Reasons for Observing and Assessing

INDIVIDUAL CHILDREN
Observation enables teachers to understand how each child thinks and feels (Lay-Dopyera & Dopyera, 1993). This is especially important when children are in large group settings like childcare centers or public school classrooms. Specific reasons for observing and assessing an individual child are:

  1. To identify the child’s interests –

    2. What does s/he like and dislike?
    What motivates her/him? 
    What is special about this particular child? 

  2. To understand the child’s individual style—

    3. What is her/his temperament? 
    What are her/his strongest multiple intelligences?
    How does s/he handle problem solving and conflict? 
    How does her/his family communicate and what are their values?

  3. To measure the child’s development & progress—

    4. Are the child’s skills age-appropriate? 
    What are her/his areas of strengths and weakness?
    Is development even in all domains?

  4. To identify concerns and special needs of the child--

    5. Does this child have any special health or other issues?
    Do you have a specific concern about her/him?
    Does s/he need further assessment and/or focused interventions?

  5. To discover what the child needs from the curriculum and teachers—

    6. What is this child learning? 
    How can instruction and curriculum meet her/his needs? 
    What guidance approach works best? 

  6. To provide information to share with parents and staff—

    7. What do you want this child’s family to know about him/her? 
    What is the best way to communicate with this family? nbsp;
    How can the family participate in the assessment process? 
    How will you document and share assessment findings?  

PROGRAM EVALUATION
Observing can also inform us about our own teaching practices, as well as the curriculum and environment.   Some of the purposes that support programs are:

  1. To analyze teaching – 

    2. Is the teacher usually positive? Consistent? Fair? Effective?
    How can individual professional growth be supported?
    In what areas do the staff generally excel? Where do they need more training?

  2. To examine the learning environment-- 

    3. How is the room arranged? 
    How do the children use it? 
    What could be added, removed, or changed?
    How does it meet (or not meet) the needs of children?

  3. To understand the group dynamics-- 

    4. How cohesive is the group?
    What is the overall level of ability and cooperation?
    How do the children play together?

  4. To adapt the program to meet the needs of a group of children—

    5. Is the program really meeting stated objectives and goals?
    Have skills and needs of the children changed?
    What are the needs of this particular group?
    Are children truly engaged and learning?

  5. To investigate specific problems-- Problems will emerge in every program or class, regardless of quality.

    6.          Are there always difficulties in one room area or at a certain time?
              Do certain children always have conflict? Or are they always in cahoots?

  6. To measure the effectiveness of specific approaches-- These include curriculum, routines, scheduling, guidance and discipline policies.

    7. Are children achieving and developing to their potential?
    Are approaches working? 
    Are changes needed? If so, what, where, and how?

  7. To reach highest quality possible--  Early childhood educators and administrators want to provide the highest quality care and education possible. Regular observation and assessment of the program is a necessary component of quality care.