Guidelines for Observing Young Children in School

1 Child Development Instituteoccasional paper seriesGuidelines for Observing Young Children in SchoolMargery B. FranklinGuidelines for ObservingYoung Children in SchoolbyMargery B. FranklinChild Development InstituteSarah Lawrence College 1994, revised 2004 Table of ContentsNote to the Reader .. Out .. Settings and the Observer .. 2 Observing in the thick of it .. 2 Observing from the sidelines .. 2 General points .. to Observe .. Records .. 3 Field notes .. 3 Running records .. 4 Maps, drawings and photographs.

2 4 Equipment .. and interpretation ..4 VII. Sample Records .. 6 Readings .. 12 Note to the readerThis brief guide is intended for students and teachers who are interested in learningthe basics of Observing Children in their everyday surroundings. My review of worksin the field led me to the conclusion that most books on the subject set out a list ofrequirements for objective observation that are daunting to all but the mostdevoted researcher and, in fact, can become a screen rather than a window betweenobserver and observed.

3 For this reason, I have attempted to provide a series ofguidelines that should make the process of observation engaging rather thantedious, while yielding textured, nuanced material for interpretation. Three helpfulworks on Observing Young Children are cited on the last are many reasons for Observing Children inpreschool classrooms and day care settings. Ob-serving Children in one of their natural habitatsis an excellent way to gain understanding of howyoung Children experience their worlds and func-tion in complex environments.

4 At the same time,observations provide grounding for interpretingtheory. For example, if you are reading aboutstages of development in Erikson or Piaget, youcan think about your observations in terms ofthese psychologists descriptions. Observationsmay provide illustrative material for a paper, orbecome the basis for developing a research pro-ject. Many classic studies in child developmentare based entirely on observational as well as psychologists depend onfinegrained observation to develop their under-standing of individual Children as well as thefunctioning of a outInstruction in observation previously empha-sized the importance of being objective, of notletting your own views or biases determine whatyou see.

5 It is now widely recognized that obser-vation is always selective. What we attend to andhow we see it are shaped by our interests, pur-poses, and past experience. While we necessarily see the world throughour own lenses or interpretative schemes, syste-matic observation requires being objective in aparticular sense becoming aware of our ownperspectives, considering how our perspectivesenter into our perceptions, trying to imagine theviews of the other, and comparing our observa-tions with those of other observers.

6 Whenmaking observation notes, it is important toconcentrate on meaningful description. Evalua-tive comments come is a primary way of learningabout the world and our place in it. Scientistsand artists spend a great deal of time observingtheir environments and the creatures that inha-bit these environments. So do the rest of us,although we may not be conscious of doing we are all natural observers, it takestime and patience to develop a systematicapproach to you begin Observing Children in class-room settings, do some casual observations ofkids in a local playground or another informal1setting such as the supermarket.

7 Ask yourselfwhat you learned from these observations. Youmight also try Observing adults in several differ-ent situations, and ask the same question. Bringalong a friend to observe a situation with you andthen compare your impressions of what was you are new to the classroom in which youwill be Observing , introduce yourself to theteacher and teacher assistants. Ask them to helpyou learn the Children s names. Find out the gen-eral schedule of the day and acquaint yourselfwith the different areas of the classroom.

8 Later,make a map of the classroom from memory, andthen check it. Write down your recall of a fewincidents, your impressions and reactions. Youmay want to begin a journal as a supplement to,or including, your observational first observations in the classroomshould be of anything that interests you. Keep inmind that the ordinary is as significant as theunusual. Try to think about how the world looksthrough the child s eyes how does she see andunderstand the physical space of the room, otherchildren, the grown ups?

9 Observational settings and the observerObservational settingsrange from naturally occur-ring situations to highly controlled laboratorysituations. The first are sometimes referred to as natural field situations and include bothindoor and outdoor settings. In a day care setting, preschool or otherschool classroom, you are Observing Children inone of their natural environments. These arephysical environments made up of differentkinds of equipment and spaces: classrooms filledwith furniture and other equipment, hallways,and outdoor areas through which the childrenmove.

10 They are also social environments inha-bited by Children , head teachers, assistantteacers, and sometimes other adults as well ( , visitors). Whenever you observe a child, you are neces-sarily Observing the child in an environment, not asan isolate. It is important to keep this in mindand to make your observations in a way thatincludes the child s relation to, and interactionswith, both physical and human you are a student assistant, assistantteacher, or teacher, it is most appropriate tothink of yourself as a participant observer.