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

Resources

The works cited below provide the philosophical underpinnings of many of the activities in this guide. It is recommended that the trainer be familiar with their basic contents and make their availability known to participants who need further information.

Beaty, Janice. Observing the Development of the Young Child. 2d ed. New York: Macmillan, 1986. Rev. 1995.

This book presents a systematic method for observing and recording the growth and development of children ages two to six years old in an early childhood classroom setting. The author concentrates on observation of the six major aspects of child development: emotional, social, motor, cognitive, language, and creative. Each chapter concludes with a discussion of an actual child observation in the particular area and an interpretation of the data gathered, which is used to assess children. The book can be used by teachers and assistants who are upgrading their observation skills.

Benjamin, Ann C. "Observations in Early Childhood Classrooms: Advice From the Field." Young Children 49 (November 1994): 14-20.

This article describes strategies for incorporating observation into early childhood classrooms. The article stresses using observation as a tool of professionalization and is based on the real-life experiences of Wheelock College graduate students.

Boehm, Ann E. and Richard A. Weinberg. The Classroom Observer: Developing Observation Skills in Early Childhood Settings. New York: Teachers College Press, 1987.

This guide to observation focuses on collecting data through observation and making valid inferences on that data. Using real classroom data, the authors analyze the strengths and weaknesses of various approaches, focusing on issues of reliability and validity.

Cohen, Dorothy, Virginia Stern, and Nancy Babalan. Observing and Recording Behavior of Young Children. New York: Teachers College Press, 1983.

This text describes methods for keeping observational records that provide a realistic picture of children's interactions with the environment and for studying children engaged in such activities as eating, dressing, using materials, relating to other children and adults, and role playing.

Colker, Laura J. Observing Young Children: Learning to Look, Looking to Learn. Videocassette/training guide. 28 min. Teaching Strategies, Inc., 1995.

This videotape is intended for training early childhood educators to use running records. Participants view children at play and doing routines for the purposes of getting to know children better, measuring children's progress, and evaluating their program. The accompanying viewer's guide features five workshops on the topic of observation in early childhood settings.

Commonwealth of Virginia, Department of Social Services Division of Licensing Programs. Helping and Nurturing Developmental Stages: Systematic Preparation for Credentialing in Child Care and Education: Observation and Recording. 1994.

This handbook prepares Child Development Associate (CDA) candidates to meet the training requirements for observing and recording children's behavior. The handbook is organized around five objectives that are essential to accurately and objectively observing children and measuring progress. The authors review and evaluate different observation instruments, such as the time sample, anecdotal record, checklists, and conversation or interviews. The handbook contains twenty-one exercises that help the candidate gain an understanding of sound observation and recording practices.

Mitchell, Anne and Judy David, eds. Explorations with Young Children. Mt. Rainier, MD: Gryphon House, 1992.

This curriculum, put out by the Bank Street College of Education, includes illustrated observations on infants, toddlers, preschoolers, and school-age children. A chapter by Amy Dombro provides practical advice on conducting observations.

Phillips, Carol Brunson, ed. Essentials for Child Development Associates Working with Young Children. Washington, D.C.: Council for Early Childhood Professional Recognition, 1991.

This book has eight units based on the CDA Competency Standards. It discusses characteristics of children as they pass through development stages, describes the skills used by competent teachers of young children, discusses the early childhood profession, and describes the steps in preparing for CDA candidate assessment. The book contains NAEYC's Statement of Commitment and Code of Ethical Conduct.