Observing Children
Introduction
To become effective at guiding children, we must be able to observe them accurately. Guidance is a fluid process that requires interventions based on awareness and knowledge of individual children and specific circumstances. Although there are general principles that we’ll explore in future chapters, there are no uniform practices when guiding children that apply to all children in every circumstance. Careful, objective observation allows us to make the best decisions and select appropriate methods to respond to particular situations. It then allows us to accurately reflect and evaluate the outcomes in order to improve our future responses.
This chapter will cover how to observe in the most objective way possible. This seems like a relatively easy thing to do. It is not. Being objective needs to be thought of as a goal we can get much closer to, but never completely obtain. In fact, science has long ago indicated this reality. Physics has shown us that measurement changes what is measured and that there are limits on what can be precisely known (Heisenberg, 1958). Mathematics has demonstrated that there are intrinsic limits to formal, supposedly “objective” systems of knowledge (Godel, 1931).
We’ll explore in more detail scientific information that can help us identify subjectivity and grow toward more objectivity. You’ll learn how our brains naturally interfere when we try to be objective. We’ll learn how to identify bias and limit its effects. The chapter will also cover different methods and techniques for observing children.
Learning Objectives
By the end of this chapter, you will be able to:
- Define objective observation and explain how it differs from subjective interpretation in the context of guiding young children.
- Describe the importance of objectivity in observation for promoting effective, fair, and developmentally appropriate guidance.
- Identify common cognitive shortcuts (heuristics) the human brain uses to process information, and explain how these shortcuts can interfere with objective observation.
- Recognize different types of bias—including confirmation bias—and analyze how they distort perception and hinder accurate understanding of children’s behavior.
- Demonstrate appropriate observation language, distinguishing between neutral, descriptive wording and interpretive or judgmental phrasing, and apply guidelines for language to use and avoid.
- Compare and evaluate strategies for collecting objective data, such as: Anecdotal records, Running records, Time sampling, Event sampling, duration records, checklists, etc.
References
- Gödel, K. (1931). Über formal unentscheidbare Sätze der Principia Mathematica und verwandter Systeme I [On formally undecidable propositions of Principia Mathematica and related systems I]. Monatshefte für Mathematik und Physik, 38(1), 173–198. doi.org
- Heisenberg, W. (1958). Physics and philosophy: The revolution in modern science. Harper & Row
