Why is observation important in early childhood assessment?
Observation is at the heart of early childhood assessment and is a key guide in how teachers support children. It includes gathering, recording, and reflecting on information about children’s progress.
What is the purpose of an observation?
In doing so, the goal is to identify behaviors and practice that impact student learning, rather than to assess content expertise. When carrying out an observation, it is essential that a rubric, clearly detailing criteria and expectations, is available to both the instructor (i.e., observed) and the observer.
Can objective observation eliminate bias and influence lesson planning?
Learn how objective observation can eliminate bias and influence lesson planning. Objective observation is a powerful tool for assessing and understanding a child and their developmental needs. By taking a non-biased approach, early childhood education teachers can use what they see and hear to influence lesson planning.
When should instructor and observer meet?
• Instructor and observer should meet before the observation to discuss the instructor’s goals, the teaching and learning activities that will take place, how students have prepared, which sections of the rubric may or may not be applicable for that day, and what the instructor would like the observer to focus on.
Teachers as Observers
Observation is at the heart of early childhood assessment and is a key guide in how teachers support children. It includes gathering, recording, and reflecting on information about children’s progress. Quality observations communicate each child’s individuality and context: because every child has strengths, interests, and experiences connected to
Using Observations to Adjust Teaching Strategies
This is an example of using the results of observation to adjust teaching strategies. Based on her observations, Ms. Perez decided to ask questions and give a clue or hint. By intentionally observing and acting on what they see, teachers can select and adapt a range of developmentally appropriate strategies to promote children’s play and work. See full list on naeyc.org
Using Observations to Design Learning Experiences
While teachers have many opportunities to make spontaneous observations (as in the vignette), they can also plan when to observe and tie what they see to specific learning goals or objectives. For example, Ms. Patel was interested in learning more about what each child in her setting already knew about the alphabet. As children engaged in the liter
Questions to Help Use What You Observe
As assessors, we are trained to look for evidence that educators are using what they observe to guide teaching and inform decision making about each and every child. As you think about how you use observations in your setting, consider the following questions: 1. When do I typically watch and listen to children? 2. Are there other times I could be
Bringing It Together: Using Observations to Individualize Instruction
When teachers make the most of their observations, they can adjust their teaching approaches and design activities that are responsive to each learner in their setting. Looking back at the opening examples, here is how the teacher in each situation did just that. Photographs: © Getty Images Copyright © 2022 by the National Association for the Educa
Item 256 : Lésions dentaires et gingivales
Item 256
Item 256 – lesions dentaires et gingivales
Grille d'observation pour l'analyse d'une séquence d'enseignement
Grille d'aide à l'observation d'une séance d'enseignement
Grille ponderee d'observation des pratiques de classe pour la
Grille d'observation
GRILLE D'OBSERVATION DE CLASSE
Les impacts écologiques des TIC
