Observing ChildrenChapter 1.3

Intro to TOYBOX

• ADD IN RULES ABOUT OBSERVATION ROOM IN HERE SOMEWHERE TOWARDS END!!!

Observing Children

• Two Types of Observations– Subjective• Relies on personal opinions and feelings

– Objective• Records the factual data of what happened• no personal feelings are included

What type of observations are these?

Observation A• Ethan is feeling

selfish. He wont let anyone play with the toys in the sandbox. He gets mad at Cody a lot.

Observation B• Ethan is sitting in the

sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now!” says Ethan, looking Cody straight in the face.

Subjective

Objective

Observing Children

• Two main problems with subjective observations:– They assume that you know what is going on in

the child’s mind– They’re hard to use when we interpret

observations

Observing Children

• Objective Observations– These take practice!

You can record that… But you should not record…

The child smiled or laughed The child is happy

The child took the toy from his friend

The child doesn’t like to share

The child frowns and looks away

The child is upset

Observing Children

• Running Record– Write down everything observed for a set period

of time in one sitting (such as 15 minutes) • When is a running record useful? – When just getting to know a child or group of

children– when concentrating on a certain area of

development• Examples: Social interaction, Physical development

Observing Children

• Anecdotal Record– Similar to a running record (write everything!)

• What’s the difference? – Time is NOT limited to one sitting

• When are they useful? – When concentrating on a specific area of

development– Example: Adjusting to a new daycare, Every day at

drop off for two weeks

Observing Children

• Frequency Count– Tally of how often a certain behavior occurs

• When are they useful? – When trying to change an unwanted behavior– Example: When you try something new, do a new

frequency count to see if behavior changes

Observing Children

• Developmental Checklist– List of skills that children

should master based on age

• When are they useful? – Determining a child’s

level of development compared to his/her peers

– Example: recognizing “A”

Observing Children

• Two Different Ways to Observe– Formal Observations• Set up with childcare center

– Informal Observations• Not official

– Where could these occur? • At the mall, park, etc.

– Which type will your TOYBOX observations be? • Formal

Observing Children

• Begin each recording with– Date and time– Number of children and number of adults present– Names and ages of children– Note the setting (home, daycare, etc.) – Where observation occurred exactly(kitchen area,

jungle gym, etc.)– Write down specific details as they happen

How can you tell she is observing?

During Your Observation

• Take notes during your observation• Know your purpose – why you are there• Be descriptive– Ex: Use words and phrases to capture the moment

• Make comparisons– Look for similarities and differences among kids

• Record as many facts as possible

Your First Observation

• Go in observation room• Be quiet and leave the light off! It’s a secret room. • Pick one child, but everyone pick a different child to

watch! • Write your notes on front page.• Come back and rewrite in complete sentences.• THEN reflect- do you think the child you watched

was having a good time? Why or why not? What do you think you know about their personality?

Observing Children

• Using Observations– Transfer notes to another sheet of paper and

make into complete sentences– Interpretation• This is when you form and express ideas about what

you saw• Is it OK to be subjective in your interpretation?

– YES

Observing Children

• Confidentiality– Do not share any details about your observations

outside of this class– Why? • Keep the child and the family’s information private • Comments can be hurtful

– “Caleb is a slow learner.”– “Lauren is so spoiled.”

Response Board Activity: Are the following statements

Subjective –or- Objective?• 1. Ben cried because he missed his mom.• Answer: Subjective

• 2. Kate picked up the Barbie and pretended that she was driving to the mall.

• Answer: Objective

• 3. Alyse likes Nicholas the best because she always talks to him first.

• Answer: Subjective

Response Board Activity: Are the following statements

Subjective –or- Objective?• 4. Bo asked Jenny if she wanted to play.• Answer: Objective

• 5. Cathan didn’t like the Batman toys at all.• Answer: Subjective

• 6. After he built the tower, Maria knocked it over.• Answer: Objective

Response Board Activity: Are the following statements

Subjective –or- Objective?• 7. Isabella was in a great mood today.• Answer: Subjective

• 8. Owen didn’t answer when the teacher called his name.• Answer: Objective

• 9. Tessa showed how smart she was by saying all of her ABC’s.

• Answer: Subjective

Activity

Analyze each of the following subjective statements made while observing children.

Rewrite each statement to make it objective. You may add information as necessary.

1. Regina squealed with delight when she saw the adorable stuffed bear.

2. Alex did not want to go home when his mother came for him.

3. The children showed dislike for Timmy by knocking down his impressive tower of blocks.

4. The caregiver has a way with children.

5. Maria was sad and pouted when she had to sit in the time out chair.

6. The child care center’s play yard is poorly planned.

7. The children raced wildly about the room, scattering toys as they ran.

8. The children didn’t like the snack.

9. Ann was too tired to concentrate on her artwork.

10.Derek was so timid that he never took his thumb out of his mouth when observed.

Physical Development from Age One to Three

Chapter 10-1Intro to TOYBOX

Growth and Development

• Toddlers– 1-2 year olds– just learned to walk

• Preschoolers– 3-5 year olds– walk steady,

hop, skip, run

Growth and Development

• What do young children need to build their skills?– Plenty of space to move around– Time each day for active play– Need to change games and activities often

Growth from 1-3 years

• What happens around Baby’s first birthday? – Height and weight

differences become more noticeable

– generally continue throughout life

– Ex: Tall 2 year old will usually be a tall adult

Growth from 1-3 years• How does a Baby’s proportion and posture

change between 1-3? – posture improves from age 1-3• Until 2, the circumference of head, abdomen and chest

are about the same• Between 2-3, chest becomes larger around than head

and abdomen, arms, legs and torso also lengthen

• What do these changes mean for the Baby? • help improve balance and

motor skills

Growth from 1-3 Years

• Teeth– One Year Olds• 8 teeth

– Two Year Olds• 16 teeth

– Three Year Olds• 20 teeth (last four molars

show up in early 3’s)

– 20 primary “baby teeth”

Growth from 1-3 Years

• When does a Baby form his/her teeth? – Before birth

• Which factor most greatly influences the quality of a child’s teeth? – Diet – child’s diet and mother’s prenatal diet– Heredity also affects teeth

Growth from 1-3 Years

• Why are the first two years of a child’s diet significant? – Adult teeth are forming under primary teeth

• What should be included in a healthy diet? – Dairy products (calcium, phosphorus, Vitamin D) – Drink water that contains fluoride• Tap water has it, most bottled water does not

Growth and Development

• What should NOT be included (too much) in a child’s diet? – Gum-like candy, raisins, fruit snacks, gummy vitamins– Brush teeth after eating sugary cereals

• Why should sweets be avoided? – Poor diet causes tooth decay

• How does a baby get “baby bottle decay?”– When put to bed with bottle (even milk)

• Heredity affects teeth

Baby Bottle Decay

Motor Development from 1-3

• Gross Motor Skills• Involve use and control of

large muscle groups– Back, legs, shoulders and arms– Walking– Climbing

Motor Development from 1-3

• Fine Motor Skills• Use of hands for specific tasks• Hand eye coordination– Feed themselves– drink from a cup – pick up objects with finger and thumb

Which type of motor skills would be helped by each activity?

• Stacking blocks• Fine

• Putting beads on a string• Fine

• Pushing a toy lawnmower• Gross

• Coloring a picture• Fine

• Playing Tag• gross

Motor Development from 1-3

• Is he/she right or left handed?– At 2, some kids show hand preference– Cannot tell before that– Some kids switch

back and forth throughout preschool years

• What do doctor’s have to say about this? – It’s OK

• The End!

• 10.2 is an activity in class instead of notes