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80122 and 80156

Topic 3

Notes on Observations of Children

Notes on Observations of Children

Observation Techniques

Assessment

• Observation Task 1
• The Newborn
• The Pre Schooler

Notes on Observations of Children

Why Do We Observe Children?

Young children have limited verbal ability and cannot describe experience

• young children do not view a formal testing situation seriously
• treated as a game
• fear of previous situation e.g. in a surgery
• out of a familiar context produces different behaviour
• can be done in a variety of settings which are natural and familiar
• 'appearance of TV' effect less in observation
• useful for gathering accurate information
• can test theory against the actual (very important for this course)

Is Observation Reliable?

• Yes if - records are accurate and obtained in a familiar setting.
• Accuracy is aided if observation is regarded as a scientific process

The Scientific Goals are

• description
• accurate
• not value driven
• explanation
• against theory
• prediction
• control

Ethical Questions for Observers

• What are you, as a professional, entitled to know?
• Which others have access to information?
• What are the rights of parents (carers), children?
• can they refuse?
• who gives permission?
• are there legal imperatives?
• What is the appropriate professional behaviour (respect)?
• confidentiality
• pseudonyms/numbers?
• access to records?
• can context/persons be identified?
• should the tester be identified?
• for this course, confidentiality extends from the parent/guardian and observer to include the marker
• observe*record*then interpret after consulting experience and theory
• respect child (not a piece of furniture)

Click here for the Society for Research In Child Development statement

Observation Techniques

Informal/indirect techniques

• These include parent report, teacher report, child's work samples, anecdotal records of others, some formal tests given by others
• relies on others so watch bias/interpretation
• you do not control the gathering of the information or know the context accurately

Formal methods

• rating scales & checklists e.g. Apgar
• formal tracking devices e.g. sociograms
• stream of behaviour technique
• record all that happens in a period of time (usually a short period because of recorder fatigue unless video is used).
• usually focuses on global behaviours with no observation plan
• difficult to maintain accurate records as there is often a great deal happening

Formal methods

• Representative or time sampling (look for either specific or global behaviour in a predetermined time pattern such as observe for five minutes every fifteen minutes allows recorder to complete records, context to change etc.)
• target behaviours method (clear observable behaviour is identified at outset)

Hints for this assignment

• have a clear statement of the behaviour to be observed
• identify the time and place of observation clearly
• have an unambiguous recording device
• use time sampling where possible

Permission

• It is important to identify for those who care for the child exactly what is required.
• Introduction form such as that included tells the carer what can be expected.
• Consent forms are necessary so that the student can show that permission has been obtained to observe the child.

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80122/80156 - The Developing Child

Assessment

There are three pieces of assessment for the unit.

• Observation 1 (Week 10 due) 25% Thursday April 20, 2000
• Observation 2 (Week 14 due) 25% Friday May 19, 2000
• Examination 50% Examination Weeks

Assignment 1 & 2: Observation Tasks

General Points

• You are required to undertake two observation sessions between now and week 14.
• In Observation Task 1, you can choose either of two activities which focus on physical characteristics of the Newborn or the Pre-Schooler
• In Observation Task 2, which focuses on social contact, there is no choice.

• You are required to undertake observation sessions as part of the practicum classes.
• Some observations will provide data for the two assignments.

Examination

• There are fifteen/sixteen chapters from the text which will be examined.
• Each chapter will have ten multiple choice questions.
• Students will select ten chapters and answer the ten questions for those chapters, giving one hundred answers. Each correct answer is worth .5 marks or %. Do not answer any questions for the six chapters not selected

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Observation Task 1

• Focus - Physical Development in the Newborn or Pre-schooler
• Due Date: Thursday, 2000
• Value: 25%
• (Choose EITHER the Newborn OR Pre-Schooler activity)

Note that these activities are derived from Bentzen, W.R. 1985, Seeing Young Children: A Guide to Observing and Recording Behaviour, Delmar.

The Newborn

• Carefully read OBSERVATION TASK 1 ASSIGNMENT SPECIFICATION.
• Carefully read the information about the newborn provided, as background information
• Read your text, noticing the physical aspects of the newborn.
• Review other sources for inclusion as references and support, using the Harvard or APS forms. An example is included as an appendix
• Complete a Consent Form prior to conducting the observations and attach it to your completed assignment. Confidentiality is observed between the parent/guardian student and marker
• Arrange to conduct three observation sessions of up to 30 minutes each.
• Be sure to perform only the tasks required in the assignment.

The Pre-Schooler

• Carefully read OBSERVATION TASK 1 ASSIGNMENT SPECIFICATION.
• Carefully read the information about the toddler provided, as background information.
• Read your text, noticing the physical aspects of the preschooler.
• Review other sources for inclusion as references and support, using the Harvard or APS forms. An example is included as an appendix.
• Complete a Consent Form prior to conducting the observations and attach it to your completed assignment. Confidentiality is observed between the parent/guardian, student and marker.
• Arrange to conduct three observation sessions of up to 30 minutes each. (Note that you are required to interact with the child)
• Be sure to perform only the tasks required in the assignment.

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A.l The Physical Characteristics

• Observer's Name
• Child Observed (code name or number)
• Child's Age   Child's Sex
• Observation Context (Home, day-care centre)
• Date of Observation; Time Begun; Time Ended
• Brief Description of Setting/Situation

Objective Description:

• Total Length
• Weight
• Length of Head
• Compare head to total body length
• Length of Trunk
• Ratio of Head to Trunk

A2Describe briefly in note form the characteristics of the following

• HEAD & FACE (shape, eyes,ears,mouth,nose)
• TRUNK (Size in relation to head, overall appearance)
• ARMS & LEGS
• HANDS & FINGERS

B.1 Fine Motor Abilities (if the child is tested by observer, describe how the child was persuaded to perform)

• stacking blocks; Picking Up Raisin
• Putting objects in container: removing them
• Stringing Beads (Burger rings etc)
• Playdoh scribbling pages
• Hand preference

C.1 Gross Motor Abilities

• walking running climbing stairs
• walking sideways backwards
• Jumping from low height
• leg preference

Report Questions

• At least one half page for each question, relating observations to text and other sources

A.3 What are the newborn's most noticeable physical characteristics?

• How would you describe her/his body proportions?
• Facial features?
• The shape of the legs, arms and their typical positioning and movement?

A.4 Is there anything about the newborn's physical features that

• a parent or caregiver might find attractive,
• or that might motivate a parent or caregiver to feel protective of the newborn?

A.5 Is there anythingabout the newborn's appearance that strikes you as unusual? If so, explain.

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D.1 Explain the term 'Pre-Schooler'.

• What do developmental theorists mean by this term?
• What behaviour did the child show which identified it as a toddler?

D.2 What is the overall character or quality of the Pre-schooler's large muscle actions?

D.3 Are there large muscle actions that the Pre-Schooler performs easily and

• others he/she has difficulty with?
• Is there any apparent relationship between his/her abilities and the kinds of activities he chooses?
• Does the toddler try things that he/she does not do very well, or does he/she seem to stay with those activities he/she does best?
• Why?

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