6 Chapter 6: Observation and Assessment Curriculum

Chapter 6: Observation and Assessment Curriculum

About the Author – Additional Content by Gayle Julian

About the Peer Reviewer            

Chapter 6: Observation and Assessment

Authored by Davida Sharpe-Haygood and Reviewed by Brandi Renis

Additional Content written by Gayle Julian

Image 6.1 Learning is CC by 1.0

This chapter aligns with SLO # 6:  describe the observation, assessment, and teaching cycle and used to plan curriculum for all young children.

An effective early learning educator’s goal is to provide young children with a safe, nurturing, culturally responsive learning environment that supports individual learning needs.  To create and maintain this learning environment, a teacher must understand and have the skills to conduct observations, document those observations, and use assessments as part of their everyday teaching practices, as well as assessments as part of their everyday teaching practices.  Chapter 6 will review the importance and skills necessary for using observation, documentation, and assessment in the teaching cycle for early childhood educators to successfully plan individualized and group curriculum.

Key Points from this chapter:

• Observations allow teachers and families to collaborate to meet children’s needs in curriculum, interactions, and environmental set up.
• Young children should not be “tested”.  Authentic assessment allows teachers to observe skills, knowledge, and behaviors in a natural manner.
• There are many formats and methods to complete observation documentation and to assess and track development over time.
• It is important to understand developmental milestones but to also take culture and other variables into account when assessing children.
• Observations can assist teachers to create learning activities based on children’s interests and needs while also assisting them to gain proficiency in areas of challenge.

Terminology found throughout this chapter:

Authentic Assessment is the evaluation of a child’s knowledge, skills and behaviors in a natural, culturally responsive learning environment free from the pressure of testing (preferably conducted in the child’s home language).

Formative Assessment ongoing assessment of children’s educational development

Observation is the ability to watch someone or something from a non-biased, factual, and free from personal opinion perspective for a period of time to gain purposeful information about that someone or something.

Observation cycle is a process of observing, planning and evaluating child progress shown in a continuous cycle.

Summative assessment is the assessment of a child’s achievements over a range of subjects over time by combining appraisal of formative assessments.

Executive Functions are cognitive abilities that assist children to manage impulses and self-regulate, filter out distractions, problem solve, follow sequences, remember and apply rules for different situations and more.

Document any written item that provides information or evidence.

Objective the ability to write factually and without bias.

Scaffolding is the assistance of a teacher in helping a child gain or become more proficient in a skill, knowledge or ability.

Portfolio a collection or body of work that shows a persons ability.  A type of authentic assessment.

Subjective in the case of observation documentation is writing observations that have personal feelings, inferences or nonfactual information.

Time Sample also known as a frequency count.  A documentation tool that should how frequently a behavior occurs over a period of time.

Event Sample a type of documentation that helps a teacher understand the relationship between a behavior and the event under which the behavior occurs.

Checklist is a document tool that records a child’s skills and abilities.

Rating Scale indicates the degree to which a concept is presented or the frequency that a skill is illustrated.

ABC Chart is an observational tool that allows teachers to record information about behaviors that occur in the classroom.

ZPD is the Zone of Proximal Development.  This is a period in which a child is ready to learn with the assistance of scaffolding from a more knowledgeable person.

Active Agent refers to the child acting as their own agent of learning and constructing their own knowledge without influence of adults.

Passive Agent refers to the child’s learning being heavily influenced or supported by the caregiver or environment.

Observations

Observation is defined as the ability to watch someone or something from a non-biased, factual, and free from personal opinion for a period of time to gain purposeful information about that someone or something.  Observations can be both formal and informal.  Initially, one may think of observation as the act of watching someone or something.  Nevertheless, a valid observation includes an additional actionable step of an analysis of what was observed and involves the practice of reflective thinking.

Not only is observing children a skill necessary for all teachers, but historically teachers have also believed that good observations conducted during the day can give them important information about a child’s development, strengths or challenges and can inform curriculum and activity plans in the classroom.    Learning how to be a skilled observer who objectively documents child learning interactions honors the uniqueness that each child brings to the learning environment.

The Role of Observations in ECE

Observations can be conducted continually throughout the day over an extended period of time.  Teachers who are experienced observers can screen for many things in the classroom including the safety of the learning environment equipment, the health of the child, the developmental milestones or skills of each child, behaviors that occur both inside and outside of the classroom, and each child’s learning experience.  For example, teachers can use the simplicity of a morning greeting, and a casual conversation with a child playing with building blocks as a way to do a daily health screen to ensure that a child is well enough to interact throughout the day.

Through intentional observations, teachers can also take formal and informal observations that can assist with and ensure accountability for the effectiveness of interactions and inform curriculum.  In addition, observations of children can be prepared to share information with co-teachers and the child’s family.  The effects of intentional observations also include impacting effective learning, improving child guidance skills, supporting child-to-child and adult-to-child social development.  In addition, observations assist teachers to provide effective learning, improve teacher-child guidance skills, and support child-to-child and adult-to-child development in many domains.

According to Piaget, “children require long uninterrupted periods of play and exploration so that they can discover things for themselves.  If we truly believe that children are capable of socializing, problem-solving, and creating complex systems with rules, then we can successfully use random observations to capture a child’s development as it unfolds naturally.”  (Peterson & Elam 2020) Observations during this free play time can yield important information that teachers can use to support the child to meet their potential.

It is important to remember that useful observation requires using the human senses by being able to watch, listen, and understand children in their learning environment from their perspective.  Observations show an educator the fantastic milestones children meet as they grow in their abilities such as, but not limited to, their ability to use their executive functions, seek autonomy, self-regulate their emotions and behaviors, and more.  Through observation, teachers can understand the child’s unique needs and understand and honor each child’s culture.

How Much Should Teachers Observe?

Although there is no industry “standard” about how often or how much teachers need to observe children, the average early childhood teacher spends about 45 minutes each day on documentation (www.Himama.com).  There is no set amount of number of observations that teachers usually do.  That will depend on the number of children enrolled in the childcare, the environment and the program philosophy and curriculum.  The goal of observation should be to be sure that accurate documentation of each child is taken that prevents gaps in the records of that child.  In other words, don’t wait too long or allow too much time to lapse between observations and the documentation of observations.  Accurate progress should paint an accurate flowing story of each child’s development.

Some ways that can help with this is continuous process of observing and documenting is to carry a pack of sticky notes with you in your pocket or apron and set up a specific place in the classroom where you can leave the notes for later documentation and interpretation.  It is also a good tip to have plenty of paper and writing tools all around the classroom so that there are always materials handy for you to jot down notes.

Learning to observe

The first step in learning to carefully observe children is to learn how to separate your feelings and reactions from what you are seeing to objectively state what is actually happening.  It is important to remain objective because everyone has biases and preconceived notions about what they think they might be observing.  It is also important to remember to include enough information that records or paints a picture of the child or scenario and doesn’t lack detail that may cause a reader to surmise or insert their own information.  Just stick to the facts and think about the reader:  they should be able to visually picture themselves in the classroom at that moment and “see” what you observed.

Thorough observations consist of three parts:

1. Observing:  gathering information about what you see and hear through careful watching and listening.
2. Recording:  documenting what you have observed.
3. Interpreting:  reflecting on what you have observed and written.

Often the three parts are referred to as the observation cycle.  Each of the steps, combined with reflection on behalf of the teacher informs the curriculum that a teacher plans for the classroom and shares with families.  This is explained more thoroughly later in this chapter.

For now, let us explore each of the steps more in-depth by focusing first on the observer themselves and then each of the parts that comprise the observation cycle.

Image 6. 2 Playing Together is licensed under CC by 1.0

The observer themselves

The most important part of the observation is the teacher’s ability to be and remain present, intentional, and an active observer.  Being fully present in the moment of observation allows the teacher to see the uniqueness of each child and their development.  For example, the teacher can observe mannerisms, social and emotional abilities, executive functioning, personal preferences, and dislikes.  The teacher can also observe talents, specific interests, or areas of challenge in addition to seeing the overall developmental level of different domains.  Being present as an active observer means having the ability to block out any distractions that may be present.  To do this, a teacher may have to initiate the help of other teachers to ensure the proper supervision in the classroom and they should try to clear their mind of any other invasive thinking to properly focus on what they are experiencing with the children.

Next, it is important for observers to be knowledgeable about early childhood theory and child development.  This knowledge will help the observer set measurable, attainable, relevant, and culturally responsive goals for the child. The observation outcome should be shared with the child’s family which will also help teachers to inform practice.  In understanding the theories of development, teachers can implement the knowledge of developmental sequence in their observations and assessments.  This allows teachers to connect domains of development and communicate those strengths and any areas of concern to families.  Teachers should be authentically curious during observations and become learning and growth detectives: “the documenter is a researcher first, collecting as much information as possible to paint a picture of progress and outcomes” (Sietz, 2008).

Image 6.3 Making Art is licensed under CC by 1.0

Recording Observations

Observations can occur from the first greeting of the day until the last goodbye.  Observations should be planned and unplanned, while always being careful to ensure proper supervision in the classroom.  It is essential to get holistic snapshots of the whole child throughout various times of the day.  Additionally, observations should happen in both teacher-directed situations as well as child-directed situations.  It is also important to observe during structured and unstructured learning periods both indoors and outdoors.  Teachers can also observe relationships: those between children and staff, children and their families, and children engaged in play with children.

When planning for observations, the teacher or caregiver should be prepared to conduct informal and formal observations both at planned and unplanned times.  In this way, the observer can experience authentic representations of the child’s skills, knowledge, and behaviors.  When conducting observations at varying times and different tools (such as running records, brief notes, anecdotal notes, video/photography, creation of portfolio pages) in natural and comfortable surroundings; the observer can better view authentic representation of the child’s knowledge, skills and behaviors in an authentic manner.  These tools will be discussed later in the chapter.

It is essential to use tools that provide useful rating scales and documentation methods to observe a child’s development level and milestones.  There are many methods that can be used to document (or record) your observations.  In the next section of the chapter, we will explore some of the more common types of records used in early learning environments as well as the language to use when documenting observations.

Language

It is important to remember when writing any records of any kind to avoid “red flag” words or words that are subjective rather than objective.  Subjective (or red flag) words are words that might have a strong emotional meaning to you but are not objectively written that describe the situation.  An example of a subjective observation statement is “George and Joshua, two little stinkers in the class, were playing in the block area when George knocked over Joshua amazing tower that he had built”.  The same scenario written more objectively is “George, four-years-old and Joshua, three years old were in the block area and George kicked over the tower Joshua had built that was five blocks high”.  This type of descriptive language allows the reader to identify who the children were in the scenario, what they were doing, and gives some indication about the skills of the child building the tower.  It is specific and non-biased.

Figure 6.1 illustrates some examples of objective vs. subjective statements.

Image 6.4 Building with Blocks is CC by 1.0

Figure 6.1 Subjective vs. Objective is CC by 1.0

Types of documentation

There are many reasons why teachers should document observations, and many uses for the documentation that is collected in early learning classrooms.  Through documentation, teachers can not only show developmental growth, but they can also provide accountability to families, communities, and administrators extend the learning for children and become more confident in their own teaching.  Just as there are many reasons why teachers document, there are many ways to record observations.

The most common way to record developmental milestones is done through anecdotal notes.  Anecdotal notes are short notes taken by teachers capturing observations.  They can be taken on a formal document or shortened form (such as post it notes or index cards).  These types of observations can be written after an event and often focus on specific developmental domains.  An example of an anecdotal note form is shown in the appendix to this chapter.

Another popular method of documenting development is using running records.  A running record is a documentation method that has sequentially details of the child’s behavior while the observation is taking place and is written in present tense.  Running records often require periods of time where the teacher is primarily focused on the activity at hand and is not always an effective way to observe and document while managing groups of children.  An example of a running record format can be found in the appendix to this chapter, and there are many ways teachers might choose to adapt or modify the form.

Another method is the use of samples of child work sometimes called a portfolio.  Child work is a collection of the work samples of the child.  These can be writing samples, paintings or other art projects, examples of fine motor work such as cutting samples, and can also include photos of the child at play, such as a child building in the block center, or engaged in a science activity.  Many teachers believe that portfolios are the best type of authentic assessment displaying exactly what a child can do and is reflective of their development at a particular point in time.  These can be shared with families and is a good way to document growth over time.

Image 6.5  Building a Tower for my Portfolio Picture is CC by 1.0

Types of documentation that support teachers in making decisions about a specific child or environment might include time or event sampling also known as structured observations.  Deciding which type of sampling a teacher should do is dependent on what the teacher wants to learn about the child or classroom.  For example, if a teacher wants to find out how often a particular behavior occurs such as biting or hitting, they might choose a time sample.  However, if a teacher wants to understand the relationship between the biting behavior of a child and the context of the behavior, an event sample is a better documenting choice.

Checklists and rating scales are helpful when recording a child’s skills and knowledge.  A checklist is usually written in a sequential order and offers the teacher the opportunity to check when a behavior or skill is first observed.  Many programs create their own checklists based on the curriculum they are following in the classroom.  Rating scales can be written in the same way, but often offer a continuum for rating a particular skill or behavior.  Examples of both can be found in the appendix to this chapter.

Another observation tool that has become popular with early education teachers to assist with better understanding of behavior is an ABC Chart.  ABC charts include a column titled “A” for antecedent: the event that occurs before the “B” behavior happens.  “C” is the consequence, or event that immediately follows the behavior.  This type of documentation gives the teacher information about the relationships that may exist between environments, curriculum or children’s peers that influence a behavior.

Lately, digital documentation has become very popular in early learning environments.  Using a video or audio recording of a child can be valuable to interpreting observations and are especially useful when documenting language, interactions between children and/or children and staff as well as motor development.  In addition, there are some electronic documentation programs that are used in early learning environments such as the tools offered by Teaching Strategies (www.teachingstrategies.com) and apps such as HiMama (https://www.himama.com), Seesaw (https://web.seesaw.me), ClassDogo (https://www.classdojo.com/en-gb/?redirect=true) and Google Classroom (https://classroom.google.com/u/0/h) to name a few.

Interpreting the Observation

The last part of the observation cycle is making interpretations of what you have observed and documented.  This is when the skills of incorporating what teachers know about child development, developmentally appropriate practice, and the individuality of each child and family will intersect along with the reflective practice of teaching.

Part of what teachers consider when interpreting the information is taking into consideration the many factors that influence how a child acts including: the state of development, health of the child, culture and individual experiences that make each child unique.  This is one of the reasons it is so important to use a variety of documentation for each child as well as varying the times, days and environments when gathering information.  It is also helpful if a variety of individuals can not only provide documentation but also interpretation.  What one teacher may observe, another teacher may not—we all notice different things and have different perspectives.

To illustrate this point, look at image 6.6 below.  Some teachers might interpret the behavior one way, while another teacher may have an entirely different perspective or interpretation of the behaviors observed.  Behavior is very complex and over time, teachers begin to develop skills interpreting what they see and making adjustments to the environment, the curriculum, or interactions.

Image 6.6 I want the book is CC by 1.0

After a teacher observes, documents, and interprets the observation, the final piece is to bring the information back to the parents and work with them to make sure that the child is supported at home and the connection between home and childcare is strengthened.  Having meetings with families to discuss concerns and to plan together for the child can help the child to become successful in the classroom.

When Do Teachers Interpret Observations?

All teachers benefit from spending time to reflect on the observations and documentation that they have made in a classroom.  However, many teachers question when they could possibly find time for this practice.  One recommendation is to begin to find time that already exist within the day.  This might include naptime, before families arrive for the day, after families depart, during staff meetings if allowed by administrators or during curriculum planning time.  Reflection ties the entire process together and teachers need “a time to slow down, to see what can be learned and carefully look at and listen to ourselves, and those with whom we work” (Parlakian, 2001).

Ethics and Biases of Observations

To remain objective in documenting observations, teachers should always be aware of personal bias.  This is done by self-reflecting on a person’s implicit and explicit perspectives rooted in one’s upbringing.  Not being aware of bias, especially implicit bias, teachers can reflect their prejudice through their documentation.  According to NAEYC Advancing Equity in Early Childhood Education Position Statement:

All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society.  Thus, all early childhood educators have a professional obligation to advance equity.  They can do this best when they are effectively supported by the early learning settings in which they work.  When they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental fairness and justice principles, and work to eliminate structural inequities that limit equitable learning opportunities.

To effectively practice advancing equity in observation and documentation, an educator must “consider how your own biases (implicit and explicit) may be contributing to your interactions and the messages you are sending children.

To remain objective in documenting observations, educators must be aware of personal bias and strive to eliminate these in the observation and in the analysis of observations. (NAEYC, 2020)

Teachers need to practice responsible documentation that adheres to ethical practices. In doing so, teachers should keep in mind:

• Maintaining confidentiality and privacy of both the child and family in the documentation is critical.
• Inform the family of the observations and documentation process and receive permission for any picture or video-based documentation.
• Never force or punish a child into participating in an observation process.
• Do not interfere with the child’s natural learning.
• Never lie to a child about what the observer is doing or use rewards like food to get them to comply.
• Never share documentation in any other manner than it does not follow ethical guidelines.

Assessment

In the field of early childhood education, assessment of learning is a multipart process that is used to make decisions about the care and education of children.  In other words, assessment is the evaluation of a child’s ability conducted in a natural, culturally relevant learning environment combined with the process of determining the teaching process works in the classroom for both the children and the teacher.  The ultimate goal of assessment is to better understand the children you are teaching and provide them with the programming that will meet their individual needs.

The Assessment Cycle

There are four parts to the assessment cycle, a cycle that is often used when building and evaluating curriculum as well as communicating the information a teacher has learned about a child to the family.  Simply put into four “steps”, the cycle looks like a continuous loop:

What Does Assessment Look Like in Early Childhood?

Assessments can be done both as a formative and summative approach.  The formative assessment approach follows the teaching cycle’s critical steps, including planning, implementing teaching, assessing student work, informing teaching, and administering through adaptation.  Formative assessments can take the form of an informal or formal assessment and in the field of early learning are often called authentic assessment and are often carried out while teaching.

Formal assessments maintain a standard of high validity and reliability in their tools.  These assessments, in general, follow a predetermined standardized format and are typically administered to all children.  Formal assessments are based on research-based development, not taking into consideration biases.  Formal assessments follow a national rating scale or desired results developmental profile.  Often this type of assessment is called standardized assessment.  On the contrary, informal assessment can be done with a holistic approach.  The educator can develop the assessment to address the individual needs of the children and the learning environment.

Image 6.7 Assessing Math Skills is CC by 1.0

Summative assessment is gathered usually at the end of the year or developmental people to review the overall development process and are usually taken in the form of some type of test.

In following unbiased and ethically sound observation and documentation practices, the assessment will reflect a central focus of child development.  In assessing a child’s growth and development, use various assessment tools to support developmentally appropriate, culturally, and linguistically responsive practices.  Assessments should be observed and documented during children’s daily activities, without disrupting the child’s natural learning environment unnecessarily.

According to Early Childhood Curriculum, Assessment, and Program Evaluation, (which is a joint position statement of NAEYC and NAECS/SDE) it is important that teachers and early learning environments:

“make ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs. To assess young children’s strengths, progress,  and needs,  use developmentally appropriate assessment methods, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes:  (1)  making sound decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions”.

Assessments should be designed to fairly evaluate children regardless of age, cultural background, home language, economic status, or ability.  NAEYC describes assessments as being “Derived from real-world classroom or family contexts that are consistent with children’s culture, language, and experiences.” (NAEYC, 2020) Additionally, assessments should adhere to professional criteria that are both valid and reliable and captured in a realistic setting.

The assessment process provides a vital part of the teaching and learning cycle that informs teaching practices and helps teachers plan effective curriculum.  Through the proper observation and documentation, teachers can assess children’s abilities to plan for supported teacher work and independent work in the classroom.  Additionally, teachers can also capture a child’s interest as part of their learning environment and foster better family partnerships.  We will explore how observation and assessment inform curriculum in the last section of this chapter.

Keep in mind that the learning process may look and sound different for each child, and so it is important that teachers are responsive to the individual needs of children.  Authentic assessment designed in observation-based documentation is an important part of knowing the interests of each child and their current stage of development.  When making decisions about curriculum and activities to provide in early learning classrooms, teachers can feel confident that they are providing intentional experiences that support and respect each child’s growth, development, and culture.

Any assessment or information that teachers gather about children is information that should be protected.  Assessments are confidential and should be stored in ways that protect the privacy of the children and families.  Sometimes, other professionals working with children (such as speech therapists, physicians, or other medical professionals) might have interest in assessments conducted by teachers.  Generally speaking, sharing of any assessments conducted with children require written permission by the family.

How Observation and Assessment ties to Curriculum

Effective teachers understand that observations and assessments are also important to help inform teaching practices and guide the learning activities for the children.  Observations and assessments are a looking glass into not only the child’s physical abilities but also their interests, strengths, and learning gaps.

Image 6.8  Learning the Letter E is CC by 1.0

Through observation of several children, a teacher is able to determine if the content planned for the children was absorbed, if a child is struggling developmentally in any areas, if the teaching strategies are effectively supporting students learning, and can provide information that can be shared with families about child growth and development.

Having well planned (and spontaneous) intentional activities throughout the day that are rooted in developmentally appropriate practice gives teachers solid information about how to scaffold and develop learning and curriculum for their classroom.

To illustrate how a teacher might use observations to impact curriculum choices for an individual child, consider this scenario:

Sitting at a moon-shaped table during work time, Jackson, a three-year-old boy, balances a small red dinosaur on the handle of a kitchen spatula.  “I, 2, 3, blast off!” he counts as he smacks his hand down onto the blade of the spatula and laughs as the dinosaur flies toward a white mixing bowl on the other side of the table.  “Yah!  Pool party!” he cheers, pumping his fist in the air as the red dinosaur joins others, landing in the bowl of water with a splash. (Delgado, 2020)

This scenario, observed in a natural environment as children are engaged in play, provides the teacher with a wealth of information about the child’s learning, development, and interests.  This observation and authentic assessment provides a snapshot of what is happening in the classroom at the time and can provide the teacher with information about Jackson’s language and physical development as well as his interests that could inform future activity plans for Jackson himself and the classroom in general.

Thinking about what was observed in the scenario above, let us assume that Jackson’s teacher wrote an anecdotal record to add to his portfolio and share with his family.  A sample of the anecdotal record could be:

2/2/20:  Jackson, while playing at the table with spatulas and dinosaurs, said “I, 2, 3, blast off” while smacking his right hand on the blade of the spatula, laughing while it flew towards a white mixing bowl at the end of the table.  He added “Yah!  Pool party!” (physical domain, language).

Next, the teacher then used this observation to plan how to scaffold his learning.  In figure 6.2, we see an example of a learning plan tied to the observation:

Figure 6.2 Jackson’s Plan is CC by 1.0

It is important to remember when planning for children using observations that learning is a continuum of growth that occurs over time and at differing rates across the domains of development (Copple & Bradekamp, 2009).  Keep in mind that a child may be observed to fall into one domain area earlier in their stage of development, and that same child may come into later stages of development in another domain.

Once a teacher has reviewed all of the information gathered from observations, the planning of curriculum can begin.  The most effective curriculum in early learning classrooms will include the following:

• it will motivate the child to explore the environment
• inspire children to investigate various centers and activities
• encourage children to explore with new materials
• allow children to engage in conversations and prompt them to ask questions
• prompt children to interact with peers
• permit children to problem solve
• celebrate diversity and embrace uniqueness
• accommodate each child’s individual needs

The process of curriculum planning should always have thoughtful reflection at the center of the planning.

Figure 6.3 is CC by 1.0

To summarize briefly how assessment and curriculum are connected:  curriculum involves learning concepts through strategies the teacher plans and assessment determines whether the skills or knowledge has been learned.  In the scenario with Jackson, the plan the teacher wrote after observing his play becomes the curriculum.  Assessment will occur through another observation after the plan is executed and the teacher can determine if the goal of experimenting with tongue depressors deepens and strengthens Jackson’s learning.

Through careful observation, documentation, interpretation and reflection, teachers can plan and implement effective curriculum that that each child can thrive as they master major developmental milestones.

Final Thoughts

Teachers who are skilled in child observation become very thoughtful and purposeful in their techniques.  As teachers use the combinations of various tools such as running record, anecdotal note, video recording, checklist, frequency counts, and work samples or portfolios, they are learning unique factors about children in order to better help support the child.  Teachers are also able to use this information to examine the ecological system of the classroom and develop curriculum.  This could range from knowing how to individually engage children as they are developing, how effective the teaching strategies support learning, and if the expectations and goals are at the appropriate level of development.

Lastly, thoughtful observation and assessment of children can provide teachers with the confidence in providing intentional teaching and learning experiences that support the unique needs of each child.

Chapter Attribution

“Chapter 6 Observation and Assessment” by Davida Sharpe-Haygood and Gayle Julian is CC By 4.0

References

Copple & Bradekamp (2009).  Developmentally appropriate practice in early childhood programs serving children birth through age 8 (3rd ed), NAEYC.  Retrieved from https://highscope.org/authentic-observation/

Delgado, H. (2021) Using Authentic Observation and Child Assessment to Drive Instruction,  Highscope.  Retrieved from https://highscope.org/authentic-observation/

Early Childhood Curriculum, Assessment, and Program Evaluation. (, 2003). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/pscape.pdf

NAEYC Advancing Equity in Early Childhood Education Position Statement. (2020). Retrieved from https://www.naeyc.org/resources/position-statements/equity

Parlakan, R. (2001).  Look, listen, and learn:  Reflective supervision and relationship-based work.  Washington DC:  Zero to Three.

Peterson, G., & Elam, E. (2020). Observation and Assessments in Early Childhood Education. Santa Clarita: Zero Cost Textbooks.

Seitz, H. (2008).  The power of documentation in the early childhood classroom.  Young Children.  NAEYC.

Tervalon, M., Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9, 117-125.

Websites you may want to explore further

Department of Children, Youth and Families:  www.dcyf.wa.gov

Teaching Strategies:  https://teachingstrategies.com/solutions/assess/gold/

Appendix to Chapter 6

The samples provided in the Appendix are student samples submitted to college faculty.  The names have been changed and student permission was granted to share in this text.

Student Example of Anecdotal Records

Child: Maci, Age 2; 7

Date: 10/18/2019

Note taken: Jameson/arrival/friend

Maci (2; 7): When Jameson arrived and entered through the front door, Maci exclaimed “Jameo! I miss you!” and ran across the room to greet him. She reached out and held his hand. (Social)

Note taken: Maci/chickens/memory

Anecdotal Record: Maci (2; 7): Maci stated “Want to go see chickens again,” referring to the last time she was at the house and went to see the chickens in their coop. (Cognitive/memory)

Student Example of a Running Record

Center: Time: 10:50am

Date: Child/Age: Greyson/4 years, 4 months

Observer: Katie     Teacher: Angela

Assistant: Ryleigh

Comments:

10:50am  Greyson has red playdough and is sitting at the table in a chair. He stands up to push on the playdough. He picks up the playdough and says “Hey, Katie, look at it!” He made a hole in the playdough with his pointer finger. He says, “I am done with this one.” He puts his playdough back into the container, puts the lid on and climbs up the shelf to put the container away.

10:55am  Angela asks Greyson to get down and asks Greyson if he wants another playdough. Greyson says “yes” and Angela hands Greyson an orange playdough. Angela brings out tools for playdough. Greyson says, “Hey Koa, would you like to make a flower?” Greyson rolls the playdough into a ball and hits the table about 10 times. Then he says, “Angela, look!” Angela says “ohhh did you get some red in your orange playdough?” Greyson says “Yes!”

11:00am  Greyson gets up and looks for another color of playdough and asks Angela for help opening the purple playdough. He takes the playdough out and uses the roller pin to flatten the playdough. When it is flat, Greyson looks into the playdough tools and finds a flower. He makes a flower shape in his playdough. He pulls the flower out of the playdough and looks at it and immediately puts it back into the same spot where he pulled it out of the playdough and pushes it with his hands. He looks into the bin of playdough tools again and pulls out a dolphin. He pushes the dolphin shape into the playdough. He begins to pull the playdough dolphin out but it doesn’t come out so he squeezes the playdough and sets it on the table. He picks up the roller pin and flattens out the playdough. He pulls out a gingerbread guy from the tools and pushes it into the playdough. Then he picks up the playdough and forms it into a ball again.

11:05am  (Missing Rolling pin)

Greyson stands up and says “Hey, where is it?!” He looks on the ground under the table and says again, “Hey, where did it go?” Angela says, “Here, do you want this one?” Greyson says “No! I want the one I had!” Angela finds the rolling pin that he had with another child, she trades the other child for the one in her hand, for the one Greyson was using and hands the roller pin back to Greyson. Greyson says, “he took it from me!” Angela tells Greyson that it probably just rolled over to the other child. Greyson stands up from the table and walks to where the other playdough tools go and says, “where are the other playdough toys?” Angela finds the toys he wants and hands Greyson the bag of toys. Greyson dumps out the bag of toys.

11:10am  He finds a ghost shape and pushes into the flat playdough, he picks up the ghost and says, “ohhhhh ohhhhh” and looks me in the eyes and says, “it’s a ghost!” With a smile on his face. He continues to make 3 more playdough shapes. He makes his playdough flat and finds a long (approximately 5 inches long) and skinny (like a straw) green flower and he tries to stand it up in the playdough. Greyson says, “no no no” (approximately 10-15 times) when the green toy is falling. Then he picks up the green toy and says, “la la la” approximately 10-15 times in a weird, growly raspy voice. Then he picks up a letter “B” and hits it about 6 times into the playdough in front of him. He says, “Hey, look Miss Katie” and then he pushes on the B marks on the playdough.

11:15am  Observation ends

Conclusion: Greyson enjoyed playing with playdough. He liked to try out the different colors and seems to have a good memory of what toys are normally offered. He liked to make the playdough shapes and then roll them into a ball and flatten them out again. He did this without struggling so it appears that his fine motor skills are appropriate for his age. He did seem to get upset when couldn’t find the roller pin but he did not lose his self-control and was able to continue his play when he had the roller pin returned to him. Greyson also likes to show his work to his teachers.

Student Example of a (partial) Checklist

Preschool Skills

Student Example of a Checklist

Student Example of a (partial) Rating Scale

Literary Rating Scale

Child’s Name ___________________________________________________

Student Example of a Time/Event Sampling Record

The children enjoyed playing at the manipulative center, and the block area.  This sample shows that the art center was not used at all during the 20 minute observation sample.  I believe that the manipulative center was the most populated because the children got to choose between the whole shelf of toy bins to find the one, they wanted to use, because they had more to choose from the kids stayed there longer and were more engaged in their activity.  The block room was another area that was consistently full, the teachers in this class chose to only allow two children in that room at a time because the children would fight over the toys in that area.