Digging Deeper

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Digging Deeper
Digging Deeper
The Power of Observations and the Kindergarten
Readiness Assessment
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Observation - NAEYC
Observation is a process used by early childhood
educators to watch, listen to, and record
childrens actions, facial expressions, body
language, sounds, words, and gestures Observatio
n helps teachers get to know children so that
they can build positive relationships with them.
Observation provides information teachers can use
to understand what and how a child is thinking,
feeling, and learning and plan ways to support
and enhance the childs development of skills in
all domains. - NAEYC (2014)
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Observing Young Children Why?
Observing Young Children Why?

• Each child is unique!
• Gain insights into a childs thinking
• See how children are developing and learning
• Witness a childs depth of knowledge and
  understanding
• Provide documentation
• Use the information to appropriately challenge
  and support children

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Types of Observations
Observing Young Children Types of Observations

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

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Planned Observations
Planned Observations

• Planned observations are key for formal
  assessment using observation
• See what a child can do, what the child has the
  potential to do, and how to help support that
  childs growth
• Focus on a specific behavior or ability

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Observing Young Children Tips
Observing Young Children Tips

• Watch and listenlisten and watch
• Focus on objectivityjust the facts!
• Avoid making assumptions and comparisons
• Use the information to enhance learning and
  development
• Allow time and space for children to show their
  learning and development

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Planning for Observation Items
Planning for Observation Items
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Planning for Observation Items
Planning for Observation Items

• Identify which items need individual observations
  and which can be observed in small or large
  groups.
• Note this on the observation planning sheet.

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Planning for Observation Items
Planning for Observation Items

• Identify when and where you will conduct the
  observations.
• Note this on the planning sheet.
• Questions to consider
• Will I conduct this observation during a specific
  learning activity such as during a specific
  center? During calendar time? During transition
  time? During story time? During circle time? Can
  I observe this on the playground? etc.

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Planning for Observation Items Samples
Planning for Observation Items Samples
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Planning for Observation Items Samples
Planning for Observation Items Samples
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Planning for Observation Items Sample 1
Planning for Observation Items Sample 1
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Planning for Observation Items Sample 2
Planning for Observation Items Sample 2
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Planning for Observation Items
Planning for Observation Items

• For each item, identify which child(ren) you will
  observe
• Print the observation score sheets for individual
  and groups of children
• If you have access to mobile technology, consider
  carrying a device with you to record your
  observations directly into the data system

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Planning for Observation Items Final Tips
Planning for Observation Items Final Tips

• Use the criteria in the rubric score points to
  guide what youre looking for.
• As you conduct your observation, feel free to jot
  down notes about what youre seeing particularly
  for those children for whom a skill or behavior
  is progressing or not yet evident. Remember to
  stick to facts, not opinions.
• Rate each child on the rubric and enter the
  proficiency level (P, I, or N) into Ready for
  Kindergarten Online

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Post-Observation
Post-Observation

• Keep anecdotal notes of your observations to
  inform your instruction
• Given what you observed and what you know about
  the child, what should be done to support the
  childs growth?
• Make a plan!
• Continue to observe children over time