how to write a child observation essay

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A guide to writing an observation paper for child development in apa format, rachel r.n..

• February 23, 2024
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What You'll Learn

Observation papers focusing on child development serve as invaluable tools for gaining deep insights into a child’s behavior, cognitive abilities, and social interactions. Crafting such papers in American Psychological Association (APA) format ensures a standardized and professional presentation of your findings. This comprehensive guide will provide an in-depth exploration of the steps involved in writing an observation paper for child development in APA style.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Preparing for the Observation

•  Selecting the Child

Consider Developmental Stage: Choose a child whose age and developmental stage align with the objectives of your observation. A preschooler, for example, may exhibit different behaviors than an elementary school child.

Parental Consent: Obtain explicit permission from parents or guardians to observe and document the child’s behavior, ensuring ethical considerations are met.

2. Identifying the Setting:

• Relevance of Setting: Determine the appropriate setting for observation, such as a home, school, or daycare center. Ensure it is conducive to observing the specific behaviors of interest.
• Time and Duration: Consider the time and duration of the observation, allowing for a comprehensive view of the child’s behavior across various activities and situations.(A Guide to Writing an Observation Paper for Child Development in APA Format)

3. Conducting the Observation:

Establishing Objectives:

Define Clear Goals: Clearly define the goals and objectives of the observation, specifying the aspects of child development you intend to study, whether it be language development , social interactions, or emotional regulation.

Structured Plan: Develop a structured observation plan, outlining the specific behaviors and interactions you aim to observe. This plan will serve as a roadmap during the observation.

4. Note-Taking and Recording:

• Real-time Documentation: Utilize a notebook or electronic device for real-time note-taking during the observation, capturing details, quotes, and any notable behaviors.
• Event Sequencing: Record specific behaviors, interactions, and any significant events in a chronological sequence, providing a nuanced understanding of the child’s actions.(A Guide to Writing an Observation Paper for Child Development in APA Format)

5. Maintaining Objectivity:

• Neutral Tone: Maintain a neutral and objective tone throughout your notes, avoiding personal biases and interpretations that are not supported by observed behaviors.
• Avoid Assumptions: Refrain from making assumptions or interpretations that may cloud the objectivity of your observations. Stick to observable facts.

Structuring the Observation Paper in APA Format

A. Title Page

Follow APA guidelines for the title page, including the title of the paper, your name, institutional affiliation, and date. Include a running head and page number for consistency.

B. Abstract:

Write a concise abstract (150-250 words) summarizing the purpose, methods, and key findings of the observation, providing a snapshot of your study.

C. Introduction:

Provide detailed background information on the child, setting, and purpose of the observation, highlighting the significance of studying the particular developmental aspects.

Clearly state the objectives of the study, emphasizing how the observation contributes to the broader understanding of child development.(A Guide to Writing an Observation Paper for Child Development in APA Format)

D. Methodology :

Provide a detailed description of the observation methods, including the setting, duration, and any instruments used (e.g., video camera, audio recorder).

Describe ethical considerations and consent procedures, ensuring transparency in the ethical conduct of your study.

E. Results :

Organize your findings logically, using headings and subheadings to delineate different aspects of the child’s behavior and interactions.

Present observed behaviors with supporting examples, providing context and depth to your observations.

F. Discussion:

Analyze and interpret observed behaviors within the context of relevant child development theories, discussing how your findings align or diverge from existing literature.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Discuss the implications of your findings on the child’s overall development, considering potential influences and factors.(A Guide to Writing an Observation Paper for Child Development in APA Format)

G. Conclusion :

Summarize the key findings of your observation, emphasizing their significance in the context of child development.

Suggest potential areas for further research or intervention based on your observations and findings.

IV. Citations and References:

A. Citations:

Cite sources using APA in-text citation guidelines, providing specific details such as author, year, and page when referencing literature or theories.

B. References:

Compile a list of references in alphabetical order, adhering to APA guidelines for formatting and citing various sources.(A Guide to Writing an Observation Paper for Child Development in APA Format)

A. Proofreading:

Review your paper for grammatical errors, clarity, and consistency, ensuring that your writing is precise and articulate.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Verify that your paper adheres to APA formatting guidelines, including font size, margins, and overall presentation.

B. Submission :

Submit your observation paper in accordance with the requirements provided by your instructor or institution.

Include any necessary supporting materials, such as consent forms or additional documentation, to strengthen the credibility of your study.

In conclusion, writing an observation paper for child development in APA format is a meticulous process that requires careful planning, detailed observation, and strict adherence to APA guidelines. By following this comprehensive guide, you can craft a well-structured, professional paper that contributes valuable insights to the field of child development. This approach ensures your work is not only academically rigorous but also ethically sound, promoting a holistic understanding of a child’s developmental journey.(A Guide to Writing an Observation Paper for Child Development in APA Format)

Trawick-Smith, J. (2022).  Early childhood development: A multicultural perspective . Pearson. One Lake Street, Upper Saddle River, New Jersey 07458. https://eric.ed.gov/?id=ED633607

Whitebread, D., & Neale, D. (2020). Metacognition in early child development.  Translational Issues in Psychological Science ,  6 (1), 8. https://psycnet.apa.org/journals/tps/6/1/8/

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Writing Objective and Accurate Observation Notes

Written observations about infants and toddlers should be factual and objective to be useful and meaningful 1 . This means education staff should write only what they see and hear (e.g., the facts) and avoid using words that:

• Communicate judgment about a child's feelings, intentions, and motivations
• Are ambiguous and open to interpretation
• Describe an opinion

One way in which staff may think about their own objectivity is to ask themselves, "Am I describing this child's behaviors and interactions in the same or a similar way that someone else observing this child would describe them?" 2 Consider the following observation notes about 8-month-old Umar:

Note 1: 11/29, 8 a.m., arrival Umar has a hard time when his mom brings him into the room. He doesn't like being put down on the floor. Ignores her when she tries to read a book to him. Crawls over to Lettie, takes ball from her hands; gets upset when mom kisses him, says goodbye, and leaves the room. Note 2: 11/29, 8 a.m., arrival Umar's mom carries him into the room, sets him down on floor next to book bin. Umar makes whimpering sounds (no tears). Mom sits down next to him, picks a book from the bin, shows cover to Umar, begins to read. Umar turns his head away, sees Lettie (child) holding and shaking a ball with a bell inside, holds his arms out to her, crawls over and sits next to her, takes ball from her hands, shakes it. Mom goes to Umar, kisses him, says goodbye, walks out. Umar starts to cry (tears).

Both observation notes describe how Umar separates from his mother, but the first note contains the teacher's assumptions about and interpretations of Umar's behavior. Someone reading this note may have different ideas about what happened because words such as "hard time," "doesn't like," "ignores," and "gets upset" are open to interpretation. The second note describes rather than interprets Umar's behaviors. It provides a much clearer picture about what Umar actually does and says during the arrival routine. 

Objective, factual written observations include the following:

• Descriptions of actions
• Descriptions of children's vocalizations
• Direct quotes of children's language
• Descriptions of facial expressions and gestures
• Descriptions of creations (e.g., stacked blocks, scribble drawings, finger-painted pictures)

The following words are often found in written observation notes. 3 However, these and other similar words can be interpreted in many ways and express judgment. They should be avoided.

• Lyle completes the two-piece shape puzzle correctly. He is such a smart baby!
• Jorge gets angry and splashes water from the water table on the floor.
• Sonia hits Andre when he picks up the doll she dropped because she wants her doll back.
• Inette was distracted when I tried to feed her. She kept turning her head away.
• Oliver does a good job putting the toys away.
• It took a long time for Hannah to settle down and stop crying after her grandfather left the room.

Interpreting the meaning of children's behaviors and interactions is important. Impressions, feelings, and insights about children are extremely valuable to the individualizing process. However, staff first need accurate, factual information to draw conclusions later on about children's skills, behavior, interests, and needs.

1 National Infant & Toddler Child Care Initiative, Infant/Toddler Development, Screening, and Assessment (Washington, DC: U.S. Department of Health and Human Services, 2010), 22.

2 Laura J. Colker, A Trainer’s Guide to Observing Young Children: Learning to Look, Looking to Learn (Washington, DC: Teaching Strategies, 1995), 7.

3 Ibid, 7; Derry G. Koralek, Amy Laura Dombro, and Diane Trister Dodge, Caring for Infants & Toddlers, 2nd ed. (Washington, DC: Teaching Strategies, 2005), 372.

Resource Type: Article

National Centers: Early Childhood Development, Teaching and Learning

Last Updated: August 10, 2023

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CHAPTER 4 – OBSERVATION, DOCUMENTATION, & ASSESSMENT

Naeyc standards.

The following NAEYC Standard for Early Childhood Professional Preparation is addressed in this chapter:

Standard 3: Observing, documenting, and assessing to support young children and families.

Standard 6: Becoming a professional

PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES

The following competencies are addressed in this chapter:

Child Growth and Development

Families, Schools and Community Collaboration and Partnerships

Health, Safety, and Nutrition

Curriculum and Learning Experiences

Professionalism and Leadership

Communication

NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) CODE OF ETHICAL CONDUCT (MAY 2011)

The following elements of the code are touched upon in this chapter:

Section I: Ethical Responsibilities to Children

Ideals: – I-1.1-, I-1.2, I-1.3, I-1.6, I-1.7, I-1.10

Principles: P-1.1, P-1.2, P-1.4, P-1.5, P-6, P-1.7,

Section II: Ethical Responsibilities to Families

Ideals: I-2.1, I-2.2, I-2.3, I-2.4, I-2.5, I-2.6, I-2.7, I-2.8

Principles: P-2.4, P-2.6, P-2.7, P-2.8, P-2.12, P-2.13

Ethical Responsibilities to Colleagues (Co-Workers and Employers) Ideals: I-3A.3, I-3B.1

Section IV: Ethical Responsibilities to Community and Society Ideals: I-4.1, I-4.2, I-4.5

As discussed in chapter 2, the field of early care and education relies on developmental and learning theories to guide our practices. Not only do theories help us to better understand a child’s social, emotional, cognitive, and physical needs, but theories help us to see each child as a unique learner and can also help us to set appropriate expectations. With the information we uncover by watching and listening to children, we can provide developmentally appropriate learning opportunities so they can thrive. In this chapter, we will examine how observation techniques are used to connect theory principles to practical applications. In other words, we will explore how teachers can incorporate observation, documentation, and assessment into their daily routines in order to effectively work with children and their families.

In the field of early care and education, the pursuit of high-quality care is a top priority. Throughout the day, preschool teachers have numerous tasks and responsibilities. In addition to providing a safe and nurturing environment, teachers must plan an effective curriculum, assess development, decorate the classroom, stock the shelves with age-appropriate materials, and they must develop respectful relationships with children and their families. So you might be wondering, what does this all have to do with observation, documentation, and assessment? To effectively support a child’s development and to help them thrive, preschool teachers are expected to be accountable and intentional with every interaction and experience. Let’s take a closer look and examine how teachers utilize observation, documentation, and assessment to maintain a high-quality learning environment.

THE PURPOSE OF OBSERVATION

Regular and systematic observations allow us to reflect on all aspects of our job as early childhood educators. To ensure high-quality practices we should observe the program environment, the interactions between the children and teachers, and each child’s development. With the information we gather from ongoing observations we can:

Improve teaching practices

Plan curriculum

Assess children’s development

Partner with families

Let’s review each concept more closely to better understand why we observe .

To Improve Teaching Practices

As we watch and listen to children throughout the day, we begin to see them for who they are. With each interaction and experience, we can see how children process information and how they socialize with their peers. We can learn so much about a child if we take the time to watch, listen, and record on a daily basis. Teachers are sometimes influenced by their own ideas of how children should behave. Truth be told, everything passes through a filter that is based on the observer’s beliefs, cultural practices, and personal experiences. As observers, we must be aware that our own biases can impact our objectivity. To gain perspective and to be most effective, we must train ourselves to slow down and step back, we must try to focus on what the child is actually doing, rather than judging how they are doing it or assuming why they are doing it. To practice becoming more objective, imagine you are a camera taking snapshots of key moments. As you observe the children in your care – practice recording just the facts. xxxvii

To Plan Effective Curriculum

When I was a teacher some years ago, I planned activities and set up the environment based on my interests and ideas of what I thought children should be learning. Today I realize that optimal learning occurs when the curriculum reflects the children’s interests. To uncover their interests, teachers need to observe each child as an individual, in addition to observing both small and large group interactions. Let’s look at the curriculum cycle to examine best practices in how to use observation to plan an effective curriculum.

Figure 3.1 Reflection xxxviii

Reflective Practice is at the center of the curriculum planning cycle. Reflective practice helps us to consider our caregiving practices and to develop greater self-awareness so we can be more sensitive and responsive to the children we care for. As we look, listen, and record the conversations and interactions of each child, we are collecting valuable insight. With each observation, we are learning specific details about the children’s interests and abilities, their play patterns, social behaviors, problem-solving skills, and much, much more. With the information we gather, we can reflect on our caregiving practices and look at what we are doing well in addition to where we can improve. To ensure best practices, we can think about how we can become more responsive and how we can meet each child where they are in order to best support their individual needs. Reflective practice can be done alone or with co-workers – if you are team teaching. To create an inclusive learning environment that engages each child in meaningful ways, here are some prompts to help you begin reflecting on your practices:

look at the space, materials, and daily schedule;

Consider the cultural diversity of families;

Think about whether caregiving routines are meaningful;

Think about how you are fostering relationships with families

Consider if you are using a “one size fits all” approach

Think about if your expectations for children match up with the age and stage of their development

Reflect on how you are guiding children’s behavior

Let’s take a closer look at how the cycle works to help us plan and implement a developmentally appropriate curriculum.

To gather useful information about each child, we must first remember to use an objective lens . In other words, rather than assuming you know what a child is thinking or doing, it is important to learn the art of observing. To gather authentic evidence, we must learn how to look and listen with an open mind. We must learn to “see” each child for who they are rather than for who we want them to be or who we think they should be. Be assured, that learning to be an objective observer is a skill that requires patience and practice. As you begin to incorporate observation into your daily routine, here are a few things to think about:

Who should I observe? Quite simply – every child needs to be observed. Some children may stand out more than others, and you may connect to certain children more than others. In either case, be aware and be mindful to set time aside to observe each child in your care.

When should I observe? It is highly suggested that you observe at various times throughout the day – during both morning and afternoon routines. Some key times may include during drop-off and pick-up times, during planned or teacher-directed activities, during open exploration, or during child-initiated activities. You may have spontaneous observations – which are special moments or interactions that unexpectedly pop up, and you may have planned observations – which are scheduled observations that are more focused on collecting evidence about a particular skill set, interaction, or behavior.

Where should I observe? You should observe EVERYWHERE! Because children can behave differently when they are indoors as compared to when they are outdoors, it’s important to capture them interacting in both settings.

What should I observe? To understand the “whole child” you need to observe their social interactions, their physical development, how they manage their emotions and feelings, how they problem-solve when tasked with new developmental skills, how they communicate with their peers and adults, and how they use materials and follow directions. In other words – EVERYTHING a child does and says! In addition to observing each child as an individual, it’s important to look at small group interactions, along with large group interactions.

How should I observe? To capture all the various moments, you need to know when to step in and when to step back. Sometimes we quietly watch as moments occur, and sometimes we are there to ask questions and prompt (or scaffold) children’s learning.

Sometimes we can record our observations at that moment as they occur, and sometimes we have to wait to jot down what we heard or saw at a later time.

As we observe, we must record what we see and hear exactly as it happens. There are several tools and techniques that can be used to document our observations. As you continue along the Early Childhood Education / Child Development pathway, you may take a class on “Observation and Assessment” which will provide you with detailed information on how to effectively document a child’s development. As for now, we will take a brief look at some of the tools and techniques you may want to use as part of your daily routine.

Figure 3.2 Documenting what you observe is an important part of the process. xxxix

Tools to Use In Your Daily Routine

Running record.

To gather authentic evidence of everything you see and hear a child doing during a specific timeframe, you can use a running record . The primary goal of using a running record is to “obtain a detailed, objective account of behavior without inference, interpretations, or evaluations”. According to Bentzen, you will know you have gathered good evidence when you can close your eyes and you can “see” the images in your mind as they are described in your running record. xl

Anecdotal Record

Whereas a running record can be used to gather general information more spontaneously, anecdotal records are brief, focused accounts of a specific event or activity. An anecdotal record is “an informal observation method often used by teachers as an aid to understanding the child’s personality or behavior.” xli Anecdotal records, also referred to as “anecdotal notes,” are direct observations of a child that offer a window of opportunity to see into a child’s actions, interactions, and reactions to people and events. They are an excellent tool that provides you with a collection of narratives that can be used to showcase a child’s progress over time.

Developmental Checklists

To track a child’s growth development and development in all of the developmental domains including physical, cognitive, language, social, and emotional you will want to use a developmental checklist. With a checklist, you can easily see what a child can do, as well as note the areas of development that need further support. Teachers can create their own checklists based on certain skill sets, or to look at a child’s full range of development they can download a formal developmental milestone checklist from a reputable source (e.g., the CDC Developmental Milestones)

(https://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf). Checklists can be used to track a large group of children or an individual child.

Frequency Counts

To gather information about a child’s interests, social interactions, play patterns, and temperamental traits you can use a frequency count chart. As you observe the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency counts are also used to track undesirable or challenging behaviors, as well as prosocial behaviors.

Work Samples

Creating a work sample requires more effort than hanging a child’s picture on the wall. A work sample provides tangible evidence of a child’s effort, progress, and achievement. Not only does a work sample highlight the final product , but it can also highlight the process. To collect authentic evidence , with every work sample you need to include the date and a brief caption that explains the child’s learning experience.

Documentation Boards

In addition to using the above tools and techniques to record observations, teachers can use documentation boards or panels to highlight the learning activities that are happening throughout the week, month, and year. Not only do families enjoy seeing their child’s work posted, but children can also be empowered by seeing all that they have accomplished. Documentation boards are another great way to validate progress over time. Documentation boards can be made with the children as a project or can be assembled by the teacher or parent volunteer. Typically, documentation boards are posted on the wall for all to see and they usually showcase the following information:

Learning goals and objectives

Children’s language development

The process and complete project

The milestones of development

Photos with detailed captions

After you have captured key evidence, you must now make sense of it all. In other words, you must try to figure out what it all means. As you begin to analyze and interpret your documentation, you will want to compare your current observations to previous observations. As you compare observations, you will want to look for play patterns and track social interactions. You will also want to look for changes in behavior and look for possible triggers (antecedents) when addressing challenging behaviors.

Lastly, you will want to note any new milestones that have developed since the last observation. To help you analyze and interpret your observation data, you will want to ask yourself some reflective questions. Here are some suggested questions:

What have I learned about this child?

What are their current interests – who do they play with and what activity centers or areas do they migrate to the most?

Has this child developed any new skills or mastered any milestones?

How did this child approach new activities or problem-solve when faced with a challenge?

How long does the child usually stay focused on a task?

Is this behavior “typical” for this child?

*What can I plan to support and encourage this child to progress along at a developmentally appropriate pace?

Another vital step in interpreting your observations is to reflect and connect your observation data to developmental theories. ECE theories provide foundational principles that we use to guide our practices and plan developmentally appropriate curricula.

Once you have interpreted your observation data (asked questions, looked for patterns, noted any changes in growth and development) and analyzed theory principles, it is time to plan the curriculum. First, let’s define curriculum . According to Epstein (2007), the curriculum is “the knowledge and skills teachers are expected to teach and children are expected to learn, and the plans for experiences through which learning will take place (p. 5). I would like to define curriculum as “the activities, experiences, and interactions a child may have throughout their day.” The curriculum supports learning and play and it influences a whole child’s growth and development. As teachers set goals and make plans, they should consider that some curricula will be planned, while some curricula will emerge. As you plan your curriculum, you are encouraged to think about the following aspects of the curriculum – the environment, materials, and interactions. For example,

How is the environment set up – is it overstimulating, cluttered, or inviting and well organized?

What is the mood and tone of the classroom – is it calm or chaotic? Do the children appear happy and engaged? Have you interacted with the children?

Are there enough materials available – are children having to wait long periods of time for items and are there conflicts because of limited materials ?

Do the materials reflect the children’s interests – are they engaging and accessible?

What are the social interactions – who is playing with whom, are there social cliques, is anyone playing alone?

Are the activities appropriate – do they support development in all areas of learning?

Are there a variety of activities to encourage both individualized play and cooperative play ? xlii

Implementation

Probably the more joyful part of our job is implementing the curriculum and seeing the children engage in new activities. It is common to hear teachers say that the highlight of their day is “seeing the lightbulb go on” as children make valuable connections to what the teacher has planned and as the children master new skill sets. An important part of implementation is understanding differentiated instruction . According to Gordon and Browne (2016) when teachers can implement activities and materials to match the interests and skill level of each child, they are utilizing developmentally appropriate practices. For light bulbs to go off, intentional teachers must remember to “tailor what is taught to what a child is ready and willing to learn.”

Once you have planned your curriculum, gathered your materials, set up your environment, and implemented your activities, you will need to observe, document, and interpret the interactions so that you can evaluate and plan for the next step. Based on whether the children mastered the goals, and expectations, and met the learning outcomes will determine your next step. For example, if the children can quickly and easily complete the task, you may have to consider adding more steps or extending the activity to challenge the children. If some children were unable to complete the task or appeared uninterested, you may consider how to better scaffold their learning either through peer interactions or by redefining the steps to complete the activity. As you evaluate your implemented activities here are some questions that you want to think about:

How did the child approach the activity and how long did the child stay engaged?

What problem-solving strategies did the child use?

Did the child follow the intended directions or find alternative approaches?

Who did the child interact with?

Based on your answers, you will decide on what is in the child’s best interest and how to proceed moving forward.

Figure 3.3 Evaluating the curriculum you implement helps you decide how to move forward. xliii

To Assess Children’s Development

Early childhood educators use assessments to showcase critical information about a child’s growth and development. As suggested by Gordon and Brown (2016) “Children are evaluated because teachers and parents want to know what the children are learning.” It is important to note that “assessment is not testing. xliv

Assessment is, however, a critical part of a high-quality early childhood program and is used to:

Provide a record of growth in all developmental areas: cognitive, physical/motor, language, social-emotional, and approaches to learning.

Identify children who may need additional support and determine if there is a need for intervention or support services.

Help educators plan individualized instruction for a child or for a group of children that are at the same stage of development.

Identify the strengths and weaknesses within a program and information on how well the program meets the goals and needs of the children.

Provide a common ground between educators and parents or families to use in collaborating on a strategy to support their child.

The key to a good assessment is observation. xlvi Whether you obtain your observation evidence through spontaneous or planned observations, it is suggested that you document your observations by utilizing various tools and techniques (e.g. running records, anecdotal notes, checklists, frequency counts, work samples, learning stories). As teachers watch children in natural settings, they can gather evidence that can then be used to track a child’s learning, growth, and development throughout the school year. To start the assessment process, here is a road map for you to follow:

Step 1: Gather Baseline Data

Step 2 : Monitor Each Child’s Progress

Step 3 : Have a Systematic Plan in Place

Let’s look at each step more closely.

Step 1. Establish a Baseline

Before you can assess a child’s development, you must get to know your child. The first step is to gather “baseline” information. Through ongoing observation, you learn about each child’s strengths, interests, and skills. While observing you may also uncover a child’s unique learning styles, needs, or possible barriers that may limit them from optimal learning opportunities. For example, you may notice that when a child arrives in the morning, they tend to sit quietly at the table, and they don’t engage with other children or join in play activities. As you track the behavior, you begin to see a pattern that when a teacher sits with the child and they read a story together, the child warms up much faster than when left alone. Baseline information provides you with a starting point that can help you build a respectful relationship with each child in your class.

Step 2. Monitor Progress

“The goal of observing children is to understand them better” (Gordon & Browne, 2016, p.119). Observations help guide our decisions, inform our practices, and help us to develop a plan of action that best fits each child’s individual needs. With every observation, we can begin to see how all the pieces fit together to make the whole child . To successfully monitor a child’s progress, we must look at the following:

The child’s social interactions

The child’s play preferences

How the child handles their feelings and emotions

The timeframe in which the child masters developmental milestones

How the child processes information and is able to move on to the next activity or level

With each observation, you gather more information and more evidence that can be used to assess the child’s development.

Step 3. A Systematic Plan

Once you have gathered an array of evidence, it is time to organize it. There are two different types of assessment systems:

Program-developed child assessment tools are developed to align with a specific program’s philosophy and curriculum.

Published child assessment tools have been researched and tested and are accepted as credible sources for assessing children’s development.

Forms of Assessment

Whichever system is in place in your program, you will need to be trained accordingly. In this section, we will highlight the use of portfolios and learning stories, as well as discuss the Classroom Assessment Scoring System (CLASS, 2008) as featured assessment systems that can be used to track a child’s development.

Portfolios help teachers organize all the work samples, anecdotal notes, checklists, and learning stories that have been collected for each child throughout the school year. A portfolio is similar to a traditional photograph album, but it is much more than an album. A portfolio is “an intentional compilation of materials and resources collected over time” (Gordon and Browne, 2016, p. 112). A portfolio is not an assessment tool in and of itself, it is a collection of written observation notes for each photo and work sample. The evidence clearly documents a child’s progression over time. Portfolios are important tools in helping to facilitate a partnership between teachers and parents. During conferences, teachers can showcase the portfolio as they share anecdotes of the child’s progress. Parents (and children) enjoy seeing all the achievements and chronological growth that has occurred during the school year.

Digital portfolios or e-Portfolios are trending now as technology has become more accessible. Not only do e-Portfolios enable teachers to document children’s activities faster, but teachers can also now post information and communicate with families on a regular basis, rather than waiting until the end of the school year for a traditional family conference.

What are the strengths of portfolios?

Information in a portfolio is organized in a chronological order

Portfolios promote a shared approach to decision-making that can include the parent and child and teacher.

Portfolios do not have the same constraints and narrow focus as standardized tests.

Portfolios help teachers to keep track of a child’s development over time

Portfolios can help teachers develop richer relationships with the children in their classroom

What are the limitations of portfolios?

Creating and maintaining a portfolio requires a large investment of time and energy

Currently, there are no valid grading criteria to evaluate portfolios since outcomes can vary from one child to another

Maintaining objectively can be challenging

Learning Stories

Learning Stories are written records that document what a teacher has observed a child doing. It becomes an actual learning story when the teacher adds his or her interpretation of the child’s dispositions toward learning – such as grit, courage, curiosity, and perseverance. The story may be as short as one paragraph or as long as one page. Much like an anecdotal record, teachers observe and document brief moments as a child engages with peers or completes a task. With the learning story, however, the teacher connects learning goals and highlights developmental milestones that the child is mastering. With learning stories, teachers tend to focus on what the child can do rather than what they can’t do. With almost all learning stories, teachers will take photographs (or video) to include with the written story.

What are the strengths of learning stories?

By listening to, observing, and recording children’s explorations, you send them a clear message that you value their ideas and thinking.

As the teacher shares the Learning Story with the child, the child has the opportunity to reflect on his or her own development, thinking, and learning.

The whole class can listen and participate in each other’s stories and ideas.

Learning stories provide parents with insight into how teachers plan for their children’s learning.

Parents uncover that teachers are thoughtful and continuous learners.

Learning Stories encourage families and children to talk about school experiences.

Learning Stories showcase how powerful and capable children really are

What are the limitations of learning stories?

The quality of the learning story depends on the teacher’s own subjectivity (ie:

viewpoints, values, and feelings towards the child)

Learning stories provide only a small snapshot of a child’s learning.

It takes time to write a learning story (teachers may only be able to write 1 or 2 stories per month) and critics argue that this may limit the amount of information a teacher will need to truly track a child’s development

Because learning stories are relatively new, there aren’t official guidelines on how often to write learning stories and what exactly they should be included

Learning stories are written up after the event or interaction has actually happened – so teachers need to have a good and accurate memory!

Classroom Assessment Scoring System (CLASS)

The Classroom Assessment Scoring System (CLASS) is a standardized assessment tool that was developed by Robert C. Pianta, Ph. D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning, and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville.

(this system is used in Head Start Programs, Keystone STARS programs, and before and after school programs). The assessment results are intended to guide program improvement and to support teachers develop curricula to meet children’s individualized needs.

What are the strengths of the CLASS?

The CLASS is aligned with Pennsylvania’s Early Learning Standards.

The CLASS incorporates authentic observation, documentation, and reflection.

The CLASS measures each child’s individual level of growth and development in all domains of development.

What are the limitations of the CLASS?

Training teachers to be objective observers and aware of their biases can be challenging, especially with limited professional development opportunities.

The tool may be considered rigid.

Assessment, in general, is time-consuming

PARTNERSHIPS WITH FAMILIES

In addition to strengthening relationships with children, sharing observations with children’s families strengthens the home–program connection. Families must be “provided opportunities to increase their child observation skills and to share assessments with staff that will help plan the learning experiences.” xlvii

Families are with their children in all kinds of places and doing all sorts of activities. Their view of their child is even bigger than the teachers. How can families and teachers share their observations, and their assessment information, with each other? They can share through brief informal conversations, maybe at drop-off or pickup time, or when parents volunteer or visit the classroom. families and teachers also share their observations during longer and more formal times. Home visits and conferences are opportunities to chat a little longer and spend time talking about what the child is learning, what happens at home as well as what happens at school, how much progress the child is making, and perhaps to problem solve if the child is struggling and figure out the best ways to support the child’s continued learning. xlviii Partnering with families will be discussed more in Chapter 8.

Effectively working with children and families, means that teachers must effectively use observation, documentation, and assessment. We use the cycle of assessment to help improve teaching practices, plan effective curriculum, and assess children’s development. Families should be seen as partners in this process. Teachers must ensure that there is effective communication to support these relationships.

Chapter 5 (Developmental Ages and Stages) will build on observation to explore how we use the information gathered to define each unique stage of a child’s development.

ECE Principles and Practices Prek-4 Copyright © by Alison Angelaccio is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Description of Assignment

During your time at Manor, you will need to conduct a child case study. To do well, you will need to plan ahead and keep a schedule for observing the child. A case study at Manor typically includes the following components: 

• Three observations of the child: one qualitative, one quantitative, and one of your choice. 
• Three artifact collections and review: one qualitative, one quantitative, and one of your choice. 
• A Narrative

Within this tab, we will discuss how to complete all portions of the case study.  A copy of the rubric for the assignment is attached. 

• Case Study Rubric (Online)
• Case Study Rubric (Hybrid/F2F)

Qualitative and Quantitative Observation Tips

Remember your observation notes should provide the following detailed information about the child:

• child’s age,
• physical appearance,
• the setting, and
• any other important background information.

You should observe the child a minimum of 5 hours. Make sure you DO NOT use the child's real name in your observations. Always use a pseudo name for course assignments. 

You will use your observations to help write your narrative. When submitting your observations for the course please make sure they are typed so that they are legible for your instructor. This will help them provide feedback to you. 

Qualitative Observations

A qualitative observation is one in which you simply write down what you see using the anecdotal note format listed below. 

Quantitative Observations

A quantitative observation is one in which you will use some type of checklist to assess a child's skills. This can be a checklist that you create and/or one that you find on the web. A great choice of a checklist would be an Ounce Assessment and/or work sampling assessment depending on the age of the child. Below you will find some resources on finding checklists for this portion of the case study. If you are interested in using Ounce or Work Sampling, please see your program director for a copy. 

Remaining Objective 

For both qualitative and quantitative observations, you will only write down what your see and hear. Do not interpret your observation notes. Remain objective versus being subjective.

An example of an objective statement would be the following: "Johnny stacked three blocks vertically on top of a classroom table." or "When prompted by his teacher Johnny wrote his name but omitted the two N's in his name." 

An example of a subjective statement would be the following: "Johnny is happy because he was able to play with the block." or "Johnny omitted the two N's in his name on purpose." 

• Anecdotal Notes Form Form to use to record your observations.
• Guidelines for Writing Your Observations
• Tips for Writing Objective Observations
• Objective vs. Subjective

Qualitative and Quantitative Artifact Collection and Review Tips

For this section, you will collect artifacts from and/or on the child during the time you observe the child. Here is a list of the different types of artifacts you might collect: 

Potential Qualitative Artifacts 

• Photos of a child completing a task, during free play, and/or outdoors. 
• Samples of Artwork 
• Samples of writing 
• Products of child-led activities 

Potential Quantitative Artifacts 

• Checklist 
• Rating Scales
• Product Teacher-led activities 

Examples of Components of the Case Study

Here you will find a number of examples of components of the Case Study. Please use them as a guide as best practice for completing your Case Study assignment. 

• Qualitatitive Example 1
• Qualitatitive Example 2
• Quantitative Photo 1
• Qualitatitive Photo 1
• Quantitative Observation Example 1
• Artifact Photo 1
• Artifact Photo 2
• Artifact Photo 3
• Artifact Photo 4
• Artifact Sample Write-Up
• Case Study Narrative Example Although we do not expect you to have this many pages for your case study, pay close attention to how this case study is organized and written. The is an example of best practice.

Narrative Tips

The Narrative portion of your case study assignment should be written in APA style, double-spaced, and follow the format below:

• Introduction : Background information about the child (if any is known), setting, age, physical appearance, and other relevant details. There should be an overall feel for what this child and his/her family is like. Remember that the child’s neighborhood, school, community, etc all play a role in development, so make sure you accurately and fully describe this setting! --- 1 page
• Observations of Development :   The main body of your observations coupled with course material supporting whether or not the observed behavior was typical of the child’s age or not. Report behaviors and statements from both the child observation and from the parent/guardian interview— 1.5  pages
• Comment on Development: This is the portion of the paper where your professional analysis of your observations are shared. Based on your evidence, what can you generally state regarding the cognitive, social and emotional, and physical development of this child? Include both information from your observations and from your interview— 1.5 pages
• Conclusion: What are the relative strengths and weaknesses of the family, the child? What could this child benefit from? Make any final remarks regarding the child’s overall development in this section.— 1page
• Your Case Study Narrative should be a minimum of 5 pages.

Make sure to NOT to use the child’s real name in the Narrative Report. You should make reference to course material, information from your textbook, and class supplemental materials throughout the paper . 

Same rules apply in terms of writing in objective language and only using subjective minimally. REMEMBER to CHECK your grammar, spelling, and APA formatting before submitting to your instructor. It is imperative that you review the rubric of this assignment as well before completing it. 

Biggest Mistakes Students Make on this Assignment

Here is a list of the biggest mistakes that students make on this assignment: 

• Failing to start early . The case study assignment is one that you will submit in parts throughout the semester. It is important that you begin your observations on the case study before the first assignment is due. Waiting to the last minute will lead to a poor grade on this assignment, which historically has been the case for students who have completed this assignment. 
• Failing to utilize the rubrics. The rubrics provide students with guidelines on what components are necessary for the assignment. Often students will lose points because they simply read the descriptions of the assignment but did not pay attention to rubric portions of the assignment. 
• Failing to use APA formatting and proper grammar and spelling. It is imperative that you use spell check and/or other grammar checking software to ensure that your narrative is written well. Remember it must be in APA formatting so make sure that you review the tutorials available for you on our Lib Guide that will assess you in this area. 
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Developmental Observation of a 4-Years-Old Student Report (Assessment)

Description of observation site or location, description of family of origin, developmental stages, theories of development, interpretation.

• Childs Name: Ann Student (also referred to as student/subject)
• Gender: Female

I did my observation at Alltowns Preschool. The class of Mrs. Teacher consisted of 16 students. The class consisted of Caucasian children only.

The class has three zones: wardrobe (children take off warm clothes or leave other stuff), study zone, and play zone. There are two large square tables in the study zone. The play zone has several shelves a bookcase filled with books, toys, students’ works, and other materials. There are some student’s works on the walls. There is a blackboard in the play zone. There is a large playground where children may fulfill a variety of activities.

I did my observation during the Language Art class (10:15 – 11:00), Recess Time (11:00 – 12:00), and Lunch Time (12:00 – 12:30).

The student’s parents are Caucasians, speaking English only. Ann is the only child in the family. The subject’s parents have a house near the school.

The girl’s weight and height are normal for an average child of her age. Ann does not stand out against other children in the class, in this respect.

The student is cheerful and active. The subject can swim, she likes climbing and she likes monkey bars as well as swings. She completes the teacher’s tasks at the necessary pace. She is one of the best students in the class.

However, she lacks patience and she is hardly able to focus on one task for a long time. She also does not like sitting still for a long time. Sometimes she may be a bit naughty (she is often talking to other students). However, when the teacher rebukes Ann, the subject stops misbehaving.

Cognitive Skills

The student is one of the best students in the class. She understands the teacher’s instructions quite quickly and is nearly always ready to respond first. She often raises her hand (or even hands) and sometimes cries out the answers. The teacher often has to rebuke Ann for this. The girl performs well while writing letters. She also reads the sequences required well. She was good at making a story (students had to create a story by adding a sentence or a few sentences). She is also good at recognizing letters and words.

Social Skills

Ann is very sociable as she interacts with all students of the class. She sometimes helps students struggling with their tasks. At the playground, she was eager to participate in almost all activities. She even interfered in several games other children had been playing. She laughs and makes other students laugh. She manages to climb the monkey bars and in a few moments, she is swinging with her friends. Predominantly, she interacts with girls.

She joined a larger group of students during lunch. She ate quite rapidly and had time to play with her favorite toys. When other children finished, she joined these students.

Gross Motor Skills

Her gross motor skills are well developed. She runs quite fast. She climbs the monkey bar without falling. She can ride a tricycle. She likes swings. When running with children she rarely stumbles or rams into other students. Students played tag and Ann managed to run from others or, vice versa, run down others. Once she fell, but she almost immediately rose to her feet and was back in the game.

Fine Motor Skills

Ann’s fine motor skills are also well developed. However, it is possible to note that these skills are less developed than her gross motor skills. Thus, she writes letters quite quickly, but her writing is a bit sloppy. Sometimes she is not attentive enough and can make mistakes. When they had to cut out several pictures to form a story, she performed well. However, she did not cut the pictures accurately enough.

• Psychoanalytical theory: No psychoanalytical observations were made.
• Behavioral theory: The subject acts by the rules of the group. Sometimes she is a bit impatient and tries to answer all the questions. She likes being first. However, she obeys the teacher who sometimes rebukes the student for her impatience.
• Cognitive theory: Ann exploits language as the major way to express her ideas and attitudes. Her facial expressions also reveal her cognitive processes. She exploits the preoperational approach while solving problems. The subject copies the teacher’s ways while completing tasks.
• Sociocultural theory: The student follows the teacher’s instructions and completes the tasks at the appropriate pace. She is often the first to be ready with the task, though she may make mistakes.
• Epigenetic theory: Ann is developing along with the rest of the students in the class.

The subject’s development corresponds to the normal development of a four-year old child. The subject is quite impulsive and has short spans of preservation, which is still a norm for a child of her age. The subject’s brain matures at the necessary pace. Gross motor skills are well developed, even though researchers suggest that urban children can have delays in this type of development. Fine motor skills are also well developed, but due to the subject’s character (she is quite inattentive and has a short concentration span) she is not very neat in writing, cutting, etc. Her cognitive development is also normal. She performs better than the majority of the boys in her class which can be explained by the fact that girls develop faster.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, February 9). Developmental Observation of a 4-Years-Old Student. https://ivypanda.com/essays/developmental-observation-of-a-4-years-old-student/

"Developmental Observation of a 4-Years-Old Student." IvyPanda , 9 Feb. 2024, ivypanda.com/essays/developmental-observation-of-a-4-years-old-student/.

IvyPanda . (2024) 'Developmental Observation of a 4-Years-Old Student'. 9 February.

IvyPanda . 2024. "Developmental Observation of a 4-Years-Old Student." February 9, 2024. https://ivypanda.com/essays/developmental-observation-of-a-4-years-old-student/.

1. IvyPanda . "Developmental Observation of a 4-Years-Old Student." February 9, 2024. https://ivypanda.com/essays/developmental-observation-of-a-4-years-old-student/.

Bibliography

IvyPanda . "Developmental Observation of a 4-Years-Old Student." February 9, 2024. https://ivypanda.com/essays/developmental-observation-of-a-4-years-old-student/.

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