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 4: Interpreting and Using Observation Results

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5| Next Steps
download these pdf attachments: Handout 20 | Handout 21 | Handout 22
Handout 23 | Handout 24

In this module, participants learn to evaluate data from observation, recognize the value of sharing it with parents, and use it for decision making about what children need.

Outcomes

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

• Make valid inferences and draw meaningful conclusions about collected observational data



• Determine with whom, in addition to parents, they should share observational interpretations



• Link observation results to program decisions about children

Key Concepts

• Interpreting observational data is a two-step process that involves making inferences and drawing conclusions.



• Interpretations of observational data are not made until data are collected from all sources, including parents.



• Jumping to conclusions can lead to invalid interpretations that can be harmful to the child and/or the child's family.



• Observation plays an essential role in making program-related decisions about children.

Background Information

A recorded observation that is accurate and objective is valid–it represents what occurred. If observations are performed consistently over time, they are considered reliable. Observations that are both valid and reliable allow staff to use these data in meaningful ways.

Reviewing Observations

How do staff do this? The first step is to look at the observations as a whole. One running record, checklist, or time sample does not provide a complete picture of a child. Therefore, staff must look at all the collected observations before interpreting any data. Think of a single observation as a snapshot of a child; staff need an entire album of snapshots before making use of the observations.

Determining Patterns

Once the data are collected, the second step is to reflect on the observations and look for patterns. How do the different observations relate to one another? Are there trends in the behavior? For example, does Sharona consistently cry at the end of the day, right before her grandmother comes to pick her up?

Drawing Inferences

Establishing patterns and trends in recorded observations leads naturally to the third step–making an inference. Janice Beaty (Janice Beaty, Observing the Development of the Young Child (New York: Macmillan, 1986), 25.) defines an inference as a statement considered to be true–tentatively at least–because it is founded upon a previous statement considered to be true. For this reason, logical inferences are objective in nature.

Drawing Conclusion

The fourth step in interpreting the data is to draw a conclusion. Conclusions are educated guesses and are subjective. To draw a conclusion, one looks for the meaning behind what was observed. Staff members draw on their knowledge and experience.

• Is there an educational or psychological theory that can explain what was observed?



• Has similar behavior been observed in the past?


• Is this behavior typical of a child this age and at these stages of development?


• Is there a cultural explanation for the child's behavior?

The more objectively the behavior is recorded and inferences made, the more valid the conclusions.

It is important that every attempt be made to interpret the data validly since, by definition, interpretations are both objective and subjective. Therefore, when interpretations are not straightforward, staff should consult parents, colleagues, their supervisor, or specialists for advice because their ideas add insight into what is going on with the child. Staff must be able to support their interpretations with what they observe.

Using Observations

Once the observations are interpreted, the final step is to put evaluations to use. The purpose of observation is to get to know each child better and to respond to each child as a unique individual. Interpreted observational data can be used by staff in several ways, including:(Adapted from Commonwealth of Virginia, Department of Social Services, Division of Licensing Services, Helping and Nurturing Developmental Stages: Systematic Preparation for Credentialing in Child Care and Education (Birth to Twelve Years), August 1994, 40-41.)

• To have a clear picture of the specific needs of individual children. This includes screening and assessing children to see if special services and/or referrals are required.



• To have authentic or real information on children's skills and capabilities as part of the ongoing assessment process. This information base helps staff to see how the combination of individual skills and capabilities help a child become a competent, functioning person. Carefully recorded observations show how skills and capabilities are used in the child's world. This information can then be translated into sound decisions for individualizing the curriculum and creating child-centered environments.



• To gain insight into more effective ways to relate to each child. By observing children's reactions to their world and their interactions with Head Start staff, staff can evaluate the effectiveness of their actions and can provide information on how they influence each child.



• To make better decisions about activities that will interest and challenge children, causing them to stretch their intellectual, physical, and social powers. When staff are aware of what children are like and what they can do, they have a solid basis for deciding which activities will challenge the children and which ones will frustrate them.



• To enhance staff's abilities to attend to details and listen carefully and effectively. These skills are required for improving communication with children and adults, including parents, co-workers, spouse, and friends.



• To demonstrate interest in each child. Paying close attention to a child communicates caring, concern, and interest.



• To demonstrate to families staff's interest in, concern for, and attention to their child. Parents learn to trust staff and view them as competent professionals when they view them as observers. Also, staff can answer parents' questions about their children with interpreted observational data.

Observing is a skill that goes beyond one's job. It is a life skill with many applications. By learning to observe accurately and objectively, staff can gain insight into broader social issues and problems. Staff can learn to discern their biases and those of others. They can rationally confront these biases and celebrate what is good in their communities and world. Being skilled in observing and recording enlightens everyone as an individual.

Activity 4-1: Valid vs. Invalid

Purpose: In this activity, participants will learn to distinguish between valid and invalid inferences and to correct invalid ones.

Outcomes::

Participants make more valid inferences and begin to draw meaningful conclusions about collected observational data.

Materials:
Chart paper, markers
Handout 20: Interpreting Observational Data
Handout 21: Making Inferences

1. Begin this workshop by discussing when and how staff should interpret the observational data they collected in previous workshops. Ask participants to reflect on the following questions:



• At what point do you have enough data ?



• Does every purpose require the same amount of observational information?



• Can one data collection ever be considered sufficient?



• Do observations have to be done daily to get a true picture of a a child?



• How would you go about interpreting data?



• How would you know if your conclusions are valid?

During the discussion, try to solicit a wide range of opinions and thoughts.


2. Following this discussion, introduce the six-step strategy for interpreting data as described in Handout 20: Interpreting Observational Data. Focus on how to make inferences that are valid.


3. Divide participants into three groups. Distribute Handout 21: Making Inferences. Give only one version to each group. Tell the groups that the vignettes are the same for each version, but that the validity of the inferences varies on each one. For example, one version has all valid inferences, another has all invalid ones, and another has three invalid and two valid inferences.




Trainer Preparation Notes:

The answer sheet to Handout 21 is a guide. Some participants could strongly disagree with the provided answers because there may be several valid interpretations or not enough information to make an inference. Use these responses to discuss the difficulty in making valid inferences.



4. Instruct the groups to determine which vignettes have valid inferences and which have invalid ones. If they believe that an inference is invalid, ask them to rewrite it to make it valid. When they are finished, ask the small groups to report back to the full group and to discuss what they learned from this exercise.



5. Assign participants the task of interpreting the observational data in the three portfolios that they examined in Step 4 of Activity 3-1, Module 3. Encourage participants to use Handout 20: Interpreting Observational Data to assist them.

Activity 4-2: Time for Interpretation

Purpose: In this activity, participants will learn to distinguish between valid and invalid interpretations and to correct invalid ones.

Outcomes:

Participants make more valid inferences and begin to draw meaningful conclusions about collected observational data.

Materials:
Paper, pens
Handout 6: Guidelines for Accurate and Objective Recording
Handout 20: Interpreting Observational Data

1. Ask staff to bring in the observation journals that they kept in Activity 2-4: No Excuses.



2. Review selected observations with the participants.




Coach Preparation Notes:

In doing this review, have participants refer to Handout 6: Guidelines for Accurate and Objective Recording.



3. Using Handout 20: Interpreting Observational Data, help participants interpret their observations. Discuss what they should do if they do not have enough data to interpret their observations.

Activity 4-3: The Big Picture

Purpose: In this activity, participants will use observational data to make programming decisions about children.

Outcomes:
Participants link observation results to making decisions about programming for children.

Participants determine with whom, in addition to parents, they should share the results of the observation.

Materials:
Chart paper, markers
Handout 20: Interpreting Observational Data
Handout 22: Supplemental Parent Information for the Portfolio of Dana Y.
Handout 23: Supplemental Parent Information for the Portfolio of Eduardo H.
Handout 24: Action!

1. Distribute the same portfolios that participants used in Activity 3-1, Module 3. Ask participants to work with the same groups as when they worked on the portfolios in Module 3.
   
   Distribute Handout 22: Supplemental Parent Information for the Portfolio of Dana Y. and Handout 23: Supplemental Parent Information for the Portfolio of Eduardo H. These handouts contain supplemental information from parents that needs to be put into the portfolios. Ask participants to work in pairs to interpret the observational data in these portfolios using Handout 20: Interpreting Observational Data as a guide.



2. When they have finished interpreting the data, ask participants to share their conclusions with the entire group. Ask questions such as:
   
   
   • How do your conclusions compare?
   
   
   
   • Did everyone come up with the same general conclusions?
   
   If not, have the participants resolve their differences so there is a general consensus as to how to interpret the data in the portfolio.



3. Distribute Handout 24: Action! Have participants use this worksheet to develop a plan of action for using the observational data in the portfolios.



4. Have each paired group present a plan to the full group. As they report, compare and contrast the action plans.



5. Conclude the workshop by having the group commit to developing action plans for the three portfolios that they analyzed in Step 4 of Activity 3-1, Module 3. Have them use Handout 24: Action! to help them with this activity.

Activity 4-4: Where Do I Go From Here

Purpose: In this activity, participants will use observational data to make programming decisions about children.

Outcomes:
Participants link observation results to making decisions about programming for children.

Participants determine with whom, in addition to parents, they should share the results of the observation.

Materials:
Paper, pens
Handout 24: Action!

1. Distribute a copy of Handout 24: Action!, which is a guide to developing an action plan. Go over this worksheet with the participants so that they will understand the process.



2. Using the running record developed in Activity 1-4, Module 1, and updated for the portfolio in Activity 3-2, Module 3, ask participants to develop an action plan for the child that they observed.



3. When participants complete their plan, review it with them.



4. As a final activity, direct participants to implement this action plan for the targeted child.

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.

Planning for Confidentiality

Have participants develop a plan for confidentially storing and providing access to children's portfolios as needed. This plan, written in their portfolios, can be shared at staff meetings and visibly posted. (See Appendix C on confidentiality.)

Possible Portfolio Entry: Confidentiality plan

Creating a List of Specialists

Encourage participants to interview their colleagues for the names, addresses, and phone numbers of experts and specialists in the community who can be called on to do supplemental observations of children or to assist in interpreting observational data. When the list is completed, it can be circulated to all Head Start staff for their use.

Possible Portfolio Entry: Lists of specialists

Scheduling Observations

Ask participants to regularly include planned observations in their weekly and monthly lesson plans. This information can be shared at staff meetings so that coverage, if needed, can be arranged.

Possible Portfolio Entry: Lesson plans