EYFS: Development matters

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Observing children: skills and techniques

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What are observations?

Why do observations in the EY?

When to do observations?

How …tools to observe

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Aims

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What are observations? (Collins 2009)

*The act of watching or being watched.

*A comment or remark.

*Detailed examination of something before analysis, diagnosis, or interpretation.

*The facts learned from observing.

*The ability to notice things. 13/11/2015

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What are observations?

https://www.youtube.com/watch?v=1GEEvvTiiQk

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What are observations?“Observation is a method of studying an object or a person within a specific context, and should always have a precise purpose. It involves recording and watching over a period of time. Observations of young children should always have a clear intention.” (Palaiologou,2008 p40-41)

Focus on what child can do as opposed to what they cannot do.

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What are observations?* Descriptive.

• Interpretation/ evaluation come later.

• Remain objective vs subjective… see things for what they are.

* Listen holistically… 2 ears, two eyes and one mouth!!!

• Body language; gestures; non-verbal communication

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What are observations?An ability to:

* Step out of the ‘educator’ role and become the observer.

• Communication with the team.

* Be aware of your emotions but put them to one side.

* Involve parents/ carers

• Value of observations from home. 13/11/2015

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Why we carry out child observations (DfE 2012)

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Why we carry out child observations

* Assess children’s abilities.

* Identify children’s needs.

* Help with planning and extend L/D.• Characteristics of effective learning- MET

* Track L/D (profiles).

* Notice changes in behaviour (safeguarding).

* Learn from and UNDERSTAND each child.13/11/2015

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Why we carry out child observations

*Information about provision (evaluative insight)

*Monitor transition and settling-in.

*How children spend their time in the setting.

*Who children interact with.

…UK vs Swedish perspective (Fawsett 2009): ‘Project’ vs ‘Being’

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Why we carry out child observations

“Observing learning and getting close to children’s feelings, is part of our daily work in striving for quality. Our careful observations of children’s learning can help us make early years provision better. We can use what we see to identify the strengths and weaknesses; gaps and inconsistencies, in what we provide. We can identify significant moments in a child’s learning, and we can build on what we see” (Palaiologou,2008 p40)

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Why observe?

Overview of why we do observations.

https://www.youtube.com/watch?v=jNMsEEWxr_I

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-Know what areas of interest you are looking for before starting observations… Purpose!

-Should not conclude based on single observation but ethically better to have an assortment (different methods; times; we all have off days!)

-Cognisance of children and/ parents diversities; values and beliefs and the wider cultural context that they live and are influenced by.

-Safeguarding- duty to uphold/ disclose appropriately.

Ethical considerations

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-Consider and include the child’s voice… Mosaic Approach …UNCRC (1989)… rights of the child.

-Consider colleagues… observations need to be carefully organised and managed within the setting so that everyone is aware of their role and responsibility.

-Parents / children have access to observations at any time.

Ethical considerations

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*Record and store observations appropriately.*Understand that B/T/YC see and experience the world in different ways.*Be able to recognise the signs of possible developmental delay … confidence in k/u of developmental milestones.*Be able to distinguish b/n fact and fiction (descriptive)*Un-obstructively woven into the classroom activity and hence should happen routinely

Ethical considerations

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-How do you consider the voice of a baby in observations?

-How to consider the voice of 3 year olds in observations?

Ethical considerations

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*Observer participation?

*Time/ place of observation (indoor vs Outdoor; home vs setting).

*Group vs individual observation.

*Mere presence of observer can change behaviour.•Adults working with children are being observed more

closely than usual and this may engender a sense of fear and anxiety within the adult and impact on child’s behaviour.

When to do observations

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*Suspend judgement and refrain from intervention…takes time.* IX question…observer subjectivity… No judgement; descriptive

*Knowledge of the breadth, strengths and limitations of recording methods and techniques available. Hence the skill in selecting the most suitable for specific tasks.

When to do observations

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‘How?’

Many variations and adaptations possible but good practice:

*Anonymity (pseudonym/ initials)… course purposes

*Age (3:6) and gender should be clear.

*Time, date and place of observation.

*Number of adults and children present.

*Activity outline if applicable/ context.

*Participatory vs non-participatory

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Narrative

*Pen and paper

*What the child does and says.

*Often start with blank paper.

*Max- 5 minutes

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Types of observations

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Narrative

Decide on whether you focus on B or YC…write your narrative observation.

 

http://www.youtube.com/watch?v=p1R2vha7Ytc&feature=related 

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Checklist*Checklists

*Is the child doing xyz?

*What are a group of children doing?

*Recording stages of development but cannot take the place of observations.

*EYFS learning goals… an example of checklist????

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Checklists…

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Rating Scale

*Similar to checklist where an aspect of behaviour is considered.

*Five point scale commonly used.

*Examples include Leuven Scales

*Professor Ferre Leavers: Well-being and Involvement Scales.

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Leuven ScalesWell-being

*‘Scale’: Uninvolved (1) to Deeply involved (5)

* Soothing barriers to involvement.

•Self-confidence and self-esteem

•Enjoyment without restraints

•Openness and receptivity

•Relaxation and inner peace

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Leuven ScalesInvolvement

*‘Scale’: Uninvolved (1) to Deeply involved (5)

*Judging provision through child observations, focusing on aspects including:

•Concentration

•Energy

•Persistence

•Satisfaction

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Scales

*Environment Rating Scales:

*Set of standardised tools for measuring and improving the quality of early years provision.

*The Early Childhood Environment Rating Scale – Revised (ECERS-R) designed to evaluate quality of provision for children aged 2½ to 5 years in centre-based settings.

*The Infant Toddler Environment Rating Scale – Revised (ITERS-R) is the partner scale for the 0-2½ age range.

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ECERS and ITERS• Space and furnishings (e.g. room layout, accessibility of resources, display) • Personal care routines (e.g. welfare requirements such as health & safety and provision for sleeping)• Language and reasoning (e.g. supporting children’s communication, language and literacy development; critical thinking) • Activities (e.g. provision of an exciting and accessible learning environment, resources to support specific types of play) • Interaction (e.g. supervision, support for social interactions) • Programme structure (e.g. opportunities for children to access their own curriculum, planning schedules/routines to meet children’s needs) • Provision for parents and staff (e.g. partnership with parents, staff training and development)

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SSTEWSustained Shared Thinking and Emotional Well-Being Scale for 2-5-years (Siraj et al. 2015).

*Observational tool for assessing practice!

*Sub-scales 1-5 with 14 items in total.

*Includes assessment of language throughout the setting.

*Higher order learning is assessed.13/11/2015

Time sampling *Behaviours observed over a fixed period of time.

*Notes for a minute at pre-arranged intervals

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Event sampling

*The ‘event’ itself is the unit of observation (e.g. biting)

*Antecedent: Behaviour: Consequence (ABC)

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Event sampling

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Social maps/ sociograms

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ActivityFocus on boy in sky blue top in middle.

1. Timed sample over 6 minutes- 2 min intervals… decide on headings.

2. Narrative over 6 minutes.

https://www.youtube.com/watch?v=7nQxWCn_dBg

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Reggio Emilia*Northern Central Italy.

*Communism effects prompted Loris Malaguzzi after 2nd World War: municipal impact.

* Involve children in decision making.

*Start from the children’s own ideas rooted in their real lives and in the surrounding community, rather than from teachers’ – or indeed government’s – preconceived ideas of what they should learn.

*The role of the Reggio Emilia practitioner is to provide time and experiences that support children in making new connections.

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Video Interaction Guidance (VIG)

*Based around positive psychology, used as a tool for developing relationships through collective reflection on interactions.

*Peer observations… how often/ how comfortable are we?

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Food for thought on requirements for observing children: skills and techniques.

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BibliographyCollins (2009) English Dictionary Home Edition. UK, Glasgow.

DFE (2014). Statutory Framework for the Early Years Foundation Stage 2014. Accessed 10.11.15 http://www.foundationyears.org.uk/files/2014/07/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

Fawcett, M (2009) Learning Through Child Observations. Jessica Kingsley, London

Palaiologou, I (2008) Childhood Observation Learning Matters, Exeter

Siraj, I. Kingston, D and Melhuish, E (2015) Assessing Quality in Early Childhood Education and Care. Sustained Shared Thinking and Well-being (SSTEW) Scale for 2-5-year olds provision. IOL Press: London

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Bibliography

New, R. S. (1998). Social competence in Italian early childhood education. New Directions for Child and Adolescent Development, 1998(80), 87-104.

Nyland, B and Alfayez, S (2012). Learning Stories – crossing boarders: Introducing qualitative early childhood observation techniques to early childhood practitioners in Saudi Arabia. International Journal of Early Years Education 20(4) 392-404