Digging Deeper

1. Digging Deeper Digging Deeper The Power of Observations and the Kindergarten Readiness Assessment 1

2. Observation - NAEYC “Observation is a process used by early childhood educators to watch, listen to, and record children’s actions, facial expressions, body language, sounds, words, and gestures… Observation helps teachers get to know children so that they can build positive relationships with them. Observation provides information teachers can use to understand what and how a child is thinking, feeling, and learning and plan ways to support and enhance the child’s development of skills in all domains.” - NAEYC (2014)

3. Observing Young Children: Why? Observing Young Children: Why? • Each child is unique! • Gain insights into a child’s thinking • See how children are developing and learning • Witness a child’s depth of knowledge and understanding • Provide documentation • Use the information to appropriately challenge and support children

4. Types of Observations Observing Young Children: Types of Observations • Spontaneous observations • informal • routines, discussions, activities • Planned observations • formal and informal observations • intentional • specific goals in mind • concrete evidence of skills in action • see what and how a child learns

5. Planned Observations Planned Observations • Planned observations are key for formal assessment using observation • See what a child can do, what the child has the potential to do, and how to help support that child’s growth • Focus on a specific behavior or ability

6. Observing Young Children: Tips Observing Young Children: Tips • Watch and listen…listen and watch • Focus on objectivity—just the facts! • Avoid making assumptions and comparisons • Use the information to enhance learning and development • Allow time and space for children to show their learning and development

7. Review each of the items—what it is measuring, the domain, and the criteria • Highlight key information in the rubric that differentiates proficiency levels Planning for Observation Items Planning for Observation Items

8. Planning for Observation Items Planning for Observation Items • Identify which items need individual observations and which can be observed in small or large groups. • Note this on the observation planning sheet.

9. Planning for Observation Items Planning for Observation Items • Identify when and where you will conduct the observations. • Note this on the planning sheet. • Questions to consider: • Will I conduct this observation during a specific learning activity such as during a specific center? During calendar time? During transition time? During story time? During circle time? Can I observe this on the playground? etc.

10. Planning for Observation Items: Samples Planning for Observation Items: Samples

11. Planning for Observation Items: Samples Planning for Observation Items: Samples

12. Notes: Domain: SC (science) When/where: at science center conducting an experiment Who: Watch each small group during center time conducting an observation. Prompt individuals as needed for those who aren’t yet proficient. Rotate as usual through centers. Begin with group 1: Billy, Kris, Jana, Ben, Kaylie Planning for Observation Items: Sample 1 Planning for Observation Items: Sample 1

13. Planning for Observation Items: Sample 2 Notes: Domain: PD (physical development) When/where: outside on the playground during morning recess Who/how: Whole group; line the kids up ask them to do each of these things: shake/nod, swing arm, kick leg, open/shut hand, extend/flex foot Planning for Observation Items: Sample 2

14. Planning for Observation Items Planning for Observation Items • For each item, identify which child(ren) you will observe • Print the observation score sheets for individual and groups of children • If you have access to mobile technology, consider carrying a device with you to record your observations directly into the data system

15. Planning for Observation Items: Final Tips Planning for Observation Items: Final Tips • Use the criteria in the rubric score points to guide what you’re looking for. • As you conduct your observation, feel free to jot down notes about what you’re seeing particularly for those children for whom a skill or behavior is progressing or not yet evident. Remember to stick to facts, not opinions. • Rate each child on the rubric and enter the proficiency level (P, I, or N) into Ready for Kindergarten Online

16. Post-Observation Post-Observation • Keep anecdotal notes of your observations to inform your instruction • Given what you observed and what you know about the child, what should be done to support the child’s growth? • Make a plan! • Continue to observe children over time