Deck 1: Observation: An Introduction

Question 1

Why do educators think that observation is important?

Answer 1

Educators believe that they can make a difference to the experience of the child. Observing children will help them to learn more about the needs and developmental patterns of children. Individual children can be observed so that their style, characteristics, skills, and needs can be identified and understood.

Question 2

Of the informal observations you have already made, what have you already learned about observing children?

Answer 2

(The learner will describe what he or she has learned about observing children). Responses could include learning how to record details in the observation, trying to observe objectively and/or interpreting the information collected in addition to other components addressed in Chapter 1.

Question 3

What rules should there be about making observations of other people's children?

Answer 3

There are several rules that should be made when observing other people's children. Firstly, it is crucial to act in a professional manner at all times. It is important to get parents' consent, be respectful, attempt to be objective and be mindful of why you are observing their children. If possible, try to observe the children on several occasions using all of your senses. Lastly, any inferences should be supported with specific examples of the behaviour.

Question 4

Nonparticipant observation requires recording while having responsibility for the children.

Question 5

If you try hard, you can be completely objective.

Question 6

Subjectivity is always undesirable.

Question 7

Students should seek permission before they record observations of children.

Question 8

When observations are compiled from several different adults, the results become confusing and contradictory and do not lead to a useful analysis.

Question 9

Tests are the most authentic way to gather information about children's behaviour.

Question 10

Observation skills improve with practice.

Question 11

It is important to address personal biases when observing and recording observational information.

Question 12

Through observations educators can learn about children and their development.

Question 13

Group observations are essential when bullying is suspected.

Question 14

The selection of program evaluation tools will include observational components.

Question 15

Making eye contact with a child, while observing, can alter the data gathered.

Question 16

Permission to record observations

A) is necessary only if you don't know the child
B) should always be written
C) is unnecessary in schools and child care centres
D) can be acceptable if given verbally

Question 17

Confidentiality involves

A) avoiding talking about children to anyone
B) avoiding talking to people other than the parents of the child and other professionals in the team
C) locking up information so that the children can't look at it themselves
D) talking about children to any adult who you can trust not to pass on the information

Question 18

The role of parents in observations should be

A) to listen to what the educator says
B) to do what the observer says
C) to share observations and insights
D) to share methods of recording

Question 19

Participant observation

A) allows the children to participate in recording the behaviours while playing
B) allows the parents to participate in recording the behaviours while they are in the centre
C) allows the teacher to participate in recording the behaviours while remaining involved and responsible for the children
D) allows the parents to participate in the program while they stay at work

Question 20

Professional observation

A) is being nosy about children's behaviour
B) requires recording significant behaviours that children demonstrate
C) allows the teacher to sit down and relax for a while
D) provides an opportunity to fill the child's portfolio

Question 21

Observer bias

A) is not significant for trained observers who are never subjective
B) must be understood by observers so that they can be aware of the ways they interpret what they see
C) means that we are negative about children from different cultures
D) can be eliminated with sufficient observational practice

Question 22

Philosophy and pedagogy

A) will create many problems for the observer
B) is supported by observations
C) is incompatible with observational assessment
D) determines whether observation is appropriate or not
E) undermine the practitioners role in observation

Question 23

Nonparticipant observation is an opportunity to

A) observe the program without being directly involved in the activity
B) rest
C) prepare the next day's activities
D) observe the program while being involved with the children

Question 24

As a student observing children in a child care setting, you should

A) gossip with your friends about what you see
B) only tell one close friend about the interesting things the children say
C) share what happens each day with a trusted family member
D) share information for the purpose of enhancing your learning

Question 25

All written records, such as observations, should be

A) kept in a secure location (preferably locked)
B) kept in a tabbed binder (with one child's name on each tab)
C) photocopied in case the originals are lost
D) kept in different coloured file folders

Question 26

Confidentiality:

A) ensures that only necessary and appropriate individuals receive observational data
B) trumps the law
C) is unnecessary when students conduct observations
D) may be difficult to ensure with photographs but is required.
E) is only required if you work in an early learning setting.

Question 27

Casual Observation:

A) an early childhood educator conducts the Denver Developmental test on a four year old
B) take place at regularly scheduled times
C) are designed to offer a holistic view of a child's development
D) an early childhood educator notices a child arriving with a bruise on their neck and records it
E) is a technique mainly used in early learning settings

Question 28

Informal assessment

A) are completed three times a year
B) are sensitive to the socio-context of the child and their family
C) an example is direct testing
D) are questioned for their appropriateness
E) records only insignificant information about a child

Question 29

Why do educators think that observation is important?

Question 30

In what ways can observation be an important part of a child's assessment?

Question 31

What are the ten core reasons for observing children?

Question 32

What can be learned from watching children involved in spontaneous activity?

Question 33

Why is teamwork important in observing and assessing children's behaviour?

Question 34

What are the principles of observation that must be followed when observing?

Question 35

What are the advantages of naturalistic observation and authentic assessment?

Question 36

Why is it impossible to remove all aspects of bias?

Question 37

Can observers be sure that valid interpretations are made from objectively recorded observations?

Question 38

How do ethics influence the work of educators?

Question 39

Think of the last time you 'people watched'. What conclusions did you make about a person you watched? Were they true?

Question 40

What is a bias that you hold? How can it impact your success with authentic assessment?

Question 41

Prepare and deliver a talk. Your subject is: "Why naturalistic observation is part of the assessment process used for evaluating children's behaviour." Your audience is made up of parents of children from either a pre-school setting or a kindergarten class.
Note: Review the assessment rubric for this task. It offers details that will help you prepare for the task and be successful as you carry it out.

Question 42

You are attending a staff meeting at your place of work-an early learning and education centre. The purpose of the meeting is to plan for formal assessments of the children in your care. Parents have never been involved in the assessment process before and you would like to include them. What points will you put forth to support your stance?

Question 43

You are reviewing for your test and your study partner says "I just don't understand objectivity and subjectivity. It's so confusing". What would your answer be?