Digging DeeperThe Power of Observations and the Kindergarten Readiness Assessment

1

Digging Deeper

“Observation is a process used by early childhood educators to watch, listen to, and record children’s actions, facial expressions, body language, sounds, words, and gestures…

Observation helps teachers get to know children so that they can build positive relationships with them. Observation provides information teachers can use to understand what and how a child is thinking, feeling, and learning and plan ways to support and enhance the child’s development of skills in all domains.” - NAEYC (2014)

Observation - NAEYC

Observing Young Children: Why?• Each child is unique!

• Gain insights into a child’s thinking

• See how children are developing and learning• Witness a child’s depth of knowledge and

understanding

• Provide documentation

• Use the information to appropriately challenge and support children

Observing Young Children: Why?

Observing Young Children: Types of Observations• Spontaneous observations

• informal

• routines, discussions, activities

• Planned observations

• formal and informal observations

• intentional

• specific goals in mind

• concrete evidence of skills in action

• see what and how a child learns

Types of Observations

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planned Observations• Planned observations are key for formal assessment using

observation

• See what a child can do, what the child has the potential to do,

and how to help support that child’s growth

• Focus on a specific behavior or ability

Planned Observations

Observing Young Children: Tips

• Watch and listen…listen and watch

• Focus on objectivity—just the facts!

• Avoid making assumptions and comparisons• Use the information to enhance learning and development

• Allow time and space for children to show their learning and development

Observing Young Children: Tips

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • Review each of the items—what it is measuring, the domain,

and the criteria

• Highlight key information in the rubric that differentiates

proficiency levels

Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • Identify which items need individual observations

and which can be observed in small or large

groups.

• Note this on the observation planning sheet.

Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items • Identify when and where you will conduct the observations.

• Note this on the planning sheet.

• Questions to consider:

Will I conduct this observation during a specific

learning activity such as during a specific center?

During calendar time? During transition time? During

story time? During circle time? Can I observe this on

the playground? etc.

Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: SamplesPlanning for Observation Items: Samples

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: SamplesPlanning for Observation Items: Samples

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Notes:

Domain: SC (science)

When/where: at science center conducting an experiment

Who: Watch each small group during center time conducting an observation. Prompt individuals as needed for those who aren’t yet proficient. Rotate as usual through centers. Begin with group 1: Billy, Kris, Jana, Ben, Kaylie

Planning for Observation Items: Sample 1Planning for Observation Items: Sample 1

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Notes:

Domain: PD (physical development)

When/where: outside on the playground during morning recess

Who/how: Whole group; line the kids up ask them to do each of these things:shake/nod, swing arm, kick leg, open/shut hand, extend/flex foot

Planning for Observation Items: Sample 2Planning for Observation Items: Sample 2

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items

• For each item, identify which child(ren) you will observe

• Print the observation score sheets for individual and

groups of children

• If you have access to mobile technology, consider carrying

a device with you to record your observations directly into

the data system

Planning for Observation Items

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Planning for Observation Items: Final Tips

• Use the criteria in the rubric score points to guide what you’re

looking for.

• As you conduct your observation, feel free to jot down notes about

what you’re seeing particularly for those children for whom a skill

or behavior is progressing or not yet evident. Remember to stick

to facts, not opinions.

• Rate each child on the rubric and enter the proficiency level (P, I,

or N) into Ready for Kindergarten Online

Planning for Observation Items: Final Tips

Professional Development by Johns Hopkins School of Education, Center for Technology in Education

Post-Observation• Keep anecdotal notes of your observations to inform your instruction

• Given what you observed and what you know about the child, what should be done to support the child’s growth?

• Make a plan!

• Continue to observe children over time

Post-Observation