WSQ Advanced Certificate in Early Years - English (WSQ

Copyright © Asian International College Pte Ltd (Co Reg No: 199907030-H) Version 2.0

WSQ Advanced Certificate in Early Years - English

(WSQ ACEY)

Observing, Planning and Implementing Appropriate

Experiences in Early Years

ECE0305

LEARNER GUIDE

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Copyright © Asian International College (Co Reg No: 199907030-H) Version 2.0

Asian International College Pte Ltd

Module Title:

Observing, Planning and Implementing Appropriate Experiences in Early Years ECC-DCH-2003-1

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Subject Title : Observing, Planning and Implementing Appropriate

Experiences in Early Years

Subject Code : ECE 0305

SS Code : ECC-DCH-2003-1

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Introduction

As observations are a key element to a child’s learning journey, this module introduces

the learners to observation and appraisal of children’s behaviour. It examines different

observation techniques and how these tools could be used effectively to examine young

children’s learning and development in the early years of life (birth – 3 years old). The

advantages and disadvantages of each observation methods will be discussed to help

the Learners identify the appropriate observation methods to use during different

situations.

The aim of the module is to assist learners to:

1. Understand the importance of collection of observation data

2. Demonstrate knowledge and understanding of the purpose of observation and

assessment

3. Apply different observation techniques to record children’s development

4. Demonstrate use of observation data to assess and evaluate children’s

development and learning

5. Understand educational considerations that help various special needs to be more

successful in their learning

Assumed skills and knowledge

The assumed skills and knowledge for this unit are as follows. Learners are assumed to:

The assumed skills and knowledge for this unit are as follows. Learners are assumed to:

a) be able to apply verbal and nonverbal communication techniques suited

b) to working with a range of stakeholders

c) value the importance of collaboration

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d) work as a team member

e) have leadership skills

f) have negotiation skills

g) be able to manage time in an efficient manner

h) know the principles and practices of working in the Early Childhood

Education sub sector

i) understand the importance of confidentiality / privacy of children and

their families

j) understand child development

k) know the general practices of occupational workplace safety and health

l) be able to listen and speak English at a proficiency level equivalent to

the Employability Skills System (ESS) Literacy Level 5

m) be able to read and write English at a proficiency level equivalent to

Employability Skills System (ESS) Literacy Level 5

n) be able to manipulate numbers at a proficiency level equivalent to

Employability Skills System (ESS) Numeracy Level 5

o) have basic languages / dialects relevant to the client target group have first aid

skills

p) have Information Communications Technology (ICT) skills

Relation to the PQAC/WSQ Framework

This module is tagged at Level 3 of the WSQ Competency and forms part of the following

qualification:

• Higher Certificate in Infant Care

• Advanced Certificate in Early Childhood Care and Education

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Target Audience

This course aims to provide people already working or wishing to enter the Community

and Social Services environment with the skills and knowledge required to provide

positive guidance to individual children and implement classroom management

techniques effectively in a setting within the following sub sectors.

• Early Childhood Care and Education

• Student Care

The Competency Unit would be appropriate for people with job titles such as:

• Teacher

• Early Intervention Teacher

• Coordinator

• Supervisor

• Deputy Director

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Topic 1: – Introduction to the Assessment of Young Children

Learning Outcomes:

On successful completion of this session a learner will be able to:

-Understand the importance of cultural beliefs and expectations with regards to abilities,

disabilities and gender roles has an impact on how the children develop and progress in

their learning.

Activity 1.1: Group Discussion

In your group, create a mind map on some cultural beliefs and expectations which

parents impose on their children.

Expectations of the Society

In every society, children are viewed as their ‘FUTURE’. Thus, a set of goals, which varies

among societies, are translated through programmes for young children. The main aim

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of most society is to ensure that children are safe and healthy, happy and well-adjusted

as well as being competent in some areas of developmental domains.

Each goal encompasses wide variations as some parents’ value music highly, while

others value academics as their top priority and yet some view achievement in athletics

highly. Thus, to achieve the goals that are set for young children, it is necessary for

educators to observe and assess each child.

Why is ‘Observation’ important?

Observation is defined as the ability to use one of our five senses to gather information

and make sense of it so that we can use it in meaningful ways (Bentzen, 2000).

We know that all children are unique and behave differently at different times of the day.

They are sometimes joyful now and sad later; friendly at one moment and angry the next.

Children connect with the world through explorations and experimentation with the

environment surrounding them. Thus, it is important for us as educators to understand

these children through observation so that we are able to facilitate their learning of how

their world works. In essence, five areas that we would observe are:

- Their interests and preferences (what a child like to play with or talk about)

- Their developmental level (in terms of physical, cognitive, social and emotional)

- Their strategies for creating desired effect (how a child negotiate and get things

done according to her methods)

- Their skills and accomplishments (stringing beads, throwing ball etc.)

- Their personalities and temperaments (reserved, cheerful, independent etc.)

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Topic 2: – Understanding of Developmental Variations

Learning Outcomes:


-understand the developmental variations of children in the areas of PIES

Each child is unique and they develop according to their own pace or rate. There are 4

main domains that we would look at in terms of development for children from birth to 3

years which are:

- Physical Development

- Intellectual Development (including Language Development)

- Emotional Development

- Social Development

Physical Development (Birth to 3 years old)

Physical Development of a child from birth to 3 years comprises of their body growth,

brain development as well as their motor development. We will focus on the motor

development which involves the gross motor and fine motor development.

A. Gross Motor Development

Gross Motor Development refers to physical actions that help children to get

around their environment e.g. walking, crawling, running, standing etc. (Berk,

2000).

B. Fine Motor Development

Fine Motor Development refers to physical action confine to smaller movements

such as grasping and reaching (Berk, 2000). The tables below show gross and

fine motor development in the first 2 years and from 2 to 3 years.

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Table 1.1: Gross and Fine Motor Development in the First Two Years

Motor Skill Average Age Achieved Age Range in Which

90 % of Infants Achieve

the Skills

When held upright, holds

head erect and steady

6 weeks 3 weeks – 4 months

When prone, lifts self by

arms

2 months 3 weeks – 4 months

Rolls from side to back

2 months 3 weeks – 5 months

Grasps cube

3 months, 3 weeks 2 – 7 months

Rolls from back to side

4 ½ months 2 – 7 months

Sits alone

7 months 5 – 9 months

Crawls


Pulls to stand


Plays pat-a-cake


Stands alone


Walks alone


Builds tower of two cubes


Scribbles vigorously 14 months 10 – 21 months

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Walks up stairs with help


Jumps in place


Walks on tiptoe 25 months 16 – 30 months

Sources: Berk, 2000.

Table 1.2: Gross and Fine Motor Development between 2 to 3 years

Gross Motor Development

Age Walking and

Running

Jumping and

Hopping

Throwing and

Catching

Pedalling and

Steering

2 – 3 years

- Walks more

rhythmically;

feet are not

as widely

spaced;

opposite

arm-leg

swing

appears.

- Hurried walk

changes to

true run.

- Jumps

down from

step.

- Jumps

several

inches off

floor with

both feet,

no arm

action.

- Hops 1 to 3

times on

same foot

with stiff

upper body

and non-

hopping leg

held still.

- Throws ball

with fore-

arm

extension

only; feet

remain

stationary.

- Awaits

thrown ball

with rigid

arms

outstretched.

- Pushes

riding toy

with feet;

little

steering.

Fine Motor Development

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Age Dressing Feeding Drawing, Writing, and Other

2 – 3 years - Puts on and

removes

simple items

of clothing.

- Zips and

unzips large

zippers.

- Uses spoon

effectively.

- Opens door by turning knob.

- Strings large beads.


Intellectual Development (Birth to 3 years old)

As babies enter into the world, they are ready to learn and begin to acquire and process

new information. Through exploration and discovery, young children learn to understand

how things are and how it works. Their intellectual development also known as cognitive

development which involves the development of language enables young children to

understand their environment, make connections and interact with it. Table 1.3 shows the

Milestones for Intellectual and Language development from birth to 3 years old.

Table 1.3: Milestones for Intellectual and Language development from birth to 3 years old

Age Cognitive Language

Birth – 6

months

- Engages in deferred imitation

of adults’ facial expressions.

- Repeats chance behaviours

leading to pleasurable and

interesting results.

- Aware of object permanence

and other object properties.

- Attention becomes more

efficient and flexible

- Recognition memory for

people, places and objects

improves.

- Engages in cooing and, by

the end of this period,

babbling.

- Establishes joint attention

with caregiver who labels

objects and events.

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- Forms perceptual categories

based on objects’ similar

features

7 – 12 months - Combine sensorimotor

schemes.

- Engages in intentional or

goal-directed behaviour.

- Finds objects hidden in one

place.

- Understanding of object

properties and physical

causality expands.


of adults’ actions with objects.

- Recall memory for people,

places, and objects improves.

- Solves simple problems by

analogy.

- Groups stimuli into a wide

range of meaningful

categories.

- Babbling expands to include

sounds of spoken languages

and the child’s language

community.

- Uses preverbal gestures

(showing, pointing) to

communicate.

13 – 18

months

- Experiments with objects in

trial- and-error fashion.

- Finds object hidden in more

than one place.

- Sorts objects into categories.

- Imitates actions across a

change in context - for

example, from child-care to

home.

- Sustained attention improves.

- Memory becomes less

dependent on context.

- Joint attention with caregiver

becomes more accurate.

- Actively takes turns in games

such as pat-a-cake and

peek-a-boo.

- Uses preverbal gestures to

influence others behaviour.

- Says first word.

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19 – 24

months

- Solves sensorimotor

problems through

representation.

- Finds object moved while out

of sight.


of actions an adult tries to

produce, even if not fully

realized.

- Sorts objects into categories

more effectively.

- Recall memory for people,

places and objects improves

further.

- Vocabulary increases to 200

words.

- Combines two words.

2 – 3 years - Make-believe becomes less

dependent on realistic toys,

less self-centered, and more

complex.

- Can take the perspective of

others in simple situations.

- Recognition memory is well

developed.

- Aware of the difference

between inner mental and

outer physical events.

- Vocabulary increases rapidly.

- Sentences follow word order

of native language; adds

grammatical markers.

- Displays effective

conversational skills.


Social and Emotional Development (Birth to 3 years old)

Infants come into the world with some basic emotions which they can infer directly from

facial expressions like happiness, fear, anger, surprise, sadness and many more (Berk,

2000). Thus, through social and emotional development, children learn to understand

themselves and people around him. They learn to interact and regulate their own

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emotions to form relationships with others. Table 1.4 shows the Milestones for Social and

Emotional development from birth to 3 years old.

Table 1.4: Milestones for Social and Emotional development from birth to 3 years old

Age Social and Emotional

Birth – 6 months - Social smile and laughter emerge.

- Matches adults’ emotional expressions during face-to-face

interaction.

- Emotional expressions become better organized and clearly

tied to social events.

- I-self emerges.

7 – 12 months - Anger and fear increase in frequency and intensity.

- Stranger anxiety and separation anxiety appear.

- Uses caregiver as a secure base for exploration.

- Engages in social referencing.

- Shows ‘clear-cut’ attachment to familiar caregivers.

13 – 18 months - Joins in play with familiar adults, siblings and peers.

- Me-self emerges; recognizes image of self in mirror and on

videotape.

- Begins to realize others emotional reactions may differ from

one’s own.

- Shows signs of empathy.

- Complies with simple directives.

19 – 24 months - Self-conscious emotions (shame, embarrassment, guilt, and

pride) emerge.

- Acquire a vocabulary of emotional terms.

- Begins using language to assist with emotional self-

regulation.

- Begins to tolerate caregiver’s absences more easily.

- Starts to use words to influence playmate’s behaviour.

- Uses own name or personal pronoun to label image of self.

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- Categorizes the self and others on the basis of age, sex,

physical characteristics, goodness and badness and

competencies.

- Shows gender-stereotyped toy choices.

- Self-control appears.

2 – 3 years - Begins to develop a self- concept and self-esteem.

- Distinguishes own intentional from unintentional acts.

- Cooperation and instrumental aggression appear.

- Understands causes, consequences, and behavioural signs

of basic emotions.

- Empathy increases.

- Gender-stereotyped beliefs and behaviour increase.



In your group, analyse and present the following case studies.

Case Study Description Analysis on the

Developmental Stage

Case Study 1 John likes to reach with

his hand for the toy that

is hanging above his

crib. He has learned that

it makes an interesting

sound when he hits it.

Sometimes he tries to

kick the toy with his feet

or roll over to get closer

to it. His mother

changes the toy from

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time to time because

she knows that Luis

likes to repeat this action

over and over

Case Study 2 Tony and Anna’s

parents are watching

closely to see which of

their twins will walk first.

Tony was eager to crawl

and explore

everywhere. Anna was

more content to sit and

play with her toys and

started to crawl later.

Now both babies are

pulling themselves up to

the furniture and soon

they will start walking on

their own. Tony and

Anna’s parents know

they will have to do more

“child proofing” to make

the house safe for their

new walkers.

Case Study 3 Destiny and Alex are

learning to play together

and enjoy each other’s

company. Their mothers

often take them to the

playground together.

They usually play near

each other although

they may be doing

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different things. When

Alex fell off the climber

and started crying,

Destiny ran to get her

mother, even though

Alex’s mother was right

there. She knows from

experience that her

mother will comfort and

take care of children

when they are hurt.

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Topic 3: – Observation, Reflection and Documentation

Learning Outcomes:


-Learn the principles and practice of Quality Observations

-use the tools for observations

Principles and Practices of Quality Observations

• Importance of Confidentiality/Discreteness

It is important to maintain professional ethics and confidentiality especially in

observing young children. Observations of young children carried out are a form

of research which will provide methods, data and interpretation of how they learn

and their developmental changes over time. However, objective we as educators

try to be, there are times when information tends to embarrass an individual or

group of children. A tendency to misuse the information to characterize an

individual child or a group of children may occur resulting in some discomfort from

parents and teachers. Thus, in observation reports, real names of children should

not be used and this serves as an assurance in terms of privacy and confidentiality.

• Observation Methods and Techniques

In observing young children, educators record on the things observed or seen in a

particular way that can be used for a particular purpose. As indicated by Bentzen,

2000, there are a number of factors which can affect the quality of observations.

These are stated below:

a. Sensitivity and Awareness to children’s learning and experiences

b. Fatigue, illness and discomfort which may distract and take attention away

from the task at hand

c. The influence of self or personality which may affect what we notice in the

first place

d. Controlling our biases so that we do not lose our objectivity as we observe

the children

e. Influence of the setting and situation which may pose as a challenge by

making it difficult to stay close to a child through the spaces involved.

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The accuracy and reliability of the observation methods and techniques used by

educators are also crucial as it informs the parents as well as the school on the

child’s development progress. As stated in Bentzen, 2000, there are 3 important

aspects that we need to be aware of which are:

- Objective description

This is sometimes referred to the reporting and consists of recording what

you have seen accurately and completely. It is important to understand the

purpose of your recording and be objective in your description.

- Interpretation (inference or explanation)

This means giving meaning or explanations on your objective descriptive of

the observations. It involves identifying causes to some behaviour or event.

It can also assign motives to an individual or determine reasons to some

behaviour. It provides information to make objective descriptions more

meaningful.

- Evaluation

This is perhaps the most crucial part as it involves placement of values and

attitudes towards the child’s characteristics, behaviours and personality.

Thus, it is important that any conclusion about the child’s general

characteristics or traits should be based on frequent, representative and

objective described samples of behaviour.

• Importance of Team Membership

It is important to know that parents, teachers and the community have an important

role to play in children’s learning and development. Based on Wortham, 2008, the

quality of the partnership between parents and teachers will affect the child’s

security and also maximizes his/her potential in learning. Thus, through building a

strong parent-teacher partnership, the child will benefit as important decisions are

made based on the consultation between parents and teachers as well as working

differences with mutual respect (Wortham, 2008). It is also important to note that

parents being the children’s first teachers will have valuable information to share

about their children and this information gathered, educators will be able to

observe, interpret, evaluate and assess the children more accurately.

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In groups of 4-5, discuss and write your observations for the following case study.

Case Study

Description What have you observed?

You notice a small boy sitting at a table

playing with a piece of clay. He is alone, and

you want to get closer to see what he is

doing. The boy smiles as you approach him.

He gives you his clay and watches closely

as you roll the clay into one large ball and

then break it into two, roughly equal parts.

You hand him his portion and tell him, ‘Now

we both have as much to play with.’ He

nods and smiles take his ball of clay and roll

it around on the surface of the table. You

take yours and proceed to flatten it out like

a pancake. He looks at your flatten piece

and shouts, ‘Hey, your piece is bigger. I

want that one.’ So you trade your piece with

his. He smiles again and goes back to his

playing.

Why observe young children?

Each child is a unique individual. Though their sequence of development may be the

same, they each develop and progress at different rate and pace. Thus, in observing

young children, we will be able to know and understand their development as well as their

as strengths, interests and weaknesses.

It is important to know that each individual child’s ability to grow and learn new complex

skills progresses at different rate depending on their inherited characteristics as well as

learning experiences a child receives. Thus, development of a child should be holistic

focusing on the following domains which are:

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• Physical

• Intellectual

• Emotional

• Social

These areas need to be integrated as a whole to develop the child holistically.

In observing children, we are able to use the information gather through our observations

to analyze the strategies needed to help children attain their goals by providing them with

the skills they need in our planning for the curriculum. As mentioned above, it is important

that information from observations gather about children is clear and accurate. It is

important to be consistent in documenting observation patterns as well as assessment.

Observations done at different times of the day for each child will give a complete picture

of the child’s behaviour so that as educators, we do not have a skewed view of the child’s

pattern of behaviour. Thus, observations taken should be done at different times of the

day as well as in different situations and contexts.


Select a video of a child between 18months to 3 years from the website and discuss

in your group your observations.

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Observation Methods and Techniques

• Types of observation methods and techniques

There are many different types of observation methods and techniques used to

observe young children. In this manual, we will cover 5 methods which are:

- Anecdotal Records

- Checklists

- Event Sampling (ABC behavioural Charts/Analysis)

- Time Sampling

- Narrative description (Running Record)

Anecdotal Records

Anecdotal records are brief narratives describing an incident of a child’s behaviour

that is of interest to the observer. They are direct records resulting from

observations. As mentioned in Bentzen, 2000, it is a record that teachers use for

future reference and as an aid to understanding the child’s personality. It should

be prompt, accurate and describe a particular situation specifically.

Anecdotal records provide the context of the child’s behaviour with indications to

settings and situations so that the behaviour is not separated from the events that

caused or influenced it. They are written mostly after the incident has occurred

informally than during its occurrence formally as stated in Beaty, 2006.

Checklists

Checklists are records that denote anything present or absent from a list.

According to Beaty, 2006, they are specific traits or behaviours lists arranged in

logical order. Checklists can be used in a number of ways depending on the

purpose of the observation. However, it is important to note that checklists are

used to record ‘specific behaviours’ in a ‘given context’ (Bentzen, 2000).

Brandt (1972) indicates that there are 2 types of checklists – static descriptors and

action checklists. Static descriptors are unchanged characteristics of settings or

children which can be recorded in checklists and it provides consistency in the

recording data (Bentzen, 2000). Action checklists are recordings of behaviours

which are prime concern of the observers. It records occurrences of specific

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behaviours during an observation period. Thus, before the observation, a list of

behaviours should be made up of each child and this will form an assessment of

the child.

Event Sampling (ABC Behavioural Charts/Analysis)

Event Sampling is an observation method whereby one waits for and records a

specific preselected behaviour. It is used mainly to study the conditions under

which that particular behaviour occurs and its frequency (Beaty, 2006). This type

of recording can be done is several ways depending on the purpose of the

observation. ABC Behavioural Charts/Analysis is done when studying causes or

results for a particular behaviour. Recording comes in the form of a narrative

description on the entire event breaking it down into 3 sections:

- A – Antecedent

- B – Behaviour

- C – Consequent Event

Each time the event occurs, it is recorded.

Time Sampling

Time Sampling records are records of the frequency of a particular behaviour’s

occurrence over time. As mentioned in Beaty (2006), the behaviour should occur

at least once every 15 minutes before it can be taken for sampling. Observer for

this type of observation needs to know and prepare the specific behaviour and time

interval that need to be looked for. It is also important for him/her to determine how

he/she would want to record during the presence or absence of such behaviour.

Narrative Description (Running Records)

Running record is another method of observation. It comprises of a detailed

narrative account of the behaviour recorded in a sequential manner when it

happens. It is different from anecdotal record as includes all behaviours and not

just selected incidents. It is recorded as the incidents occur and not after. To keep

pace with the actions, short sentences or abbreviated words are used.

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Value of clear, accurate and detailed observations

When we make observations of young children, we should avoid being judgmental or

biased in our interpretation as observing young children is a fundamental aspect of our

day-to-day practice and high-quality early years provision. It is important that observations

gathered using these techniques are clear, accurate and detailed as each individual child

is unique with his/her abilities and talents. We know that these observations and

interpretation will serve to provide parents and other educators with information in

planning experiences and activities for them.

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Topic 4: – Documentation Methods

Learning Outcomes:


-documentation methods

Documentation Methods

Having discussed about the different observation techniques and assessment tools

available it is evident that the way we document the observations are very important as it

is only through accurate documentation that we are able to interpret, analyse and then

assess and evaluate the child. Thus, to be effective in our observations of children, we

would need to consider some key practices:

1. Making observation part of your routine

2. Engaging families in the observation process

3. Using strategies that match your purpose

4. Observing as objectively as you can

1. Making observation part of your routine

From the information given in the above sessions, we have discussed about the

importance of having on-going observations as it will provide us with data for

assessing and evaluating the children. For the assessment to be as accurate as

possible, it is therefore crucial that we observe children in their everyday routines

and activities as these are times where children interact with familiar materials and

people in their natural environmental setting.

Let’s watch the following video: http://www.youtube.com/watch?v=RyQpNhaWz0c

2. Engaging families in the observation process

We know that documenting is also about sharing information on the child between

different stakeholders. Thus, as educators, we need to be open to learn from each

family. For us to have useful information from families, it is important for us to give

some concrete examples of the kind of information we would like them to share

http://www.youtube.com/watch?v=RyQpNhaWz0c

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with us like the interest of the child, his abilities, strengths and weaknesses. As

families share their observations with us, we will develop a complete and more

accurate picture of the child.

3. Using strategies that match your purpose

Having mentioned that observation is crucial to understanding children, we need

to know that it will also help us in planning the curriculum and learning activities.

Thus, some of the examples that how purposes should influence you observing

the children are listed in Table 1.5 below.

Table 1.5: Examples of how purposes should influence how you go about observing

Purpose of Observation Ways you might observe

Plan curriculum and teaching strategies - Observe children participating in

activities

- Write down ideas for new activities

- Changes in the environment

Measure and describe children's

progress

- Have an item in mind from a particular

assessment tool

- Observe the children demonstrate their

level of mastery

Inform families about their children's

learning

- Look for a specific aspect of a child’s

learning that the parents are interested

in

Sources: The Colorado Department of Education (2012)

Observations can be planned and at the same time spontaneous. When we

planned our observations for specific purposes, we need to consider how, when,

where and what we will be observing. When our observations are spontaneous,

we would be observing in response to something that has happened in the

classroom which we would like to capture and learnt about.

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Activity 1.5: Individual Activity

Describe what you see in the picture.

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Sources: The Colorado Department of Education

(2012)

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

________________________________________________________________

_______________

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1. Observing as objectively as you can

From the above activity, we would have noticed that as mentioned by Martin S.

(2007) in Take a Look, there will not be two people who would be able to see the

child in the same identical way. They would have observed what they have decided

to look for and on their own particular perspective. Thus, it is important for all

educators to be as objective as we can especially during the observation process.

Table 1.6 can help us understand the difference between being objective and

subjective.

Table 1.6: Being Objective and Being Subjective

Objective Subjective

Observations should provide facts and

details with as little interpretation as

possible.

Example:

There was a crowd of about 50 people in

front of the museum.

Observations are influenced by opinions,

past personal experiences, and

background.

Example:

There was an impatient crowd of about 50

people waiting endlessly to enter the

museum.

Sources: The Colorado Department of Education (2012)


Are these descriptions objective or subjective?

➢ Sarah puts dishes on table for the bear and the doll and says

"you...one...you...one...ME!”

_______________________________________________________________

➢ Julie sets the table, probably imitating how it happens at home.

_______________________________________________________________

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➢ Zack has been crying because he misses his mom and is afraid she won’t come

back. He clings to his blanket for comfort.

_______________________________________________________________

➢ Luis kisses his mom goodbye and smiles. He cries after the preschool door closes

and then crawls on Ms. S's lap.

______________________________________________________________

➢ Importance of providing an objective observation recording

Activity 1.7: Group Activity – Observation Practice 1

Watch the following video, ‘Henry At Mealtimes’ and jot down your descriptions of

what you see and hear him do. Describe what he does as objectively as you can.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_______________________________________________________________

_______________________________________________________________

________

http://www.cde.state.co.us/media/resultsmatter/RMSeries/HenryAtMealtime.asp

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Using Anecdotal Records

Documentation processes

An anecdotal record can be used for the following purposes based on Nilsen (2001):

➢ Portray an incident that indicates a child’s development in a specific area

➢ Record incidents to share with parents

➢ Preserve details of incidents for later reflection

The documentation process of using an anecdotal record is very important though there

is no special form required. Details that are important in an anecdotal record are:

➢ Name of the child

➢ Age of the child

➢ Date of the observation

➢ Time of the observation

➢ Setting of the observation

➢ Name of observer

➢ Type of Development observed

➢ Observation

➢ Interpretation of the observation

Table 1.1: Example of an anecdotal record

Name of Child (s): Robbie, Mary, Janie Date of observation: 5 October 2008

Age of Child: 4 Time of observation: 8:40 to 9.10 am

Name of Observer: Sue Setting: Sunnyside Preschool

Type of Development observed: Social/Emotional

Observation

(Incident)

Interpretation

(Notes or Comments)

Mary and Janie were in the House-

keeping Area pretending to fix a meal.

Robbie came to the center and said he

wanted to eat. The girls looked at him.

Janie said, ‘You can’t play here, we’re

busy.’ Robbie stood watching the girls as

The girls play together frequently and tend

to discourage others from entering their

play. Robbie has learned how to enter a

play group. He was careful not to upset the

girls. They relented when he offered to be

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they moved plastic fruit on the table.

Robbie said, ‘I could be the Daddy and do

the dishes.’ Mary thought for a minute,

looked at Janie and replied, ’Oh, all right,

you can play.’

helpful. Robbie is usually successful in

being accepted into play activities.

Sources: Wortham (2008)

Activity 1.8: Pair Activity

With your partner, select a child between the ages of 0 to 3 years and watch a video

clip and using the anecdotal record, write an observation.

Name of Child (s):

_________________

Date of observation: _______________

Age of Child:

_____________________ Time of observation: _______________

Name of Observer:

________________

Setting: _________________________

Type of Development observed:

_______________________________________

Observation

(Incident)

Interpretation

(Notes or Comments)


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Advantages and Disadvantages

There are some advantages and disadvantages when using the anecdotal recording

method for observation in young children. Table 1.2 shows the advantages and

disadvantages.

Table 1.2 Advantages and Disadvantages of Anecdotal Recording

Advantages Disadvantages

• Provides a running account of child’s

behaviour in particular context.

• Allows continuing comparisons of

behaviour that permits documentation

change.

• Very easy to use – needs no special

coding schemes, settings or categories

• Open to observer bias via improper

wording, dislike of the child etc.

• Controversial technique because of its

susceptibility to bias.

Sources: Bentzen (2000)

Using Checklist Method

• Documentation processes

A checklist method, as mentioned by Bentzen (2000), is any record that denotes

the presence or absence of something. Checklists have many uses and are simple

to use. A shopping list and a class attendance sheet are examples of a checklist.

In the documenting process using a checklist, the observer needs to check the

child’s performance against the checklist stating the norms for his age. Table 1.3

below shows a sample checklist to chart developmental progress.

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Table 1.3 Sample Checklist to Chart Developmental Progress

DEVELOPMENTAL CHECKLIST

Child Observed: ___________________________________________________

Child’s Age: ________________________

Observation Setting: ________________________________________________

Name of Observer: _________________________________________________

Date: _____________________________

Time: _____________________________

S/N Development Yes No

1. Imitates a 3-cube bridge

2. Uses both hands to steady a cube tower

3. Uses scissors to snip inaccurately

4. Copies a circle

5. Imitates a horizontal line and a cross

6. Feeds self independently with a spoon

7. Dresses/undresses with assistance for front, back,

snaps, laces

8. Jumps in place

9. Pedals tricycle

10. Washes/dries hands

11. Bounces ball at least three times

12. Holds crayon between thumb and first two to three

fingers


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Activity 1.9: Pair Activity

With your partner, select a video which shows a child engaged in physical activity.

Using the checklist below, observe the child.

DEVELOPMENTAL CHECKLIST

Child Observed: ___________________________________________________

Child’s Age: ________________________

Observation Setting:

________________________________________________

Name of Observer:

_________________________________________________

Date: _____________________________

Time: _____________________________

S/N Development Yes No

1. Able to run in a forward direction

2. Able to jump in one place, two feet together

3. Able to walk on tiptoe

4. Able to throw ball (but without direction or aim)

5. Able to string 4 large beads

6. Able to turn pages in book singly

7. Able to hold crayon imitate circular, vertical,

horizontal strokes

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8. Able to match shapes

9. Able to use spoon without spilling

10. Able to drink from straw

11. Able to manipulate small objects with good

coordination

12.

Able to tell about something in functional

phrases that carry meaning like: ‘Daddy go

airplane’



Some advantages and disadvantages relating to the use of checklist for observation are

mentioned in Table 1.4.

Table 1.4 Advantages and Disadvantages of Checklist


• Useable in many different situations

and methods

• It is efficient

• Can provide ‘baseline’ information

to reveal developmental gains or

behavioural changes

• Can identify behaviours and skills

that one might want to observe in

more detail later on

• Does not preserve raw data, so

details are lost and only action

fragments remain in the

observation record

• Lacks detail

• Need more information for planning

and decision making


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Using ABC Behavioural Charts


ABC (Antecedent-Behaviour-Consequence) chart is to record behaviour. It

involves writing down what triggered the behaviour (what occurs just before the

behaviour occurred which is known as the Antecedent), the actual (which is the

Behaviour) and what happen afterward as a result (the Consequent). Refer to

Table 1.5 for examples.

Table 1.5 Examples for ABC Behavioural Chart

ABC Behavioural Chart of Rachel’s Unoccupied Behaviour

Child Observed: Rachel

Child’s Age: 3 years old

Observation Setting: Wandering around the room, unoccupied

Name of Observer: Sal

Date: 8 November

Time: 8.15am – 9.15am

Time Antecedent Event Behaviour Consequence

8.15 Rachel arrives with Mom.

Mom kisses her good-bye.

Wanders around room

for 15 minutes,

watching children

Alex says, “Want to play

cars with me?” Pushes

cars on block area

carpet for 6 minutes

8.40

Watches the noisy arrival

of the bus kids. Pam

(teacher) says, “OK, free

choice time. Find

something to do.”

Watches Daisy and

Chloe hang up jackets

and rush off to house

area

Turns attention back to

kids entering room.

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8.46

Sal (teacher) says to

Rachel, “You need to get

started now.”

Walks around room

with no expression on

her face, looking in

each area.

Goes to art area and

rolls play dough with

rolling pin for 4 minutes.

Looks around

classroom more than at

her play dough.

8.54 Puts play dough away.

Walks to edge of

manipulative area and

watches Pam and 3

kids

Pam says, “Would you

like to join us? Here are

some Bristle Blocks.”

Rachel silently stacks

blocks for 5 minutes

9.13 Pam leaves area.

Stops building and

watches other kids.

Smiles at Betsy.

Betsy smiles back and

asks, “Want to play

dough?” Rachel nods.

They leave the blocks

on the floor and head

toward the art area.

Sources: Nicolson and Shipstead (2002)

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ABC Behavioural Chart of Rachel’s Unoccupied Behaviour

Child Observed: Rachel

Child’s Age: 3 years old

Behaviour/Event: Wandering around the room, unoccupied

Name of Observer: Sal

Date: 9 November

Time: 8.15am – 10.30am


8.15 Rachel arrives with Mom.

Mom kisses her good-bye.

Scans the room and

walks toward art area

where Betsy and Yiota

are mixing paint.

Watches from the edge

of the area.

Betsy and Yiota don’t

appear to notice her.

8.24 Remain 3 steps from the

art area.

Looks through the

colour-labeled crayon

containers on the shelf

and re-sorts four

crayons that are out of

place

Sal checks on the paint

consistency, looks at

Rachel, and says, “The

paints are ready. Would

you like to use them?”

Rachel nods and goes

to the easel next to

Betsy

8.51 Hangs painting of red and

yellow lines up to dry.

Wanders around room

until cleanup time.

Sal asks her to help him

clean up in the

manipulative area. She

does not reply but gets

right to work with the

tinkertoys.

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10.10 Outside time begins.

Circles perimeter of

yard twice in 10

minutes.

On second round Pam

calls out, “Rachel, do

you want to push on the

swing?” Rachel shakes

head no and continues

circling.

10.25 Children in sand box bring

over two pails of water.

Stops partially behind

tree and observes.

Children do not notice

her.


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Activity 1.10: Group Activity

In your group, select a child displaying challenging behaviour. Watch the video and

using the ABC chart, write your observations.

ABC Analysis Chart

Child Observed:

Child’s Age:

Behaviour/Event:

Name of Observer:

Date:

Time:



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Some advantages and disadvantages relating to the use of ABC Behavioural Chart for

observation are mentioned in Table 1.6.

Table 1.6 Advantages and Disadvantages of ABC Behavioural Chart


• Can preserve raw data

• Suitable for infrequently occurring

behaviours

• Records natural units of behaviour

• Can combine narrative description with

coding schemes

• Not very useful for the infrequent

observer – need to be in the setting

often enough to see behaviour when it

occurs


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Using Time Sampling


Time sampling methods are appropriate for studying more than one child’s

behaviour or interaction. According to Nicolson & Shipstead (2002), the unique

component of time sampling is the use of predetermined units of time. Time

sampling observations carried out are usually used for investigations of behaviours

that occur frequently and in rapid succession. It is used to help educators collect a

representative data to know more about children and to refine teaching strategies,

curriculum and environment. It is also a systematic and efficient observational

method. The following example in Table 1.7 shows how time sampling method can

be used.

Table 1.7 Example of Time Sampling

Time Sampling of Children’s Social Play

Center / Age Level: XYZ / 3 years old

Date: 8 November Time: 9am to 9.15am

Observer: Sam No. of Children: 8

Event: Children’s social play using Parten’s (1932) categories

Instructions: Observe each child for 30 seconds, and mark a tally for type of social play

demonstrated. Rotate 30-second observational and coding time units from child-to-

child throughout observational period.

Type of

Social Play

Child

Onlooker Play Parallel Play Associative

Play

Cooperative

Play

Child 1 //

Child 2 / /

Child 3 //

Child 4 / /

Child 5 / /

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Child 6 //

Child 7 //

Child 8 / /


Activity 1.11: Group Activity

In your group, select a group of children playing and using the time sampling method,

write your observations.

Time Sampling of Children’s Behaviour

Center / Age Level:

Date: Time:

Observer: No. of Children:

Event: Children’s social play using Parten’s (1932) categories

Instructions: Observe each child for 30 seconds, and mark a tally for type of

behaviour demonstrated. Rotate 30-second observational and coding time units

from child-to-child throughout observational period.

Type of

Behaviour

Child

Snatching

toys

Scream

at other

child

Pushing

other child

Pulling

curtains

Asking

other child

to go away

Child 1

Child 2


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From your observation using time sampling method, do a mind map on the

challenges you encounter.


Table 1.8 shows the advantages and disadvantages of using time sampling.

Table 1.8 Advantages and Disadvantages of using time sampling


• Suitable for all kinds of behaviour

• Economical of time and energy – very

efficient

• Yields representative data

• Can combine different recording

techniques

• Does not capture details of behaviour

• Use limited by frequency of behaviour

• Does not treat behaviour as it naturally

occurs – ‘action fragments’ are

recorded

• Predetermined categories may cause

bias

• Coding schemes may cause difficulty –

requires precise, reliable use of

categories


Using Running Records


Based on Bentzen (2000), running record is also labelled as narrative description

or specimen record. It is a formal method of recording behaviour as it requires

rigorous detail and predetermined criteria based on Irwin and Bushnell (1980).

Typical observation time for running records are 10 minutes or less. To practice,

educators should try to begin with spans of only 3 to 5 minutes. The following

example (Table 1.9 – Example of a running record) shows an observation span of

3 to 5 minutes.

Table 1.9 Example of Running Record

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Running Record of Alison during Choice Time

Center / Age Level: XYZ / 4 years old

Date: 14 September Time: 8.45am to 9.15am

Observer: Mary Agnes Child/Age: Alison / 3 years 11 months

Teacher: Wilt

Asst. Teacher: Mary Agnes

Description Comments

Alison sits cross-legged on the carpet next to Wilt as he

announces special materials available for Choice time:

chalk and a variety of paper in the art area, new wood

pieces for gluing in the construction area, pencils and

notepads in the house area and aluminum foil in the

block area. Alison looks at her clasped hands and turns

her plastic flower ring around and around; she does not

look at Wilt or any of the children who are talking about

their plans

When Wilt says, ‘OK, have a good Choice Time,’ Alison

stands up, still clasping her hands and twirling her ring.

She walks to the art area, stands about 3 feet from the

table, and watches four children making chalks

drawings. She looks at the children, then down at her

ring, looks at the children, then down at her ring. Alison

repeats this looking pattern, twirling all the time, for

nearly 3 minutes.

Alison turns her head toward the opening door and the

sound of heavy rain. She walks in that direction and

enters the empty book corner. She bends down and

arranges two pillows side by side and lays on her

stomach on them. She fingers the carpet, then removes

her ring and tries to catch and pull carpet strands with

8.45

Listening?

8.50

All spaces taken.

8.55

Jewellery at school?

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her ring. Her efforts produce a popping sound, but the

carpet stays intact! Wilt walks into the book corner and

sits beside her, holding a container of farm animals and

a container of zoo animals from the block area. He talks

softly to Alison.

Alison stands up, takes the zoo animal container from

Wilt, and walks directly to the block area where Sean,

Annette, and Kenny are building in the far end. She sits

cross-legged with the container in her lap, facing the

shelves so that she has 12 inches of carpet between the

shelves and her knees. She puts the container in front of

her and picks out a small lion with her right index finger

and thumb and an elephant with her left fist. She gently

knocks their heads together about 8 times, then their

feet, and then their tails. She returns the two animals to

the container and, leaving it on the floor, walks to the

music area.

Alison puts on the headphones, chooses an Ella Jenkins

tape from the basket, slips it into the player, plugs her jack

into the player, and adjusts the volume. She remains

standing while she listens and dances in the small space

allowed by the headphones cord. She claps occasionally,

sways with her upper body, and moves her hands back

and forth and chest height. She continues; Wilt

announces Choice Time is over.

Conclusions: Alison spent most of Choice Time engaged

in onlooker behavior and solitary play. Her level of

involvement with other people and materials was low, and

she did not spend longer than 7 minutes with any activity.

Alison did not appear to be unhappy or bored, but she did

Can’t hear.

9.05

Does she know how to

play?

9.06

Competent tape player

user

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not exhibit any enthusiasm for the activities she chose.

Alison’s manipulation of the tape player, headphones,

animals and ring indicated competent fine motor control.



Observe a child in your school using the running record.

Running Record of (child’s name) during (event)

Center / Age Level:

Date: Time:

Observer: Child/Age:

Teacher:

Asst. Teacher:

Description Comments

Conclusions:


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Table 1.10 Advantages and Disadvantages of using running records


• Provides a complete account

• Captures context (setting &

situation)

• It is a permanent record

• Usable under many circumstances

• It is time and energy consuming

• Can be inefficient regarding

representativeness of behaviour

sample

• Requires skill and effort to record all

details of behaviour


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Topic 8: – Designing and Planning for Observation of Individual Children and Selecting Methods to Observe, Plan and Enrich Physical Environment

Learning Outcomes:


-observe and plan and environment to meet individual children’s need

-Design and plan for observation of Individual children

From making meaningful observations, teachers would get to know the individual children

well and plan to provide for their individual needs and interests. However, as much as we

would like to practice getting to know each individual child well and plan activities

according to what is best for them we are faced with different challenges that minimises

our opportunities to observe the children in a natural setting. Thus, in designing and

planning for observation of individual children becomes a fundamental aspect of day-to-

day practice and also the cornerstone to achieve high quality in the early years setting.

Activity 1.13: Reflection and Action

• How will you plan to do observations in your class to ensure that all the children

are being observed?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

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• What are some factors that you will consider when planning to do your

observations?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Designing and Planning for Observation of Individual Children

Purpose of Observing Children

First and foremost, you need to know why are you observing that child or children.

Based on Nilsen (2010), some of the reasons for observing children are as follows:

• Safety

• Physical Health

• Assistance

• Discover Interest

• Learning Styles and Teaching Strategies

• Curriculum Planning

• Extend Children’s Learning

• Communication with the Child

• Guidance

• Measure Progress

• Assessment

• Evaluation

• Referral

• Communication with the Family

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• Self-Reflection of Teaching Methods

• Accountability

When Do We Observe Children?

Having identified the purpose of observing the children, when then should we observe

them? From Nilsen (2010), observing children in their natural setting of the classroom

while they are actively participating can provide us with the knowledge of their interests,

knowledge and capabilities. Thus, observing children in their natural setting, every

domain of development can be assessed.

How to find the Time?

According to Nilsen (2010), a developmentally appropriate classroom will dedicate

blocks of time to allow young children to choose their activities. When the environment

is prepared, the teacher is allowed time to observe, make notes and closely follow and

document a child’s play. However, if there is no time for observation of young children,

then the teacher will need to look at the environment, teaching practices and the

curriculum.

Selecting Methods to Observe, Plan and Enrich the Physical Environment

Activity 1.14: Group Discussions

In centres, educators are asking the following questions:

• How do I organise observations to ensure that all children are assessed

appropriately?

In your group discuss on how you will answer the above question

______________________________________________________________

______________________________________________________________

______________________________________________________________

____________________________________________________

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According to Clyae, Lambert & Reeves (1994), planning an educational programme

builds on the needs of individual children and at the same time acknowledges the

interests of the group as a whole. This involves:

• Regularly recording observations of children’s attitudes, skills, knowledge and

behaviour

• Using the above information to establish areas of developmental concerns for

individual child or children

• Preparing objectives for each of the children as a part of the overall plan for the

group as a whole and incorporating these into more specific daily plans

• Evaluating these plans so that it can be incorporated as a basis for further

planning

Environment

Based on Nicolson & Shipstead (2002), children’s behaviours are at times affected by

the way we prepare our classrooms as well as activities. Thus, as educators, we need

to use the observational data to assess how well the environmental elements support

the educational process.

• Room arrangement

Classrooms come in an assortment of shapes and sizes, and are seldom

arranged alike. Some elements for consideration include:

- Layout

As indicated by Hohmann & Weikart (1995), “establishing well-defined

interest areas is one concrete way to foster children’s capacities for initiative,

autonomy and social relationships” (as cited in Nicolson and Shipstead,

2002). Greenman (1988) identified three plans for room layouts (as cited in

Nicolson and Shipstead, 2002):

1. Maze where defined areas are separate and placed throughout the room

i.e. sides, corners, and middle areas.

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2. Perimeter Strategy where areas are placed around the outside with the

central space left open for traffic access and overflow from centers.

3. Central Activity Area Strategy where areas are grouped together in the

center of the room with open space on the outer edges.

One layout is not superior to the other and educators design their own

classrooms layout with some modifications to these plans.

- Traffic Patterns

According to White & Coleman (2000), “traffic should flow smoothly between

learning centers, so that classroom noise and the potential for accidents are

reduced” (as cited in Nicolson and Shipstead, 2002). Skilled educators plan

traffic patterns that minimize interference in the learning centers and leave

pathways and doorways unobstructed.

- Material Selection and Equipment Location

Based on one study by Petrakos & Howe (1996), it has been observed that

children’s opportunities to enter into solitary or interactive play are affected by

the materials and equipment choice in the dramatic play area (as cited in

Nicolson & Shipstead, 2002). Thus, it is important that educators consider the

materials and equipment in order to build positive identity and self-esteem.

For effective classroom arrangement, shelving and storage for materials need

to be taken into consideration as well. Children are given the opportunity to

exercise their initiative, responsibility as well as creativity when materials are

labelled clearly, organized systematically and accessed easily. As stated by

Greenman (1998), to maximize effective storage, the following characteristics

can be observed (as cited in Nicolson & Shipstead, 2002):

➢ Good storage is located close to the point of use.

➢ Good storage comfortably holds and distinctly displays the contents when

open.

➢ Good storage is the right size and shape for the space.

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➢ Good storage is aesthetically pleasing.

➢ Good storage has a visible order, clear and understandable to its user.

➢ Good storage is safe.

• Lighting

As cited in Nicolson & Shipstead, 2002, two important facts have been disclosed

by research on lighting. They are:

1. Children’s and educators’ comfortable vision is dependent on the number of

windows, size of the room, and the colour and the reflection from the walls,

tops of tables, floor, ceiling and mirrors.

2. Eye fatigue is reduced when light levels are responsive to the activities within

the room.

• Visual Appeal

Besides room arrangement and lighting, another factor that will have an impact is

the visual appeal of the environment. Educators need to consider four parts which

are:

- Colour

As cited in Nicolson & Shipstead, studies have been done on the relationship

of psychological effects of colour on people and their behaviour. Refer to the

table 1.10 for details.

Table 1.10: Colour effects and their classroom implications

Colour Effect Implications for Classroom

Red Draws attention, can

alarm

Large, red butcher paper on table

under new materials or new activity

Suggests

strength/importance

Background or letter colour on a

parent board or notice when a

communicable disease or other

information needs highlighting

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Background for emergency rules

Stimulates activity Motor development equipment, bean

bags, and balls

Orange Stimulates activity Motor development equipment

Cheers Warm soft tints on interior walls

Yellow Emits light, luminous The bathroom door or frame around

it, yellow line on floor leading to

bathroom in young preschoolers’

classrooms

Baskets for completed work

Cheers Warm soft tints on interior walls

Green Reduces muscle

tension, reflects

nature/growth,

refreshes, calms

Water table, play dough

Science area accents

Room accent colour

Inside colour of a ‘private space’

Blue Reduces weight

perception (if pale in

colour)

Baskets for picking up blocks, bean

bags

Reduces time

perception

Napping cots

Calms/Comforts Water table, play dough

Rug or cushions in reading corner

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Inside colour of a ‘private space’

Room accent colour

Brown Suggests stability Natural wood used in high climbing

equipment or lofts


- Visual Clutter

It is important that educators do not overly decorate and fill their classroom

with bright colours as it may overstimulate and give a circus appearance.

Laminating of materials displayed on the board walls are not encouraged as it

will result in glare thus, irritating vision clarity.

According to Nicolson & Shipstead (2002), choosing what to display and

where to place selected items is an important consideration when the intent is

to avoid visual clutter. Educators need to decide, coordinate and organize

wall displays of children’s work. Framing children’s work in colours that

coordinate with the room scheme helps to unify overall design and give a

calming effect. Visual appeal is enhanced when the arrangement of the wall

displays are in a specific pattern or order.

- Texture and Warmth

Based on Nicolson & Shipstead (2002), children associate with softness

which goes hand in hand with security. In classrooms equipped with colourful,

easy-care, durable plastic furniture, softness and texture can be added by

placing few small rugs, bean bag chairs, over-sized floor pillows and cushions

for seats making sure that selections are compatible with classroom colour

scheme.

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In your groups, discuss how the items stated below affects the children:

a. Room Arrangement

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

b. Lighting

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

c. Visual Appeal

______________________________________________________________

______________________________________________________________

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Topic 5: – Purpose of Assessment

Learning Outcomes:


-understand what assessment is

-use tools for assessment correctly

What is an ‘Assessment’

An assessment is an on-going process. It involves understanding, evaluating and

improving children’s learning through the use of different modes or types of tools. It makes

expectations clear as well as sets learning outcomes for learning experiences. This will

result in the necessary information needed to improve children’s learning.

Purposes of Assessment

As educators for very young children, it is important to identify the purpose of an

assessment. This will help to determine the appropriate kind of assessment to be used.

In assessing individual children, there are different purposes of assessments which may

include:

- Determining the progress on developmental achievements of a child

- Diagnose learning and teaching problems that one experience

- Communicating and reporting to parents about child’s progress

- To assist a child in assessing her or his own progress

- Making decisions relating to the program and curriculum

• Effectiveness of Assessment

According to a joint position statement made by NAEYC and NAECS/SDE, making

ethical, valid, appropriate and reliable assessment is a central part of all early

childhood programs and making it effective. Thus, when we assess children’s

strength, progress and needs, we need to consider assessment tools/methods that

are developmentally appropriate, culturally and linguistically responsive and tied

to children’s activities as well as connected to specific objectives:

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➢ Make sound decisions about teaching and learning

➢ Identifying significant concerns on intervention for children

➢ Improving program in terms of educational and developmental interventions

• Observation in relation to decision making

Making decisions on children’s learning and abilities or curriculum/program

implementation is a challenging process. One way of making a well-balanced

decision is by improving the way we assess children. Instead of using standardized

tests for young children, we may want to approach assessment using the ‘multiple

windows’ as mentioned by McAfee and Leong, 2002, which involves different types

and ways of gathering and recording information and data about children. Thus,

when educators use a variety of observation and assessment methods to evaluate

the child, a well-balanced profile of the children in their developmental needs are

provided.

Assessment Tools

According to Wortham, 2008, the study of young children in terms of their growth and

development through medical examinations, observations, assessments and evaluation

are important. It has also been stated that assessment of young children from birth to 3

years are very different from that of the preschool years.

To determine children’s status and progress as mentioned in Wortham, 2008, we need to

look at 2 areas which are:

- A Child’s Developmental Status at a Given Time

David Elkind, 1979 mentioned that we must not take for granted where

children’s knowledge and understanding are concerned. As educators, we

should not assume that all 2 years old or 3 years old are the same height and

weight and also that they will like the same things or enjoy doing the same

activities. Thus, it is important to assess the child’s or group’s strengths and

needs.

- A Child’s Progress and Change over Time

There are several reasons why educators keep track of children’s progress.

One of the main reasons is to assure that learning and development are taking

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place and this also provides evidence of learning to parents and children. It

also helps educators to make changes needed in response to what children

learnt or have not learnt as mention in Wortham, 2008.

• Assessing abilities of children in all developmental domains

Children are unique and they develop at different pace/rate. Thus, as educators,

we need to plan and gather some information on the major aspect of their

development. The major developmental domains are:

- Physical

- Intellectual

- Emotional

- Social

(Details of the developmental milestones can be obtained from Table 1.1 to 1.4)


Using the observation stated in Table 1.5 (LG p. 38-39), do an assessment for the

child indicated.

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‘Doing’ an Assessment

When we are doing an assessment, we need to consider some of the questions when

we are thinking about assessment. Refer to Table 1.11 for details.

Table 1.11: Thinking about assessment

Element Questions

Making a judgement What aspects of children’s learning and development do

I want to focus on in my assessment?

Who will make the judgement – me, the children, or both

of us?

Recording How will I record the judgement – as a mental note, as a

written note, as a comment or story, as a drawing, as a

photograph or video-recording, on a checklist?

How will I ensure that, over time, I am building up rich

information of children’s learning and development?

Will I give children opportunities to record their own

judgements? How?

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Sharing What do I want to say to children about their learning

and development?

Who do I want to share with children’s parents?

How will I share the assessment information?

Sources: Aistear: the Early Childhood Curriculum Framework

Features of good assessment practice

To develop good assessment practice, educators need to know what and when to

assess young children. During assessing, educators must look into the progress of

children based on the four areas of developmental domain – physical, intellectual,

emotional and social.

Children have developmental milestones. During the early stages, they are required to

go through health checks by professionals to ensure they are progressing according to

their milestones.

Diagnostic assessment is also important in identifying children with special needs as it

provides opportunity to early intervention. So even though educators do not carry out

the diagnostic assessment, through their assessment they will be able to notice early

signs of potential difficulties and feedback to parents their concern and help them get in

touch with relevant professionals.

Table 1.12 below shows features of good assessment practice.

Table 1.12: Features of good assessment practice.

Assessment

The Educator

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Benefit children - Gives feedback to children on their learning and

development as part of his/her daily interactions with

them

- Makes decisions that build on past experiences and

support new learning and development

Involves children - Talks with children to understand their learning and

development

- Gives children opportunities to think about what they

did, said, made, and learned, and helps them plan

what they will do next

Makes sense for children - Assess as part of everyday activities, events,

routines, and interactions, and uses objects, places

and people which are familiar and interesting to

children

Involves children’s

families

- Provides parents with insights into their children’s

learning and gives suggestions for how they might

support learning at home

- Gives parents opportunities to share information

about their children’s learning and development

Uses many methods

- Uses methods such as self-assessment,

conversations, observations, and tasks

- Uses methods in a way that is appropriate, given

children’s ages, backgrounds and stages of learning

and development

Happens over time

- Collects and uses information on a daily basis

- Over time, builds a rich information of each child as

a learner

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Sources: Aistear: The Early Childhood Curriculum Framework

Activity 1.17: Self Reflection

Reflect and write down how you will assess your children differently.

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Topic 6: – Identifying Children with Special Needs

Learning Outcomes:


-how to work with children with disabilities and impairments

Children with special needs can be identified based on the categories that have been

proposed by OECD:

- students with disabilities and impairments

- students with behavioural or emotional disorders or with specific

difficulties in learning

- students with disadvantages arising from socio-economic, cultural or

linguistic disadvantage (OECD, 2007)

In the United States, a child is considered for special education if he or she has

disability in the following categories - developmental disability, traumatic brain injury,

deaf-blindness, specific learning disability, speech or language impairment, autism,

orthopaedic impairment, hearing impairment, multiple disabilities, emotional disturbance

(U.S. Department of Education, 2011).

While the categories of special needs have been provided based on two examples, it is

important to note that working with the stakeholders is vital to obtain information on the

child. The various stakeholders in this regard are children, parents, family members,

specialists, and members of staff in the organisation. Along with this, consistency is the

use of methods of assessment and obtaining periodic feedback and responses from the

stakeholders also become vital.

Identifying the type of special needs

There are various types of special needs such as -

- developmental disability

- traumatic brain injury

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- deaf-blindness

- specific learning disability

- speech or language impairment

- Autism

- orthopedic impairment

- hearing impairment

- multiple disabilities

- emotional disturbance (U.S. Department of Education, 2011).

One of the ways to identify the type of special needs is by using assessments. Tests such

as the ones for IQ can assist in the search for discrepancy. The presence of a learning

disability can be ascertained through the tests. However, it is also vital to work with the

various stakeholders in this respect.


In groups of 4, discuss some of the challenges you face when identifying children

with special needs.

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Selecting appropriate intervention programme

The selection of appropriate intervention programs is grounded on the following:

- Systematic maintenance of the child's profile that consists of information

related to the child's development

- Communication with the various stakeholders

- Knowledge of various options available to the child

- Ascertaining the feasibility of the use

- Parental consent

- Referral

- Facility of the centre

- Analysing the goals of the program with the nature of special needs

- The duration of the program

- Obtaining information on the past records of the program to ascertain its

effectiveness

- The nature of the program's flexibility

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In groups of 4, research on some early intervention programs available in

Singapore.

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List of Professional Bodies in Singapore

In Singapore, there are several institutions that assist young children with special

needs. Two of them are as follows:

- KK Women's and Children's Hospital

- MINDS - Movement for the Intellectually Disabled of Singapore

The KK Women's and children Hospital provides the following type of services at

various levels. It assesses children who have issues with their development and

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behavior and provides multidisciplinary intervention services. It works the parents by

providing them with the necessary guidance, counseling and support. Furthermore, it

works with the concerned schools, Primary Health and Community services in attempts

to provide early intervention and assists in placing children in facilities related to training

and education (KK Women's and Children's Hospital, SingHealth, 2011).

MINDS - Movement for the Intellectually Disabled of Singapore - There are four special

education schools called the SPED schools that provide services to children who have

special needs, with each of them running a junior program for children between seven

and twelve years. The main focus of this program is to develop the skills that they have

learnt during the earlier years. In addition to this, they also have the children's wing that

provides services to disabled children who are between the age group of six and

eighteen years old (MINDS, 2011).


In groups of 4, discuss 2 other institutions that assist children with special needs.

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Availability & accessibility of service

For admission into the Children's Wing at MINDS, the availability of services is limited to

children

- Who are Singapore citizens or permanent resident

- Between the ages of 6 and 17

- Certified by a doctor or psychologists as having an intellectual disability

but at the same time not suffer from serious concerns

- Who are free from infectious diseases?

For admission into the SPED schools, the admission criteria are based on

- The child' age

- Parent's residential status

- Approval from the ministry of education

Procedures involved, if any

When a child is considered to a have special needs and the related stakeholders are

considering the child to be a part of MINDS, the following are the procedures -

- The child has to be assessed on the suitability for the services provided by

MINDS. The assessment may be carried out at the Child Development Unit

located at KK Women's and Children's Hospital, The Children's Specialist Clinic

located at the National University Hospital, Child Guidance Clinic at Health

Promotion Board, JCU Psychologist Clinic.

- This is then followed by filling in the application forms, preparing the medical and

psychological report and sending them to the headquarters of MINDS.

- The application is processed and the social worker follows up with the family for

necessary action

How centres can work with professional bodies and parents to provide support and

assistance in the assessment of & intervention programmes for young children

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It is important that the centers and their staff work with professional bodies and parents

as this will be a form of support provided to the stakeholders. To make the partnership

effective, the following are some of the suggestions:

- Obtaining an understanding of the child's development

- Understanding the area of special need the child has

- Knowing the family's cultural, financial background as this has

implications on the nature of care provided

- Obtaining information on the nature of support provided by the

professional bodies and the family

- Understanding their role in this context

- Maintaining a consistent relationship with the stakeholders using various

channels of communication

- Making modifications to the curriculum and centre's practices to cater to

the child's needs

- Providing regular feedback

Ethical and Other Issues in Assessment, Evaluation & Early Intervention of Young

Children


What are some ethical issues that you face when doing assessment, evaluation

and early intervention of Young Children?

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Purpose and use of information collected

In the process of teaching and interacting with children who may have special needs,

the early educator has access to information about the child that relates to his/her

development and concerns. Some of the information may involve sensitive issues and

therefore requires the early educator to be aware of his/her roles and responsibilities in

this regard. Some of the considerations in this regard are as follows:

- The purpose of collecting information is to obtain an understanding of

the child in various domains

- The purpose of the collected information is to use it in planning

appropriate activities for the child

- The purpose is to carry out some form of an assessment in order to

identify areas of concern

- The collected information is for communicating the concerns to parents

and the providers of special education

Professional knowledge, skills & attitudes of teachers

It is vital that the professionalism, skills and attitudes of teachers working with young

children is continually enhanced. Some of the suggestions in this regard are as follows:

- Subscribing to academic early education related journals

- Sourcing for early education conferences

- Ascertaining the feasibility of the centre in terms of available findings

- Participating in paper presentations/workshops/sharing sessions

- Building networks

- Interacting with staff from other centers

- Building awareness on various aspects of disabilities

Working with & supporting parents

Some of the factors in this regard are as follows:

- Seeing parents as partners

- Understanding their circumstances

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- Not being judgmental

- Providing parents with the necessary guidance on working with children

- Conducting workshops for parents

- Being consistent in communicating happenings at school

- Making use of parent conferences

- Providing feedback on the nature of support provided at home

Maintaining privacy & confidentiality

The information pertaining to children are to kept confidential thereby maintaining their

privacy. The following are some of the suggestions in this regard:

- The collected information such as portfolios, checklists, children's works

are to be stored in a place that is not freely accessible

- Information pertaining to a child should not be shared with parents of

other children

- Information pertaining to a child be shared with colleagues only when

necessary

- Information, if needed to be shared may be shared with a pseudonym

- When information has to be shared, parental consent is to be obtained.

- The code of ethics is to be referred to in this regard

References

Beaty J.J. (2006). Observing Development of the Young Child (6th ed.). Pearson Merrill

Prentice Hall.

Berk, L.E. (2002). Infant, Children and Adolescents (4th ed.). Delmar, a division of Thomas

Learning, Inc.

Bentzen, W.R. (2000). Seeing Young Children. A Guide to Observing and Recording

Behaviour (4th ed.). Delmar, a division of Thomas Learning, Inc.

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Billman, J., & Sherman, J. (2003). Observation and Participation in Early Childhood

Settings: A Practicum Guide (2nd ed.). Boston: Pearson Education.

McAfee, O. & Leong, D.J. (2002). Assessing and Guiding Young Children’s Development

and Learning (3rd ed.). Allyn and Bacon.

Nilsen, B.A. (2001). Week by week: Plans for observing and recording young children

(2nd ed.). Albany, New York: Delmar.

Schickedanz, J.A., Schickedanz, D.I, Forsyth, P.D., & Forsyth, G.A. (2001).

Understanding children and adolescents (4th ed.). Boston: Allyn & Bacon.

Wortham, S.C. (2008). Assessment in Early Childhood Education (5th ed.). Pearson

Merrill Prentice Hall.

Websites

KK Women's and Children's Hospital SingHealth. (2011). Child development.

Retrieved from

http://www.kkh.com.sg.Sevices/Children/ChildDevelopment/Pages/Home.sap x

on October 13, 2011.

National Council for Curriculum and Assessment (2013). Supporting learning and

development through assessment. Retrieved from

http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf on January

9, 2013.

OECD. (2007). Students with disabilities, learning difficulties and disadvantages.

Retrieved from http://www.oecd.org/dataoecd/52/25/40299703.pdf on October 14,

2011.

U.S. Department of Education. (2011). Section 300.8 Child with disability. Retrieved

from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8, on October

13, 2011.

http://www.kkh.com.sg.sevices/Children/ChildDevelopment/Pages/Home.sap

http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf%20on%20January%209

http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf%20on%20January%209

Documents

WSQ Advanced Certificate in Early Years - English (WSQ