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 2: Overcoming Observation Challenges

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Activity 4 | Next Steps
download these pdf attachments: Handout 8 | Handout 9 | Handout 10 | Handout 11 | Handout 12 | Handout 13 | Handout 14

In this module, participants learn to conduct accurate and objective observations.

Outcomes

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

• Identify personal biases they have that could interfere with conducting and recording observations objectively
  
  
• Take corrective actions to overcome personal biases in order to conduct objective observations
  
  
• Identify and address program-related challenges that impact the staff's ability to regularly conduct observations
  
  
• Develop a plan for overcoming challenges to observing and recording children's behavior

Key Concepts

• In a quality early childhood program, observation is a part of the daily program.
  
  
• Observing and recording children's behavior is planned and ongoing.
  
  
• Preconceived notions can adversely affect the accuracy and objectivity of observations.
  
  
• Education staff understand that cultural differences impact perception and that they cannot let their personal biases interfere with conducting objective observations.

Background Information

Most everyone agrees–in theory at least–that observing and recording children's behavior are important parts of quality early childhood education programs. Yet, accurate and objective observing and recording are an ongoing challenge in many Head Start programs for two main reasons:

• Preconceived notions



• Logistical issues

Preconceived Notions

Preconceived notions are stereotypical opinions that people hold about one another. They are attempts to pigeonhole people in particular ways. Like most stereotypes, they are often rooted in fact and experience.

The problem with preconceived notions is that they tend to blur one's vision. If one believes that people will behave in a certain way, there is a predisposition to observe those behaviors even if the facts are contradictory. People tend to see what they want to see.

Having preconceived notions is part of human nature. More often than not, they are not done willfully. Rather, they occur because most people have an instinctive desire to simplify things into predictable patterns. One tends to view one's fellow human beings according to ascribed labels, rather than seeing them as multifaceted.

An observer's preconceived notions can interfere with the collection of objective data. By typecasting children, staff may cut themselves off from the possibilities of observing subtleties in behavior.

What can staff do to remedy this situation? There are several strategies that can help. First, staff can become aware that the problem exists. Knowing one has a problem is the first step in overcoming it. Second, staff can be watchful for ways in which preconceived notions influence their interactions and observations. This will keep them on guard against acting on these notions. Third, staff can also ask supervisors and colleagues to observe along with them to make sure the recorded observations are objective. By understanding how preconceived notions work, staff can be sure that their preconceptions do not influence accuracy and objectivity.

Logistical Challenges

Effective observation has logistical challenges. This primarily relates to making time in the daily schedule for observing and recording. In her article in Young Children, Ann Benjamin (From Ann Benjamin, "Observations in Early Childhood Classrooms: Advice from the Field," Young Children 49 (September 1994), 14.) highlights this problem:

In principle, observation can be used to strengthen virtually every aspect of an early childhood program. In practice, taking the time to observe and record information often competes unsuccessfully with other teaching and administrative responsibilities, leading many practitioners to despair of everfinding the time or opportunity to keep careful, consistent, systematic observational records.

As with preconceived notions, the best way for staff to overcome logistical challenges is to face them directly. Rather than getting caught up in what cannot be done, the best approach is to brainstorm solutions. The following strategies can be used to overcome logistical challenges: (From Laura J. Colker, A Trainer's Guide to Observing Young Children: Learning to Look, Looking to Learn (Washington, D.C.: Teaching Strategies, 1995), 44.)

• Schedule observation time for doing running records regularly into the program day and include it on the weekly and monthly schedules.



• Supplement running records with other forms of observation such as anecdotal records, checklists, and rating scales. Include times for doing these observations in the written schedule.



• Arrange with supervisory staff to have substitute staff, parent volunteers, or supervisory staff present during scheduled observation periods so that staff are free to observe without having to worry about the children.



• Establish a schedule for observing children in individual interest areas so that all interest areas are evaluated on a rotating basis. Ensure that it is not just the children encountering problems who are observed regularly. Developmental observations might be appropriately scheduled one month after children are enrolled.



• Assemble observational materials and put them at predetermined observation stations to encourage their use. For example, prepare a prop box or kit containing observational materials.



• Suggest staff wear clothing or aprons with pockets containing index cards or Post-Its so they can quickly record observations.



• Enlist parent volunteers and even children to assist in some types of observation. For example, parents can complete time or event sampling checklists of their children. Children can track how often they use activity areas by putting clothespins in a bottle every time they enter the block or art area.



• Observation schedules should be periodically reviewed and updated to be sure that they are realistic for the early childhood program.

Activity 2-1: Scotty Must Have Done It!

Purpose: In this activity, participants will learn to recognize and address their preconceived notions about children and how they affect the ability to observe accurately and objectively.

Outcomes:

Participants identify personal biases that they have that could interfere with conducting and recording observations objectively.

Participants take corrective actions to overcome personal biases in order to conduct objective observations.

Materials:
Chart paper, markers
Handout 8: Scotty Must Have Done It!

1. Begin the session by distributing copies of Handout 8: Scotty Must Have Done It! Ask for a volunteer to read the handout aloud, as the rest of the group follows along.



2. (a) Using this anecdote as a springboard, discuss the Scotty situation. Have the group focus on Sue Bredekamp's realization that it was she who had a problem, not Scotty. Ask participants if they too have ever labeled children in their care as troublemakers (like Scotty). How does a label affect the ability to see children objectively?
   
   (b) Ask participants to reflect on other labels that they have given children. For example, do they view particular children as helpers or whiners?




Trainer Preparation Notes:

Labels do not have to be negative to adversely affect objectivity. For example, a teacher can see a child as a helper–a positive attribute. Yet, thinking of a child in this preconceived way may lead to negative consequences, such as giving this child too much responsibility.

3. Expand the discussion to include preconceived notions about the children's families. Ask the participants if they ever labeled parents: Max's mother cannot hold a job; everyone in the Howard family is a self-starter. Labels such as these can also affect the way staff view and observe children.



4. Have the full group form small groups. Assign each small group the task of developing a list of strategies that the participants can use to prevent preconceived notions from being a problem during observations.




Trainer Preparation Notes:

Among the safeguards participants are likely to list are:

• Acknowledge that most people have some preconceived notions; denying their existence does not make the problem go away.



• Avoid attaching labels to children. Positive labels can be equally as damaging to objectivity as negative ones.



• Before doing an observation, list any preconceived notions about the child and his or her family.



• Anticipate examples of the child's behavior in which these notions might come into play. For example, if participants view Emily as a needy child, they might expect her to cling to adults while on the playground.



• Be on the lookout for examples of supporting behavior, so that staff observe what they actually see–not what they think they will see.



• Do not overcompensate. The goal in this situation is to be objective, not to see things in a different light. A shy child, for example, may still play alone when being observed.



• Be sure to check yourself for biases regularly.



• Consider asking someone else to be an observation partner to ensure objectivity and reliability.




5. Have each small group share its list with the full group. As each group reports, have a volunteer from the group record the groups' lists on chart paper.



6. Encourage participants to share the list of strategies they developed with colleagues at staff meetings.

Activity 2-2: Breaking Down Preconceptions

Purpose: In this activity, participants will see how their preconceived notions about children interfere with their ability to observe accurately and objectively and that these notions must be recognized and addressed.

Outcomes:

Participants identify personal biases that they have that could interfere with conducting and recording observations objectively.

Participants take corrective actions to overcome personal biases in order to conduct objective observations.

Materials:
Paper, pens
Handout 6: Guidelines for Accurate and Obejctive Recording
Handout 9: Labels and Objectivity
Handout 10: Tips for Overcoming Preconceived Notions during Observation
Handout 11: Keeping Preconceptions in Check

1. Distribute copies of Handout 9: Labels and Objectivity to participants. As they complete the worksheet, discuss with participants how these labels could affect these children, the childrens' families, and their ability to observe.



2. Talk with the participants about how they can compensate for preconceived notions. Distribute Handout 10: Tips for Overcoming Preconceived Notions during Observation. Go over the list, and add to it according to the participants' input.



3. Work with participants to select a child in their classroom or homebased setting about whom they feel they have a preconceived notion. (For example, she's shy, a leader, aggressive, or cooperative.)
   
   Distribute Handout 11: Keeping Preconceptions in Check. Ask the participants to predict how they think this child will act in an outdoor play situation.
   
   After the discussion, ask participants to conduct an actual observation using both Handout 6: Guidelines for Accurate and Objective Recording and Handout 10: Tips for Overcoming Preconceived Notions during Observation. When participants have completed the observation, review the activity with them. In particular, discuss how the observation results compared with what they thought they would observe.



4. As a concluding activity, work with participants to develop a set of procedures they can follow to ensure that preconceptions do not influence their objectivity when conducting future observations.



5. Have participants share the topic of preconceived notions with parents. Encourage participants to talk with parents about the possibility that they, too, may have preconceived notions about their child, such as she is lazy, too nice, slow, or responsible. Explain that this type of notion affects their ability to objectively observe their child.

Activity 2-3: Making Time for Observation

Purpose: In this activity, participants will identify and address logistical challenges that make it difficult to observe children regularly.

Outcomes:

Participants identify and address program-related challenges that impact on the staff's ability to regularly conduct observations.

Participants develop a plan for overcoming challenges to observing and recording children's behavior.

Materials:
Chart paper, markers
Handout 12: Overcoming Observation Challenges

1. Write the following question on chart paper:


Why, if everyone agrees observation is so important, is it not done more regularly?

Ask the group to respond with their opinions. Write a list of reasons as responses are given.


2. With the group's input, organize the responses into categories on chart paper.




Trainer Preparation Notes:

Most responses will probably fall into these categories of challenges:

• Lack of needed skills in observing and recording



• Inability to locate appropriate instruments (including resources for purchasing standardized instruments)



• Time constraints



• Recordkeeping problems



• Confidentiality requirements (see Appendix C)


Participants may also come up with a category that disputes the premise of this exercise–namely, that some staff are not convinced of the value of observation.



3. Break the full group into working groups equal to the number of categories identified in Step 2. Assign each group one category and ask participants to brainstorm solutions to the challenge. When finished, have the work groups present their suggestions for overcoming challenges to the full group.




Trainer Preparation Notes:

Use strategies in the Background Information section of this module to supplement the participants' solutions.



4. Distribute Handout 12: Overcoming Observation Challenges. Direct participants to use this form to develop an action plan that they can use in their classroom or home-visitor setting.



5. Have participants implement the action plans they developed in their work setting.

Activity 2-4: No Excuses

Purpose: In this activity, participants will identify and address logistical challenges that make it difficult to observe children on a regular basis.

Outcomes:

Participants identify and address program-related challenges that impact on the staff's ability to regularly conduct observations.

Participants develop a plan for overcoming challenges to observing and recording children's behavior.

Materials:
Chart paper, pens
Handout 12: Overcoming Observation Challenges
Handout 13: Reflections on Observations
Handout 14: How Did It Go?

1. Direct participants to keep a journal of all observations that they conduct for one week.



2. Reconvene staff in one week's time. Distribute Handout 13: Reflections on Observations. Direct staff to complete this handout.



3. Go over Handout 13, focusing the discussion on question 5. Review with staff the problems encountered.



4. Distribute Handout 12: Overcoming Observation Challenges. Have participants complete the worksheet. Help participants to pinpoint the logistical challenges that impact their ability to regularly conduct observations and to come up with workable solutions.



5. Work out a timetable with participants for implementing the solutions identified in Step 2.



6. Direct participants to record their reactions to implementing these strategies on Handout 14: How Did It Go? Have participants report back on a regular basis.

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.

Developing Workshops

Ask participants to work with the mental health coordinator to conduct workshops on diversity that further explore the topic of preconceived notions as related to observation. During the workshop, staff can examine their biases and work proactively to develop strategies to counteract any personal biases they have.

Possible Portfolio Entry: Handouts and notes from the workshop

Videotaping Children

Encourage participants (with parental permission) to regularly videotape children in the home, indoors, and outdoors. Staff can then view these tapes and make observations at their leisure. Participants can also share this footage with parents as a means of dialoguing with parents about their child.

Possible Portfolio Entry: Notes from parent conferences

Creating an Observation Suitcase

Have staff put together an observation suitcase that they can bring with them on home visits to share with parents. Inside the suitcase might be a clipboard, paper, pens, a disposable camera, a timer, counters, a tape recorder, tape, Post-Its, and index cards.

Possible Portfolio Entry: List of contents for the observation suitcase