Publishing.
• McDevitt, T., & Ormrod, J. (2013). Child Development and Education. Pearson.
• National Research Council. (2009). Developing Assessment Capacities for Early Childhood Education. The National Academies Press.
• Miller, L., & Almon, J. (2009). Visioning the Center for Childhood Creativity. Center for Childhood Creativity.
• Govoni, N. (2012). Observation and Assessment in Early Childhood. Teachers College Press.
• Laszlo, D. (2014). Understanding Child Development. Cengage Learning.
• Yellin, C., & Enderby, P. (2019). Assessing and Supporting Young Children’s Development. Sage Publications.
• Trouton, H., & Skamp, K. (2014). Early Childhood Education in Australia. Pearson Australia.
• National Association for the Education of Young Children (NAEYC). (2020). Guidelines for Developmentally Appropriate Practice (DAP). NAEYC.