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 3: Working with Parents to Enhance Observations

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Activity 4 | Next Steps
download these pdf attachments: Handout 15 | Handout 16 | Handout 17 | Handout 18 | Handout 19

In this module, participants develop strategies for parents in observations of children.

Outcomes

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

• Include parents in the observation process
  
  
• Use observation as a tool for answering parents' questions and concerns about their children
  
  
• Work with parents as partners to better serve Head Start children
  
  

Key Concepts

• Early childhood professionals realize that parents play an important role in the observation process.
  
  
• Observations are stored in children's portfolios.
  
  
• When parents and Head Start staff work together, the child is best served.
  
  

Background Information

Parents are an integral part of observing and recording children's behavior. Since they know their children best, their input is vital to the observation process. Therefore, they can serve as members of the observation team or as observers in their own right. The following list summarizes the specific benefits of using parents in this role. Parents can help in the following ways:

• Supplement staff observations with their own observations.



• Assist staff in completing checklists and conducting other forms of observation during screening of their children.



• Provide observational information to determine if children need referrals.



• Assist staff with the ongoing assessment process by conducting classroom or home observations of children.



• Provide insight to staff in interpreting observational data of their children.



• Provide feedback to staff about the observations, including areas that staff and families want to target to work on with the child. These include both strengths and problem areas.



• Suggest areas in which staff can focus their observations.



• Assist in making the observation process more reliable by doing observations with staff.

Parents as Observers

For parents to be effective, education staff may need to train parents to be accurate and objective observers. At a minimum, parents must know the following principles:

• Observations are a way to obtain information about how children learn and develop.



• A variety of methods and tools are used to systematically observe children.



• To be accurate, observers record only the facts in the order in which they occur.



• To be objective, observers use descriptive words that do not judge or interpret.

Practice is a necessary part of training. Staff work in partnership with parents so they can learn to record events accurately and objectively. A workshop, a parent education meeting, or a home visit is an effective training opportunity.

Staff as Mentors

To help parents develop the skills as reliable observers, staff can be their mentors. Working independently but simultaneously, each parent and staff member can observe and record children at play for a period of twenty to thirty minutes. When finished, they can review and compare their recordings. The more reliable the observations, the more similar the running records will be.

Another approach is for the parent and staff member to work as a team. The parent quietly says what he or she observes, and the staff member records the details. This takes the pressure off the parent to both observe and write at the same time.

Staff can also train parents to use checklists and show parents how to tally behaviors for sampling observations. Parents may want to do such observations to help staff and for their own parenting purposes.

By encouraging parents to be active participants in the observation process, the validity of the observations increases. In addition, parents often may have insights that can influence how the observations are used. They may also have additional ideas for the types and purposes of future observations.

Activity 3-1: What Would Parents Say?

Purpose: In this activity, participants will examine observational data and decide how parents and others can enhance the observation process.

Outcomes:

Participants involve parents in the observation process.

Participants work with parents as partners to better serve Head Start children.

Materials:
Chart paper, markers
Handout 15: Portfolio #1–Dana Y.
Handout 16: Portfolio #2–Eduardo H.
Handout 17: What Else Do I Need?
Appendix C
Appendix D

1. Distribute copies of Appendix D: The Portfolio and Its Use, which is an overview of the purpose and use of portfolios. Have staff read this material. Distribute Handout 15: Portfolio #1-Dana Y. and Handout 16: Portfolio #2-Eduardo H. Go over the contents of each portfolio with the group.



Trainer Preparation Notes:

Find out how participants currently store observational data. Do their portfolios resemble those described in the handouts? You might want to bring in some real portfolios with the names of the children crossed out for confidentiality. The group can look at them and make comparisons. (See Appendix C on confidentiality.)



2. Have the participants work with a partner. Distribute Handout 17: What Else Do I Need? Ask each pair to review the portfolios and then decide on the next course of action. Ask them to decide what additional information they think is needed to have a complete picture of the child. Also, have them list questions that they would ask the child's parents and observations they want parents to do to supplement the child's portfolio.

Trainer Preparation Notes:

If training time is limited, an alternative approach is to have half the partners review Dana' s portfolio and the other half Eduardo's. If this is done, have participants fill out the questions in Handout 17: What Else Do I Need? that apply to the portfolio they are reviewing.



3. When the partners finish their analyses, have them present their findings to the full group, focusing first on Dana and then on Eduardo. Ask the following questions:
   
   How similar were the strategies and recommendations?
   
   Were the strategies suggested for Dana similar to the ones suggested for Eduardo?




Trainer Preparation Notes:

Most likely, staff responses will vary in their analyses of the portfolios. This is perfectly fine, providing the data in the portfolio support their judgements. Following the presentations, the group may wish to reach a consensus on the best responses to these questions.



4. Assign participants the task of analyzing three portfolios of children they work with in their program. Encourage them to use Handout 17: What Else Do I Need? as a guide for this task.

Activity 3-2: Making Parents Observational Partners

Purpose: In this activity, participants will examine observational data and decide how parents can enhance the observation process.

Outcomes:

Participants involve parents in the observation process.

Participants work with parents as partners to better serve Head Start children.

Materials:
Chart paper, markers
Handout 18: Looking to Parents for Help
Appendix D

1. Ask participants to bring their running record completed in Activity 1-4. Review why they conducted this observation and what information they gained from the activity.



2. Give each participant a copy of Handout 18: Looking to Parents for Help. Have participants complete the worksheet as you discuss it with them. Ask them to list questions they would ask the child's parents and observations they want the parents to do to supplement the running record. For example, the participants might want parents to comment on whether the observed behaviors at the center are typical of how the child acts at home.



3. Direct participants to work with parents using ideas outlined in Handout 18: Looking to Parents for Help to train them how to do observations and use the feedback from them. Ask participants to report back to you throughout the process so that you can advise and assist them as necessary.



4. Ask the participants to add the observational information collected in Step 3 to the child's portfolio. To assist participants, provide them with a copy of Appendix D: The Portfolio and Its Use.

Activity 3-3: What Do Parents Want?

Purpose: In this activity, participants develop strategies for answering parents’ questions about their children through observation.

Outcomes:

Participants use observation as a tool for answering parents' questions and concerns about their children.

Participants involve parents in the observation process.

Participants work with parents as partners to better serve Head Start children.

Materials
Chart paper, markers
Handout 19: I've Got a Question

1. Discuss how observation can be a powerful tool for addressing parents' concerns about their children. Ask participants to brainstorm questions that parents could have about their children that can be answered through observation. Have a volunteer keep a list of the questions on chart paper.



2. Introduce the group to the focus of this workshop: role playing to show how education staff can use observation to meet parental concerns. Because some participants may be awkward or uncomfortable role playing, assure them that they will be role playing in small groups.



3. Form groups of three and distribute copies of Handout 19: I've Got a Question. Within each group, one person takes on the role of parent, one the Head Start staff member, and one the observer. Tell the groups that after each role play scenario, they rotate roles so that everyone takes a different role for each scenario.



4. Direct participants to role play each scenario one at a time. After each one, reconvene the full group. Have the observer from each report to the full group. Discuss how staff can address parental concerns according to the presented strategies.



5. Following the last role play, discuss how to use observation data to answer parental questions. A final point of the discussion should focus on how staff can cement the bond with parents by including them in the observation process.



6. Have participants select the parents of a child in their program and ask them if they have any concerns or questions about their child. In discussion with the parents, direct staff to explain how they will use observation data to answer parents' concerns. Participants then conduct an observation and provide the parents with feedback.

Activity 3-4: At Your Service

Purpose: In this activity, participants will develop strategies for answering parents' questions about their children through observation.

Outcomes:

Participants use observation as a tool for answering parents' questions and concerns about their children.

Participants involve parents in the observation process.

Participants work with parents as partners to better serve Head Start children.

Materials:
Chart paper, markers

1. Prior to the coaching session, direct staff to meet with selected parents during arrival, departure, a parent-staff conference, or a home visit. Participants are to interview parents to determine areas of concern or questions that they have about how their children are doing at Head Start. For example, parents might want to know if their child gets along well with others or if their child is getting better at using a pair of scissors.



2. Work with participants to formulate one concern or question into a focus for an observation. Together, determine the type of observation(s) that the participants could do and how many are appropriate.



3. Direct participants to conduct the observation(s) according to the agreed-upon plan. Once it is completed, they should then enter these data into the portfolio.



4. When they finish, have participants share the results of their observation(s) with the concerned parents. For example, the parents who are concerned about their child's ability to use scissors would be interested in an observation of the child making a collage.



5. Ask participants to report back with the results of their meeting with parents. Did the participants feel that this exercise strengthened the bond between participant and parent?

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.

Training for Parents

Ask participants to develop an outline to use for a parent education class that would train parents on how to observe their children. Participants may want to share their plans with their colleagues at a staff meeting for feedback.

Possible Portfolio Entry: Outline for parent education class

Keeping a Log of Red Flag Words

Have participants keep a running log in their professional portfolios of red flag (non-objective) words to be avoided when conducting written observations. Next to each word, they could note an objective term or phrase that is more appropriate. Encourage staff to share this list with colleagues and parents. (See Appendix B for a list of red flag words).

Possible Portfolio Entry: Log of red flag words

Developing a Parent Workshop

Encourage staff to develop a workshop for training parents to assist in the observations of children during screening and assessment. Staff could develop a handbook, perhaps in question-and-answer format, that parents could use as a reference tool.

Possible Portfolio Entry: Workshop outline

Go back to Module 2

Go to Module 4

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Last Modified: 04/21/2005