HEAD START®

Observation and Recording: Tools for Decision Making

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3 | Module 4
| Continuing Professional Development | Resources
Appendices: Appendix A | Appendix B | Appendix C | Appendix D | Appendix E

MODULE 1: Using Observation in Early Childhood Programs

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Activity 4 | Next Steps
download these pdf attachments: Handout 1 | Handout 2 | Handout 3 | Handout 4 | Handout 5 | Handout 6 | Handout 7

Outcomes

In this module, participants learn about the various methods and instruments for observing and recording children's behavior and practice the most effective ways to use them.

As a result of completing this module, the staff will be able to:

• Understand the role of observing and recording children's behavior in the Head Start program
  


• Identify and use a variety of observational methods
  


• Match observational goals to appropriate observational techniques



• Write a running record accurately and objectively

Key Concepts

• Observing and recording children's behavior is planned and ongoing.
  
  
• Staff gain an accurate picture of each child and assess how effectively the program meets children's needs by performing observations to collect unbiased data.


• In a quality early childhood program, observation is the basis for individualizing.



• To accurately record observations, the staff list children's behavior chronologically as it occurs.



• Factors such as emotions, motivation, self-image, and intelligence cannot be objectively observed and should not, therefore, be recorded. Only factual information should be recorded.

Background Information

The foundation for program planning by classroom teams and home visitors is the observation of children. Observing children's behavior is a process of developing objective and accurate descriptions of children's activities. It is a skill that is refined over time through practice. Recording is the system observers use to document and preserve what they have seen and heard.

Reasons to Observe

There are many reasons for classroom teams and home visitors to observe children. All these reasons relate to providing quality, early childhood programs:

• To determine each child's interests, skills, and needs. Observation allows staff to know the children as individuals so that they can motivate them and fully involve them in the program.



• To measure children's growth and development over time. Observation allows staff to see how children are progressing cognitively, physically, socially, and emotionally during the program year.



• To make changes to the environment. By observing the way children use play spaces and materials, staff can determine whether materials are meeting the children' s needs, if duplicates are required, or if traffic patterns interfere with play.



• To identify concerns. Observation helps staff see if children have special requirements that need to be addressed. These can range from a hearing problem to a need for extra attention. If indicated, specialists may be asked to help.



• To determine how best to handle problem situations. Observation allows staff to learn to anticipate how a child is likely to behave under certain conditions. For example, staff can observe a baby to determine when she is likely to have a tantrum, react to separation from parents, or get into squabbles over toys. With this knowledge, staff can then figure out how to prevent these problems from recurring.



• To make changes to the curriculum. Using observation, staff can determine if themes should be changed or if the schedule needs to be more responsive to the children's needs. For example, changes in gross motor activities may need to be implemented.



• To provide information that staff and parents can share. Observation offers insights about children, their interests, progress, social skills, and behavior challenges. Observation also provides details, anecdotes, and examples. Staff and parents can share their observations. This exchange of information creates a true partnership.



• To help parents learn more about their children through observation. By working with parents, staff can help families use observation to learn more about their children's strengths, needs, and behavior.



• To enhance staff's abilities to communicate with children, parents, and colleagues. Using observational insights, staff become better listeners and responders.

Kinds of Observations

There are many kinds of observations:

• Running records are brief, continuous descriptions. Staff use a narrative style to record information over a specific length of time, usually twenty to thirty minutes. Because of their versatility, running records are one of the most popular forms of observation-and the focus of this guide.



• Anecdotal observations are recorded information about one specific event or behavior. They range from notations about developmental milestones (Matthew took his first step) to behavioral descriptions (Cooliana invited Tiffany to join her at the sand tub). The observer determines the events, timeliness of the record, and the richness of detail. To be most helpful, anecdotal records should be objective, factual, and followed up with supportive information.



• Diary observations, also known as journal entries, are the oldest method of observation. These observations are written narrative accounts of what happens in a home or center-based setting during a brief period of time. Entries can vary from a minimal, daily commentary to detailed reports.



• Checklists are observations of a specific list of items, skills, or behaviors to be performed. Completion indicates whether or not the observed child performed the skill or behavior. Checklists generally require a response of yes, no, or sometimes and can be completed during the observation period or later. Many safety- and health-related observations are conducted using checklists.



• 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.



• Sampling observations record behavior over a period of time or during a particular event. In time sampling, staff record what children are doing every ten or fifteen minutes. In event sampling, staff tally the number of times the children engaged in a specified behavior such as cooperative play.

Matching Approach to Purpose

Observations are most useful when they are done for a specific reason; this way, the best approach can be selected. For example, standardized checklists or rating scales can be used to objectively judge the presence or absence of behaviors. Sampling observations allow staff to tally how often behaviors are exhibited. Anecdotal records or journal entries help track developmental milestones. Running records, as noted earlier, serve a variety of purposes and are probably the best all-around method that the early childhood educator can use to record the ongoing behaviors of young children.

Activity 1-1: Matching Goals and Approaches

Purpose: In this activity, participants will be introduced to a variety of observational approaches and instruments and will learn to match observational approaches to observational goals.

Outcomes:

Participants understand the role of observing and recording children's behavior in the Head Start program.

Participants match observational goals to appropriate observational instruments.

Materials:
Chart paper, markers
Handout 1: What's Helpful, What's Not?
Handout 2: What Would You Recommend?
Appendix A

1. As an icebreaker, ask participants to sketch a push-button phone pad that they use frequently. When they finish, discuss how well they remembered the details. For example: Did they remember the *, #, and redial keys? Ask the group to reflect on and discuss how memory differs from firsthand observation.



2. Ask the group, How is observation like using a magnifying glass? Be sure that the discussion addresses these points about what observation does:
• Focuses your attention
• Enlarges details
• Blocks out the unimportant
• Requires you to be a scientist
• Enables you to see what is beneath the surface


3. Ask participants to brainstorm ways they currently use observation in their classroom and home visiting. As they respond, list their comments on chart paper.



4. (a) Place Appendix A handouts on a table in the front or back of the training room. Ask participants to pick up a copy of each form and read through the material once they return to their seats.




Trainer Preparation Notes:

The materials in Appendix A include samples of running records, anecdotal records, diary entries, checklists, rating scales, and sampling observations. For comparison purposes, all the observations were done on one hypothetical child, Katy Nunez.

(b) Distribute Handout 1: What's Helpful, What's Not? to the participants. Working in small groups, participants should use Handout 1 as a guide to develop notes on the advantages and disadvantages of each observational approach. When finished, ask the groups to share their findings. Use the answer key provided with the handout to keep the discussion focused.

Trainer Preparation Notes:

Go back to the list of observation uses developed in Step 3. For each use, have participants decide on the approach for that observation. To illustrate, suppose that one use on the list was to get to know children better. Staff might then decide that good observational approaches include running records, journal entries, and anecdotal records. All these methods are appropriate because they provide in-depth information about children.

5. (a) Distribute Handout 2: What Would You Recommend? to the group. Have participants work in pairs to complete the worksheet.
   
   (b) When the participants have completed the worksheet, discuss their choices. Ask them why they selected a particular technique, what they felt to be its advantages, etc.
   
   (c) Have participants select one approach and over the course of a week try it out on a child of their choosing. They should record their experiences to share at a future training session. Ask them to note what went well during the observation and any problems they encountered.

Activity 1-2: Observation Has Many Forms

Purpose: In this activity, participants will be introduced to a variety of observational approaches and instruments and will build skills in using them.

Outcome:

Participants identify and use a variety of observational methods.

Materials:
Paper, pens
Handout 1: What's Helpful, What's Not?
Handout 3: Observing Strengths and Weaknesses
Handout 4: Try Your Hand at Obsrevation
Appendix A

1. Ask participants to describe on a piece of paper something that they use over and over again–a dollar bill, for example. After they finish, ask them to think about what they remembered. Then let them look at a real dollar bill and discuss how what they remembered about the dollar compared to what they can actually see and feel.



2. Give participants time to look through the variety of observational materials found in Appendix A. Meanwhile, distribute copies of Handout 1: What's Helpful, What's Not? and Handout 3: Observing Strengths and Weaknesses. Ask participants to use these worksheets to indicate the strengths and weaknesses of each approach and the purposes for which they seem best suited.
   
   
   When participants have completed the worksheet, use the answer key for Handout 3 to go over their answers.



3. Help participants identify three uses of observation that they regularly employ. Then work with participants to select appropriate approaches for conducting these observations.



4. Give participants three copies each of Handout 4: Try Your Hand at Observation and ask them to complete a form for each observational experience identified in Step 3.



5. Schedule meetings with the participants to discuss their experiences.

Activity 1-3: Off and Running

Purpose: In this activity, participants will learn to write accurate and objective running records.

Outcomes:

Participants write a running record accurately and objectively.

Materials:
Chart paper, markers
Videotape clip
Handout 5: Running Record Recording Form
Handout 6: Guidelines for Accurate and Objective Recording
Appendix B

1. Begin this session by reviewing running records–what they are, how they are recorded, and what purposes they serve in Head Start. Encourage participants to share their experiences with using running records.



2. Introduce the featured activity for this workshop: observing and recording a running record.




Trainer Preparation Notes:

To standardize this activity, all participants should view the same scene together. A videotape segment that is easily rewound is the best method for this. You can also use existing videotape of children from your program. If you have access to the Head Start videotape Individualizing in Head Start, use the segment that runs from 12:53 to 14:19. Turn the sound off as the voice-over is distracting when doing an observation.



3. Discuss with participants how they plan to record their observations. Either work with participants to develop a form or use Handout 5: Running Record Recording Form.




Trainer Preparation Notes:

In general, forms for recording running records have two parts:

• A header, which has space for the name of the observer and the child being observed, the child's age, the time and date of the observation, and the setting.



• Space for writing the observation. Sometimes this space is left blank for the observer to use; sometimes numbers are listed down the left-hand margin so that observers can list events chronologically as they occur.




4. Show the group the videotape segment and have participants record what they see. When they have completed the exercise, ask volunteers to share their running records with the group. As the records are read aloud, discuss the similarities and differences in their running records with the group.



5. Distribute Handout 6: Guidelines for Accurate and Objective Recording. Ask participants to work as pairs and to use the guidelines in the handout to critique each other's running records. When they finish, ask the participants to describe the critiquing experience.



• How did they think they did?
• Did they use any non-objective words?


Hand out Appendix B: Red Flag Words during the discussion. For each of the red flag terms, ask the group to come up with objective alternatives.

Record on chart paper any non-objective terms used in the running records. Conclude the discussion by noting that certain attributes such as emotions, motivation, self-image, and intelligence cannot be objectively observed.


6. Introduce the next phase of this workshop by pointing out to the participants that one reason this exercise was difficult was that participants were not given a purpose or a focus for their observation. This time, ask the participants to observe the same scene, but with a specific focus or purpose in mind. If using the Individualizing in Head Start segment, ask staff to observe the cognitive skills of the boy with blond, curly hair who is wearing a blue tee shirt inside out.
   
   When the group finishes its new running records, have participants share their observations with the same partner they had in Step 5. Ask the participants to again critique each other's work, using Handout 6: Guidelines for Accurate and Objective Recording. When they are done, have the pairs share their experiences with the entire group and ask them if they felt they did a better job of recording the second time. Ask participants to explain why they felt that they did a better job.



7. Conclude the workshop by assigning each participant the task of conducting an observation of a child playing with table toys in either a home or center-based program (indoors or outdoors).

Activity 1-4: Writing A Winning Running Record

Purpose: In this activity, participants will learn to write accurate and objective running records.

Outcomes:

Participants write a running record accurately and objectively.

Materials:
Paper, pens
Handout 6: Guidelines for Accurate and Objective Recording
Handout 7: Accurate? Objective?

1. Distribute Handout 7: Accurate? Objective? Work with the participants to complete the worksheet. Use the answer key to guide the discussion. Conclude by noting that certain attributes such as emotions, motivation, self-image, and intelligence cannot be objectively observed.



2. Give each person a copy of Handout 6: Guidelines for Accurate and Objective Recording. Go over each item on the list so that participants are comfortable with all the recording tips.



3. Help the participants to select a child and define a purpose for an observation that they want to do. For example, observe a five-year-old with developmental delays who is using the computer for cognitive skill development or a two-year-old working on self-help skills at home.



4. Working with the participants, develop a form for collecting the running record. Agree on the amount of time to be spent in collecting the data and on the number of observations to be made.



5. Once the observations are completed, have the participants report back to you to discuss their experiences. At the end of the reporting session, work out a plan with the participants for sharing this information with the child's parents.

Next Steps: Ideas to Extend Practice

Participants working independently or with other staff can build on the skills developed through this guide by completing activities such as the following ones. Some of the activities can contribute to the participants' professional portfolios.

Observation Instruments

Suggest that participants select an observation instrument that they would like to know more about, such as the High/Scope Child Observation Record (COR) or the Work Sampling System (Meisels), which requires training, and encourage them to get this training. Participants can then share what they have learned with their colleagues. For example, they can plan how they will incorporate use of these observation instruments into the program and discuss this use at staff meetings. Appendix E contains information on ordering these and other selected observation instruments.

Possible Portfolio Entry: Information learned about the observation instrument

Reliability

Encourage participants to improve their observation skills by becoming reliable observers. Reliability is the ability to record information so that if the observation were rerecorded, the new record would be almost identical to the previous one and substantially the same as someone else's observation of the scene. The ability of a person to consistently observe in the same way over time is known as intra-rater reliability. The ability of two observers to be consistent in how they observe is known as inter-rater reliability. Both are important because they ensure the integrity of the results.

To achieve intra-rater reliability, the observation is on a specific focus with a predetermined system for recording information using objective words. Inter-rater reliability is gained through practice and familiarity.

Have participants work on establishing high inter-rater reliability by practicing on checklists and rating scales. The Developmental Profile for Early Childhood Education–preschool or infant and toddler versions (Abbott- Shim & Sibley), the Early Childhood Rating Scale (ECERS), or the Infant & Toddler Rating Scale (ITERS) (Harms & Clifford) lend themselves to this effort. Appendix E contains information on obtaining these instruments.

Participants can work in pairs to complete these checklists and rating scales. Each should complete the form independently and then meet to compare results. Dividing the number of items on which there was agreement by the number of possible items on the instrument produces an inter-rater reliability score. Observers should strive for at least 85 percent agreement.

Possible Portfolio Entry: Completed checklists

Create Observation Forms

Have participants experiment with making forms that they can use to collect anecdotal records or running records. When they develop a model form they like, ask them to share it at staff meetings so that others can adopt it for their use. Compile the new forms into a notebook for all staff's use. Encourage participants to keep copies of these forms in an observation suitcase or in a key area of the classroom so that they are always available for planned and unplanned observations.

Possible Portfolio Entry: Forms for anecdotal or running records