disadvantages of checklist observation in childcare

Whats more, you will have to sift through all the evidence, and that can be both time consuming and exhausting. Jorge asked Julissa if he could have the dinosaur, When you are finished, can I have the dinosaur for my cave? Julissa handed Jorge the dinosaur and said, Can I see? Jorge nodded his head up and down. With a checklist, teachers can easily see what a child can do, as well as note what areas of development need further support. Some of the advantages may include the ability to use less time, it helps cover the areas of development, and it is clear and easy way to observe children. 1: Observation and Documentation - The Key to Intentional Teaching, Book: Observation and Assessment in Early Childhood Education (Peterson and Elam), { "00:_Front_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.01:_The_Role_of_Observation" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.02:_Becoming_a_Skilled_Observer" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.03:_Observations_can_be_Spontaneous_or_Planned" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.04:_Questions_you_may_want_to_ask_yourself_as_you_plan_your_next_observation" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.05:_The_Role_of_Documentation" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.06:_Objective_versus_Subjective_Observation_Evidence" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.07:_Recognizing_Your_Biases" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.08:_Ethical_Guidelines_when_Observing_Children" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.09:_Observation_and_Documentation_Dos_and_Donts" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.10:_Conclusion_and_References" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "zz:_Back_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, { "00:_Front_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "01:_Observation_and_Documentation_-_The_Key_to_Intentional_Teaching" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "02:_Quality_Counts" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "03:_Using_Observation_Methods_Tools_and_Techniques_to_Gather_Evidence" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "04:_The_Purpose_Process_and_Practice_of_Monitoring_Screening_and_Evaluating" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "05:_How_to_Plan_Effective_and_Meaningful_Curriculum" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "06:_Using_Documentation_and_Assessment_to_Communicate_with_Families" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "zz:_Back_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, 1.3: Observations can be Spontaneous or Planned, [ "article:topic", "license:ccby", "showtoc:no", "authorname:petersonelam", "program:ztccoc", "planned observations", "spontaneous observations", "cid:ece200" ], https://socialsci.libretexts.org/@app/auth/3/login?returnto=https%3A%2F%2Fsocialsci.libretexts.org%2FBookshelves%2FEarly_Childhood_Education%2FBook%253A_Observation_and_Assessment_in_Early_Childhood_Education_(Peterson_and_Elam)%2F01%253A_Observation_and_Documentation_-_The_Key_to_Intentional_Teaching%2F1.03%253A_Observations_can_be_Spontaneous_or_Planned, \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}}}\) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\). Staff determine how much detail to include in an anecdotal note. The strengths and weaknesses of each In this section, we will review some of the more commonly used techniques and tools that teachers use to gather objective observation evidence: Running Record; Checklists; Frequency Count; Anecdotal Record; Work Sample; Learning Story; and Technology. With this technique, teachers can also listen for language development by recording actual conversations that children are having with their peers. But the motivation goes further: as you check off each checklist item, you build momentum that carries you to the end. Pick an infant or toddler in your care to observe and make notes about what you see. Subscribe to our limited series! The Heres 6 tips for optimizing your list: Brain dump First of 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 (Bentzen, 2009). The checklist can be utilized in two ways: *Note: It is vital that you note the dates that you observed the skills being mastered. Retrieved from, West Sussex County Council. Here are some examples of how you might use a Frequency Count to gather data: After you have collected all the data for that timeframe, count the tally marks. Be sure to store work samples in a safe place like a file-folder or portfolio, or electronically in a computer file. Similarly, if youre hiring someone, new checklists break down your processes and procedures into a simple form they can follow. This includes screening, planning curriculum, and assessing development. Maybe you dont work in an office. Disadvantages: The longer you wait to document your spontaneous observation Use email or a parent communication app to post work samples. Tools & Techniques for Classroom Assessment. Retrieved from https://www.brighthubeducation.com/student-assessment-tools/99770-strengths-and-weaknesses-of-informal-assessments/, Head Start ECLKC. Keep in mind that you can use more than one method. You can simplify things by breaking up larger activities into multiple checklists or breaking broad tasks down into smaller sub-items. You can also review data from other observations (e.g. Here are a few added suggestions on how you can organize and use stored electronic observation evidence: Table 9.6: Advantages and Disadvantages of Technology, An intentional teacher is a skilled and thoughtful observer. Programs may want to have additional staff available for this purpose. A child learns to chew. Once you do observe, you might be surprised by the amount of evidence you have collected on each child. A checklist leaves no gray area for kids who might exhibit a particular behavior only in certain situations or only partially demonstrate each trait. So you may not have uninterrupted time to record your observations. The observation tool can be used as part of training, practice-based coaching, and communities of practice. Thanks to the curse of knowledge, the checklist might make sense to you. Webvalidity as the children are accustomed to the researchers presence. https://www.youtube.com/watch?v=GsXvbflrLu4&t=92s, https://www.youtube.com/watch?v=KAczTiO1rUg&t=3s, https://www.cde.ca.gov/sp/cd/re/documents/preschoolproggdlns2015.pdf, https://www.researchconnections.org/files/meetings/ccprc/2006-04/14/CaliforniaDRDPPreschool_Instruments.pdf, https://prezi.com/gqxjbtu-75qq/using-frequency-counts-to-look-at-emotional-development/, https://d3n8a8pro7vhmx.cloudfront.net/rrnetwork/pages/1365/attachments/original/1518049788/OSAD_Module_Feb_2018_ppt_coming_soon.pdf?1518049788, http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p110b/observational_methods.pdf, https://www.brighthubeducation.com/student-assessment-tools/99770-strengths-and-weaknesses-of-informal-assessments/, https://msu.edu/~mandrews/mary/obs__methods.htm, http://laffranchinid.faculty.mjc.edu/Ch5.pdf, http://nieer.org/wp-content/uploads/2016/08/Using_Anecdotals_for_Intentional_Teaching.pdf, https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Frequency_and_Interval_Recording.pdf, https://www.academia.edu/27158440/TOOLS_and_TECHNIQUES_FOR_CLASSROOM_ASSESSMENT, https://eclkc.ohs.acf.hhs.gov/child-screening-assessment/learning-assessment-lfa-toolkit/guided-practices, http://study.sagepub.com/sites/default/files/Neaum%2C%20S.%20%282016%29%20Observing%20and%20Assessing%20Children%27s%20Learning%20and%20Development.%20London%2C%20Sage._.pdf, https://www.rrcc.edu/sites/default/files/early-childhood-education-running-record-annotated.pdf, https://www.naeyc.org/resources/pubs/tyc/dec2015/learning-stories, https://getearlyworks.com.au/learning-story-observations/, https://www.scholastic.com/teachers/articles/teaching-content/observing-and-recording-growth-and-change/, https://www.westsussex.gov.uk/media/5555/effective_poa_and_planning.pdf, Next: Chapter 10: The Purpose, Process and Practice of Monitoring, Screening and Evaluating, Creative Commons Attribution 4.0 International License, Taking the First Step: Gathering Baseline Data, A Closer Look at Observation Methods, Tools and Techniques, developmental skill level (cognitive, language, social, emotional, physical), Provides detailed data about the who, what, where, and when, Evidence is documented as it occurs, in a sequence, Provides objective and descriptive evidence, Appropriate for gathering baseline information about the childs interests, abilities and skill level, Ideal for tracking a childs development over time, Evidence can be gathered formally or informally, Interpretations and reflections can be added later, May be difficult to keep up and follow along as children move quickly from one activity to another, Not a practical technique for teachers who are in ratio, Behaviors may not be typical for that observation day as compared to other days, Quick and easy to use, and no training is required, Can be personalized or designed to gather specific baseline data (play patterns, challenging behaviors, social situations, temperamental traits), Ideal for tracking behaviors over time and for noting an increase or decrease of incidents, Can be useful when planning behavior modification strategies, Data can be graphed or charted to find consistent patterns, Does not provide rich details or context like anecdotal notes or running records, There is no clear sequence of events regarding certain actions or behaviors, (Although the behavior is tracked, information about the antecedent and the consequence is missing), You can observe a child on a specific day while they are engaged in an activity (either child-directed or teacher-directed). (n.d.). Children with additional needs who may not be able to complete tasks are not included in developmental checklists. Whether you plan an observation, or you spontaneously watch a child as they play, and whether you observe during a teacher-directed activity or during a child-directed moment, you can gather some suitable evidence for your Learning Story. When a checklist is too long, it becomes distracting and unwieldy. Oh, and get a Work OS platform that makes checklist management a zillion times easier. This technique is most effective when paired with written notes that help explain images and or video clips. Hey, if youre really into organizing, use both of them. WebDisadvantage: someone could easily forget everything that was said List one advantage and one disadvantage in using a checklist. There are numerous ways to incorporate technology into your classroom. Photographs, video, and audio recordings can authentically capture childrens explorations, investigations, play and learning experiences in the actual moment. Think about it: say you had a checklist for cleaning an office. (2016). A good starting point is to consider times that already exist within your day. When it comes time to assess a childs development, you will be able to look back and review all the evidence you have collected and to monitor the childs progress over time. Some people get too caught up in getting their checklist exactly right whether thats arranging things in the right order, breaking down tasks properly, or making sure every possible task is on there. There might be redundant tasks you can cut. the Desired Results Developmental Program DRDP) to track childrens developmental progress and teachers would regularly upload observation evidence as part of the assessment process. You might say, wipe down desks with disinfecting wipes, in case someones unsure what cleaning supplies to use. WebIntroduction . As with any method, naturalistic observation comes with its own set of advantages and disadvantages.

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