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Wednesday, 6 August 2014
Tuesday, 5 August 2014
Observation
What
is Observation?
Observation can be defined
as “the act of noting and recording
something, such as phenomenon, with instruments” (Farlex Inc, 2014). Moreover,
Podmore and Luff (2012) quote Fleer and Richardson (2004) to further explain
observations as a tool for collecting data or proof of learning. Additionally
observation also has to do with documentation, which MacNaughton and Williams
(2009) describes as collecting and arranging information in order to provide an
illustrative or written of children’s learning and development.
Types
of Observations
In the early childhood education (ECE) environment
there are many ways and methods of observing and documenting observations; for
example running records, anecdotal, photographing, time sample, learning
stories, check lists, audio-recording and video-recording. It can be said that
the methods of observation done can act as a base for teachers to make professional
decisions and conclusions about the teaching, learning and education programmes
that are planned (Podmore & Luff, 2012). |
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My Observations: Process
For my observations I
used the method of a running record in which I tried to write as much detail as
possible during the 30 minutes of observation that I was doing. Additionally I
would take photos and sometimes video recordings of activity that I found
interesting. When observing I tried to sit or be in a place in which I was able
to observe the person without being in their way of their activity. At times,
where I was sitting was helpful as I could see what was occurring, sometimes I
did find that I had to reposition myself or follow the person to see clearly what
was happening.
I did find that one
time while observing the older child; it was only me and her in the room and so
she would interact with me such as when she was explaining about her homework
and making a house. In these situations I tried to make a minimal response such
as just acknowledging her by nodding my head or saying yes or ok as I did not
want to influence the observation too much. According to Feez (2010) Montessori
teachers need to position themselves in a place where they will not interact,
distract or disturb the children in any way. In relation to when I observed the
adult the second time, I found that there was one time during the observation
where there was more noise. Therefore, I had to get closer to hear her
interactions with someone while also trying to not interrupt, which was a
little harder than the previous observations.
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My Observations: Results
Reading over my
observations I noticed that some of the details that I focused on the most were
in relation to the movements and mannerism of the person. For example I would
note which hand they were using, how they would move to another place or how
they interacted non-verbally with others. As I had video recorded parts of the
observations I found that it was much easier to go back to these and pick out
aspects that had been missed, in particular the dialogue. MacNaughton and
Williams (2009) explain that when children’s learning is videotaped it can
offer a rich source of information, particularly about the children’s
interactions and language. My
observations in particular with the older child benefited greatly from this as
I found that she spoke a lot during the observation. The videotaping helped as
I was able to re-watch the video to find out her thoughts on her homework and
making a house out of paper.
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My Observations: Reflection
Reflection
Throughout my process
of observation, I believe that observation is an essential tool that teachers
need. I found that in the majority of my observations I was able to learn many
things about each individual person and that I was able to improve on my method
of observation. I think that this is important for teachers as by learning what
the child is capable of and interested in it benefits everyone, like the child
and family, as they can all learn about the child and celebrate in their
achievements. When I first started observing I found sometimes what the subject
was doing was not that interesting, such as when they were eating. On other
hand, there were also some activities that I found interesting to observing,
for example when the infant appeared to be interested in the camera case and
batteries. However, I think it’s important to remember that what the child is
doing and involved in is all valuable information for teachers. Moreover, it is
essential that children are seen as capable, competent and co-constructors of
knowledge (Arthur, Beecher, Dockett, Farmer & Death, 2012).
To share this
information I decided to write learning stories. I wrote them as if I was
talking to the person for example, saying “You
did”, “I saw you”, “I noticed”. I found that this was easier to write and
also made the observations more personal for the person. I also found that it
was easier to evaluate and assess these observations afterwards and made me
think about what I could do to support this person. Additionally, I also made
links to Te Whāriki and put what my perspective was about the observation. I
think that this is helpful for the teachers, as they can reflect later on this
information and plan experiences; and for the parents, as it can show that the
child is learning, they can read about what their child has experienced and
perhaps offer input about what the teachers can do to support their child.
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