Observing Recording Page 18

Planning Ahead

Page 18

Observing children and recording your observations is a great start to a more complicated and crucial component of early childhood education. The fact is, though, if you do not use the information that you have gathered to inform your future lessons, interactions, and activities with the children in your classroom you will be falling short by quite a large margin.

All of the components that we have covered in this course combine to give you data and information about the children that you work with. These pieces of data are clues to help you decide what the best options are to support the development of young children. It’s great to have this information but you must use it wisely to get the most benefit!

Adjust your teaching
Now that you know about Mickey’s incredible ability to solve complex math problems you can move him to a different math group. Now that your data shows that only one of the toddlers in your class can toss a ball into a box underhanded, you can design more gross motor skill practice.

Adjust your observations
If your data shows a minimal amount of information about emergent writing or reading skills you will need to perform more observations that focus on those concepts. In return, you’ll want to record them and perhaps try different recording options.

Adjust independent learning
Your data may reflect a great deal of independent or teacher-led assessments and observations which may require an adjustment in independent or free learning opportunities. Perhaps your program relies too heavily on them or not enough. Your data can help you to make adjustments in this area and in the specific play and learning opportunities that you provide.

Adjust social interactions
Often behavioral observations show data about social and emotional development. Perhaps the inclusion of unfamiliar playmates creates conflict with some children. You can implement guidance in this area. Perhaps a child in your group prefers independent play and has difficulty relating with peers. More assessment may be needed to determine proper supports.

Adjust program elements
Maybe the intricately designed outdoor music space is being underused or used inappropriately. Would it be best to move it elsewhere or maybe to eliminate it altogether? Does the dramatic play center become too loud at times? Perhaps it should be moved far from the literacy area.

Adjust adult interactions
Do the infants react positively to singing voices? Add more songs and music into your daily interactions. Does one toddler shy away when you greet them directly in the morning? Consider changing your approach to them.

Observing, Recording and Looking Ahead

Planning Ahead

Page 18

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