Observing and Recording Progress and Behavior of Children. Documentation

Transcription

1 1 Time Sampling The observer records only the frequency of a behavior or category over a specific time frame. Time sampling may be used when a specific behavior has happened often enough to warrant the observation. Such as biting, aggressive behavior, etc. The teacher may choose to observe the child during specific times of the day where the behavior appears more often, such as lunch time.

2 2 Time Sampling Advantages of Time Sampling: Takes less time than narrative recording Useful in documenting how often something occurs, where it occurs, when it occurs and with whom. As well as how often an area or equipment is used.

3 3 Time Sampling Disadvantages of Time Sampling: Takes the behavior out of it s context, so it may be biased. Only records the presence or absence of a specific behavior. Observer must determine ahead of time what behaviors they will look for. Other tools must be used with time sampling to get an accurate understanding and assessment. To be useful the expected behavior would need to be witnessed within 15 minute period.

4 4 Child s Name Mary Age 4 Date 3/12/12 Observer A. Johnson Place Daily Preschool Time 9:00 9: 30 Duration Recording (presence or absence) Time Sample Example Event Sampling (frequency) llll lll l Event Recording (presence or absence) h,p. hpt h Legend: H-hitting, P-pushing, K-kicking, T-taking Sections 1-6 represent 5 minute increments.

5 5 Event Sampling The observer may use this method to learn what triggers a specific behavior. The observer only documents the information surrounding a specific behavior they are tracking. The observer waits for the behavior and records it.

6 6 Event Sampling Advantages of Event Sampling: Can be more objective because a behavior is defined before beginning. Useful for behavior that is infrequent or occurs rarely.

7 7 Event Sampling Disadvantages of Event Sampling: It may take the event out of context missing factors that might be used to interpret the data. As a closed method that looks for specific behavior, it may miss other important behavior. Details may be missed that would be documented by other observation tools.

8 8 Checklists Do you wonder if a child is developing normally? Sometimes when you are with a child you get the feeling that something isn't right. Often, it is hard to put your finger on what seems wrong. Is this child developing normally? This is the right moment to get out a developmental checklist.

9 9 Checklists Checklists show the presence or absence of specific behaviors, traits, or skills. Checklists consist of lists of different items the observer is looking for. While observing children, child care professionals can easily use a checklist by marking a check in the appropriate yes or no column based on the evidence of a specified behavior or trait. Checklists can be recorded before, during, or after the behavior occurs. Checklists allow professionals to document children s progress and plan activities according to abilities and behaviors.

10 10 Checklists With a checklist of developmental milestones and skills, you can check off behaviors you ve seen in a child and leave the others blank. A good checklist covers physical, social, emotional, language, and cognitive development.

11 11 Checklists Good checklists are divided into different developmental groups. One that describes the skills of a three- to five-year old together may be less helpful than one that lists characteristics of each age separately.

12 12 Checklists Checklists can help you see things you might have missed by just spending time with the child. You might discover one or more areas where the child appears to be delayed in his/her development. A checklist can be a brief guide to the development of children from birth through eight years. It will assist professionals and parents as they try to determine if a child is functioning at the appropriate developmental level.

13 13 Checklists It should only be used with other sources of child development information and NEVER to diagnose a child's problems or developmental delays. Information from checklists can often give you great ideas of things to work on with the children.

14 14 Example: If you discover that a baby is not yet rolling over, you might invent a game where you move a toy in a way that encourages her to stretch to the side to reach it, giving her a start in rolling over. You might try: If the child has difficulty building a tower of blocks, make a new game of building and knocking down increasing the number of blocks as you play. Treat each discovery as a source of ideas for activities. Often even children who already have the skill will enjoy the games and activities you invent.

15 15 Child s Name Andrea Mueller Age 4 years Date 3/12-15/XX Observer A. Johnson Place Daily Preschool Time 9:00 9: 30 Checklist Example u Directions: Put a Y for items you see the child perform regularly. Put an N for the items where there is no opportunity to observe. Leave all other items blank. Activity 3/1 3/2 3/3 Cuts with scissors N Y Builds tower of 5 Y N Y Skips Y N Tie Shoes Y N Y Uses Fork N Y Y Comments

16 16 Rating Scales Rating scales, like checklists, are planned to record something specific. They are used to record the degree to which a quality or trait is present. Rating scales require you to make a judgment about the quality of what is being observed. Where a checklist only indicates the presence or absence of a trait, a rating scale tells how much or how little is present. As a result, objectivity could be hampered by the observer s opinion.

17 17 Rating Scales Advantages of Rating Scales: Rating scales are easy to use and require little time to complete. Some scales contain only a numerical range. Others define the behaviors more specifically.

18 18 Rating Scales Disadvantages of Rating Scales: A disadvantage of the rating scale is that only fragments of actions are included. In order to choose a rating, the observer should have a good understanding of the behavior he or she is rating.

19 19 Rating Scales Example Rating scales only show one type of behavior, and or a collection of similar behaviors.

20 20 Rating scales focus on specific behaviors and require the observer to judge the degree to which the behaviors are exhibited. Rating scales usually are numerical or use descriptive phrases that cover a range of behaviors. Rating Scales Example

21 21 Numeric Scales Advantages of Numeric Scales: Ability to check off multiple traits on 1 score card. Disadvantages of Numeric Scales: Time indefinite, observations last until all incidents or activities have been observed.

22 22 Observer checks off the number of times an incident or activity occurs. Trisha s Toilet Practice Misses Before Lunch After Lunch After Nap Numeric Scales Example / / / / /

23 23 Child s Name Teela Age 3 yrs. Date 3/12-15/XX Observer A. Johnson Place Daily Preschool Time 9:00am 6:00pm Teela s Day M T W TH F Put coat away Eating Breakfast Gathering Time Learning Centers Outdoor Learning Potty Practice Rest time Free Choice Going Home Scale 1- Needs assistance 2- May need assistance 3- Competent 4- Advanced Numeric Scales Example

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