Questions to Consider:

1. 2. 3. 4. Why is a good teacher a good observer? How does the curriculum align with authentic assessment? Who! are some of the techniques that teachers use lo observe young children? When do leachers find the time to observe young children?

5. How do teachers work with their team partner to document children's progress? 6. 7. 8. 9. How do observations reflect the strengths of the child? Why is it important for observations to be objective and non-judgmental? What are some of the materials/equipment that are needed to document children's growth? Who is the primary assessor of young children in the classroom?
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[0. Why is it important to assess the children within the context of their culture?

Vocabulary
The learner should study the vocabulary words, descriptions of curriculum models and theorists before viewing the video.

Approaches and Curriculum:

CONSTRUCTIVIST: This approach is based on the theories of Jean Piaget. The general principle of constructivism is that children create a coherent system of knowledge based on their interactions with the world. They structure this knowledge about objects and their relationship to one another. Children are viewed as constructing their own system of knowledge, intelligence, morality and personality. The emphasis is on learning through action. The High/Scope Curriculum, the Creative Curriculum and the Bank Street approach have all been influenced by constructivism. REGGIO EMILIA: A system of early childhood education developed in the city of Reggio Emilia, Italy. The basic premise of this approach is the belief in the child's potential for learning and exploring, making hypotheses, and discovering connections to the events of their daily lives. CREATIVE CURRICULUM: Emphasizes social competence and provides guidance to leachers by focusing on 11 interest areas or activities in the program environment: blocks, house comer, table toys, art. sand and water, library corner, music and movement, cooking, computer, outdoors and discovery. It helps teachers understand how to work

with children at different developmental levels to promote learning, how to continually adapt the environment to make it more challenging, and how to involve parents in the program. Assessment is based on the four developmental domains: SOCIAL/EMOTIONAL DEVELOPMENT: Children's feelings about themselves, the development of responsibility, and their ability lo relate positively to others. COGNITIVE: The process of thinking, reasoning and problem solving. The "unfolding" of intellectual skills. Includes the development of logical and symbolic thinking, problem-solving skills, and approaches to learning. LANGUAGE DEVELOPMENT: Children's ability to communicate through words, both spoken and written. Expressive language development is the language the child uses to express needs, wants, ideas, feelings, etc. Receptive Language Development is the words, which the child understands. PHYSICAL The child's large or gross motor development, small or fine motor development and the way the child moves in space.

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Vocabulary - continued
HIGH/SCOPE CURRICULUM: This model rests on the fundamental premise that children are active learners who learn best from activities that they plan, carry out, and reflect on. An important part of the curriculum is the plando review sequence of the daily routine, in which children make choices about what they wilt do, carry out their own ideas, and then reflect on their activities with adults and peers. KEY EXPERIENCES: Utilized as goals in the High/Scope curriculum, they describe how children perceive and act on their environment. Staff use the Key Experiences as a conceptual framework to help (hem plan activities, observe children, think about the day, and encourage the variety of experiences that are essential (o young children's healthy physical, intellectual, social and emotional growth. The Key Experiences are: INITIATIVE: expressing choices, engaging in complex play. JEAN PIAGET - A leading cognitive theorist who studied (he structure and development of the individual's thought processes and the way those processes can affect the person's behavior. Piaget held that there arc four major age related stages of cognitive development and that each has features thai permit certain types of thinking. Pre-school children are in the Pre-operational stage in which they use symbolic thinking, including language, to understand the world. LEV VYGOTSKY - A cognitive theorist, Vygolsky saw learning as a social activity, propelled by cultural goals. He assumes that social guidance aids children in learning. This guidance, also known as scaffolding, provides children wiih (he opportunity to participate beyond their own abilities and to internalize activities practiced socially, thus advancing their capabilities for independently managing problem solving.

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SOCIAL RELATIONS: relating (o adults, making friends. CREATIVE REPRESENTATION making, building, and pretending. MUSIC AND MOVEMENT exhibiting body coordination, initiating movements to a beat. LANGUAGE AND LITERACY showing interest in reading, beginning reading, beginning writing. LOGIC AND MATHEMATICS, sorting, counting objects, and describing time sequences.

Vocabulary;
ANECDOTAL RECORDS: A description of a specific event, usually written after its occurrence. DOCUMENTATION: Observing a child or a group of children, writing down what you see and hear: the anecdote, taking a photo or selecting a child's work sample and putting the anecdote and photo or work sample together on collection forms. OBSERVATION: To notice and systematically record events as they occur. OBJECTIVITY: The observer is unbiased by his or her own thoughts and emotions when observing children. The observer uses specific descriptive language when observing (he child's aclions. The observer does not attribute emotions to a child or label a child such as: Michael is hyperactive. SCAFFOLDING: The adult helps take ihe child to the next step in learning. Scaffolding reinforces the child's cognitive structures and language. STORY DICTATION: Children become (he authors of their own story. The adult serves as the scribe and writes down and dates the child's stories. Stories can be illustrated by the child or dramatized in (he classroom.

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Theorists:
ERIK ERIKSON - Developed the psychosocial theory of human development. The resolution of each development;)] conflict depends on the interaction of the child's characteristics and the support provided by the social environment. Preschool children between the ages of three and six must resolve the issue of initiative versus guill. How (he child resolves the challenge of this age depends in part on the reactions of parents and on the cultural expectations for the child's behavior.

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Learning Objectives
Alter watching Ihis video, the learner will be able to: Describe why a good teacher is a good observer. List three techniques that teachers use to observe the children in their classrooms. Describe one curriculum and assessment model that is demonstrated in die video. Describe how teachers ensure that their observations are non-judgmental and free of cultural bias. Describe how teachers work as a team in the classroom. Describe why it is important for assessment to focus on the strengths of the child.

NG CHILDREN 1: THE EYES HAVE IT

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Describe in a short paragraph what is meant by "a good teacher is a good observer'

2.

List three techniques that teachers use to observe the children in their classrooms.

3.

Describe one curriculum approach that is described in this video. How does the teacher documenl the progress of the children in this curriculum?

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Module 2: Observing Young Children I: The Eyes Hove If

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Self-Test

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Describe how the teachers ensure that their observations are non-judgmental and free of cultural bias?

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List at least four types of materials or equipment that teachers use lo document children's' growth and development.

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6. True/False: (Fill in the blank)
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Teachers observe children only when they are playing. The lead teacher in the room takes the entire responsibility for assessing the children. Teachers find sticky notes or post-it's a good way to observe children on a daily basis. It is important to describe what children do and say. Teachers should form judgements of children based on their observations. Teachers should relate their observations to specific outcome goals or standards. Observations should reflect the weaknesses of the child.

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THE EYES HAVE IT

Self-Test

7. Refer to the video and attached list for guidance. Wrile Ihe initials of the domain next to the example: PH, S/E, C, or L

A. Child sorts rubber car by primary colors.

B. Child climbs steps with alternating feet. C. Child asks, "When are we going outside." When are we going to eat?
D. Child cries when he cannot have tricycle immediately. E. F.

Child hits another child while waiting in line. Child uses right hand to hammer head of nail.

G, Child plays with one child. H. Child participates in songs and other group activities. I. J.

Child memorizes words to song. Child grips fork when eating.

K. Child builds a tower with unit blocks.

L. Child is able to match shapes and pictures in a lotto game.

M. Child plays grocery store in the housekeeping area. N. Child completes knob puzzle. O. Child negotiates toys with other children. P.

Child uses only one word when answering a question. Child cries when parent leaves.

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R. Child uses wild animals or action figures when building.

Child makes up story with other children when climbing outside.

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Module 2: Observing Young Children I: The Eyes Have It

Please give two examples of each:

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Social Emotional:

Cognitive:

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Physical:

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Preschool Observation/Guidance for the Developmental Domains

Developed by: Leah Shapiro """ -11""' ~~^~~~~ Please find below a guide to use when observing children. This is not an exhaustive list. PH: PHYSICAL Large motor - Jumping, hopping, climbing and coming down from the climber, riding a tricycle, throwing and catching a ball, lifting a heavy bucket, building with large hollow blocks, pushing a cart/buggy, movement and dance. Small motor - Use of manipulative such as interlocking blocks, beads and pegs, putting on doll clothes, hand preference, grip or thumb finger coordination such as cooking, cracking an egg, pouring juice, serving food, using eating utensils and carpentry. How does the child hold a pencil, crayon, marker or painf brush? How do they use their hands to model with clay or dough?

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Sensory Motor Planning: How does the child handle food textures, finger-painting or food experiences? Is
the child clumsy? Do they need their own space? Do they bump into other children or fall over themselves? How do they move from one place to another? S/E = SOCIAL EMOTIONAL Social = How did the child adjust to school? Does child play alone, next to another child, with one other child, in a group? Describe depending on activity. Does the group over-stimulate the child? How do they get along with other children? Does the child need adult support or intervention to handle social situations? Emotional: Transiiioning from one activity to another. Frustration tolerance, can they be redirected and wail for a lurn. How does the child express needs and desires? Does child cry or whine? Attention span for activities? What length of story will the child sit for? How long can the child sit and listen? Is child restless and moving around during story time? C s COGNITIVE Mathematical Skills: Sorting, matching patterns and differentiating colors and shapes as seen in Lotto, beads, pegs, small cars or teddy bears. One to one correspondence as seen in setting table or playing moving game. Problem Solving: Balancing Blocks, making constructions. Does the child take initiative in choosing activities? Favorite activities and interests. How long is the child engaged in activities or at group lime? Creative explorations: Experimentation and use of materials. Scribbles controlled scribbles, representational drawings? Dramatic Play: Simple or complex, taking on roles L = LANGUAGE Can you understand child in context and out of context? How do they express their needs? Pointing, one word, two words, simple sentences, complex sentences. Does child follow one step directions such as, "Wash your hands" or two step direction, such as," Please get your coat and stand in line or put your plate in the bin and sit on the rug with a book." Does child answer open-ended question and ask questions?

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Module 2: Observing Young Children I: The Eyes Hove It

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OF OBSERVATION FORMS UTILIZED BY DEVELOPMENTAL CURRICULUM MODELS Midway Head Start Observation Form (divided by domains) Focused Portfolio - infant toddler, preschooler with special needs observation forms.

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Module 2: Observing Young Children I: The Eyes Hove It

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MIDWAY HEAD START OBSERVATION FORM CHILD: OBSERVER:

DATE

PHYSICAL

COGNITION

LANGUAGE

SOCIAL/EMOTIONAL

Developmental Milestones Collection Form Version #1 Infant/Toddler Child's Name Observer Check off the areas of development that apply: 'J Shows interest In others Q Eiemonstrates self-awareness Q /Accomplishes gross-motor milestones QT Accomplishes fine-motor milestones Q Communicates Q Acts with purpose and uses tools Q Expresses feelings This photo, work sample and/or anecdote illustrates the following developmental
Age

Check off whatever applies O/ChHd-initiated Q "ftachep-injgg|e.d Q New

observation; Q Done with adult guidance Q Done with peer(s) Q^Ttme spent (1-5 mins.) Q Time spent (5-15 mins.) Q Time spent (15+mins.)

Anecdotal Note: Descrllwhat you saw the child do and/or heard the child say.

2001 Gayc Gronlund and Bev Engel

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Module 2: Observing Young Children I: The Eyes Hove It

Developmental Milestones Collection Form

Version #3 Preschooler (for young children with identified special needs)
Child's Name Observer List the areas of development that apply:

Age
Date This photo, work sample and/or anecdote the following IEP goals:

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Check off whatever appli Q Child-ini Q Teach* Q New tilrar of this observation: Q Q Q Q Q Done with adult guidance Done with peer(s) Time spent (1-5 mins.) Time spent (5-15 mins.) Time spent (15+ mins.)

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2001 Gaye Gron!und and Bev Enget.

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Developmental Milestones Collection Form Version #3 Preschooler (For young children with identified special needs)
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List the areas o/*development that apply:

Date fMir 99
This photo, work sample and/or anecdote illustrates the following IEP goals:

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Anecdotal Note-

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Module 2: Observing Young Children I: The Eyes Have If