Chapter 1: Observation

Introduction

To provide children with a safe and nurturing learning environment and to maintain program effectiveness, teachers must incorporate observation, documentation and assessment into their daily routines. To truly be effective, teachers must develop skills and strategies that are grounded in best practices.

Throughout this book, the “you” is considered either the observer and/or the teacher. “You” might be reading this book as s student taking an observation class through a college or university. “You” might be a teacher working in a classroom with young children zero to five years or zero to eight years. “You” might be a teacher or assistant in a classroom with young children referring to this book as you need to make observations on the children in your classroom. In addition to being a teacher, “you” might also be a student taking college-level classes. In other words, you are wearing two hats at once. So, the terms teacher and observer use throughout this textbook can be considered interchangeable d pending on your role in the observation process.

In this chapter you will be presented with information that highlights how observation and documentation can be used as a key strategy to ensure intentional teaching. You will examine the initial steps to take to becoming a skilled observer, and you will reflect on how to objectively document the interactions that you see and the conversations that you hear. It is important to note that becoming a skilled observer takes time and practice, and that learning how to incorporate observation, documentation and assessment into your regular routines and daily duties requires some thoughtful consideration.

The Key to Intentional Teaching