History notes

>Social and pure sciences similar

-relatively objective and systematic
-info treated like any data
>xx objectivity xx
>Empirical evidence: speculations can be
made after analysing info.
>Behaviourism: observe behaviour:
detached from the subject
>Current practice
-more compassionate and understanding
approach with useful features of scientific
behavioural studies
Pure sciences: objectivity
Social sciences: intuitive approach
Why observe?
-learn abt childs health, personality,
feelings, etc
Observers role
>notice changing behaviours and
increasing skills -go beyond the surface
Non-participant observation
-more objective;quality of program is
observed rather than impact
Participant observation
>Adv of lab school
: can be recorded for replay in class
Professionalism
-info given only to those concerned
(child, parent)
-ask consent always
-keep ALL records confidential
-all records need to be secured,
labelled, updated, etc.
-observations should nt easily reveal
the identity of the child
Objective Observation
-decide what is an acceptable degree
of objectivity
-eliminate biases by acknowledging
and confronting them
Teamwork
-parents still know their child better
than you do(their observations must
be considered)
Transdisciplinary-play based
assessment
-anyone with the knowledge of the
child can observe (parents,
professionals, caregivers,etc )
-each adult becomes involved
>f problems arise, call professionals
but they need consent from the
parents first
Observation as part of an assessment
procedure:
>focus on process then product; focus on
emerging skills
>use portfolio technique: combines the
best of the evaluation styles
Goal setting= not good because it
pressures children to meet expectations on
what is normal rather than helping the child
work on what they have
Individual program plans or education
plans

For children with special needs

Observationaction plan
>Observation as part of curriculum
planning

:evaluates childs einvroment for

development
: teachers will know if childs needs are
fufulled to know if may kailangan bang
baguhin sa environment
Curriculum planning models
>Planning processes: ensures needs of he
child and golas of the prgrams are met
>Sequntial models: makes assumptions abt
stages; shows little sensitivity to concpetins
of maturationa levels
>Webbing models: relate curriculum areas
through a single topic
Topic planning: what is approablpriate for
the children to learn
Placement Evaluation
>evaluation needed to know how the tchr
can design curriculum(formal testing)
>know if the child has mastered content
objectives to know which children to group
Diagnostic evaluation and instructional
planning
>investigates childs ability in specific
obejctives
Formative and summative evaluation
>Formative: know if there is progress
toward mastery of objectives
>Summative: final assessment; receives a
grade
Advantages
>produce rather reproduce knowledge;
active involvement
>more accurate because the objectives are
catered to the individual needs of the kid
rather than students as a whole
>tests higher-order thinking
Disadvantages
>improper development and
implementation
>subjective/may bias because teachers
may have their own meaning of what
mastery is
>extensive training
Purposes of observation
>get to know a child as a unique individual
-children cant express themselves so by
observing their actions you get to keep
track of their progress
>evaluate their development
-understand sequences of devt; individual
growth
-aid children who have delays in specific
areas of devt
>interpret meaning of a very young childs
behaviour since they cant express
themselves
>know what the child needs to learn to be
proficient in English
>know individual learning styles
>know what to add and change to the
environment para mas magkaroon ng
interest sa play
Children with disabilities
Play-based assessment
>there are differences between how
children with and without disabilities play
Arena assessment
>professionals observe the childs play

!know what to look for, how to record and

explain
Documentation
>evaluate childrens learning by keeping
records
>observe in depth
Multiple intellences
>Howard Gardner
>people have different kinds of
intelligences which work together to solve
problems
>linguistic, logical-mathematical, spatial,
bodily kinaesthetic, musical, interpersonal,
intra, nautrlaist
Types of observation
>anecdotal record
:written description
:what happened, when ,a nd where
:5 characteristics
-result of direct observation
-prompt, accurate
-context of behaviour
-interpretation separate from incident
-focuses on behaviour that is either typical
or unusual
Running record
>more detailed narrative that includes
sequences of events;includes all
>objective
>assess emergent literacy (record errors in
reading)
>informal
Specimen record
>more detailed; used by researchers not
part of the activities
Time Sampling
>record frequency of behaviors
>prepared (what vheaviors to observe, time
interval, and how)
>for students behaving inappropriately
Event Sampling
>records when a bheavior tends to occur in
a particual rsetting
>know causes or results
> when is the behaivor most likely to show
>antecedent, beahvior, consequence (know
how to address the problem)
Checklist and rating scales
>Checklist: list of sequential behaviors
-used when many behaviors are to be
observed
>Rating scale
: quality of behaviour
: evaluate wide range of behaviors at one
time
>Videotapes
Observing Development
Development
: process of change in an individual over
time
: quantitative and qualitiative
>continuous
:adding new skills cosntnatly
>seuqntial
:obsere pattern