{"id":267,"date":"2026-07-03T23:11:10","date_gmt":"2026-07-03T23:11:10","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&#038;p=267"},"modified":"2026-07-03T23:42:19","modified_gmt":"2026-07-03T23:42:19","slug":"purpose-process-and-practice","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/purpose-process-and-practice\/","title":{"raw":"Purpose, Process, and Practice","rendered":"Purpose, Process, and Practice"},"content":{"raw":"<h2>The Purpose of Monitoring, Screening and Evaluating Young Children<\/h2>\r\nBecause many parents are not familiar with developmental milestones, they might not recognize that their child has a developmental delay or disability. According to the Centers for Disease Control and Prevention, \u201cIn the United States, about 1 in 6 children aged 3 to 17 years have one or more developmental or behavioral disabilities, such as autism, a learning disorder, or attention deficit \/ hyperactivity disorder (ADHD).\u201d What\u2019s more concerning is that many children are not being identified as having a delay or disability until they are in elementary school. Subsequently, they will not receive the appropriate support and services they need early on to be successful at school. It has been well-documented, in both educational and medical professional literature, that developmental outcomes for young children with delays and disabilities can be greatly improved with early identification and intervention (Squires, Nickel, &amp; Eisert, 1996; Shonkoff &amp; Meisels, 2000). While some parents might be in denial and struggling with the uncertainty of having a child with special needs, some parents might not be aware that there are support services available for young children and they may not know how to advocate for their child. Thus, as early child educators we have an obligation to help families navigate through the process of monitoring, as well as provide information and resources if a screening or evaluation is necessary.\r\n\r\n<hr \/>\r\n\r\n<h2>The Process of Monitoring<\/h2>\r\nWho can monitor a child\u2019s development? Parents, grandparents, early caregivers, providers and teachers can monitor the children in their care. As previously stated in Chapter 3, one of the tasks of an intentional teacher is to gather baseline data within the first 60 days of a child starting their program. With each observation, teachers are listening to how a child speaks and if they can communicate effectively; they are watching to see how the child plays and interacts with their peers; and they are recording how the child processes information and problem solves. By monitoring a child closely, not only can we observe how a child grows and develops, we can track changes over time. More importantly, we can identify children who fall outside the parameters of what is considered normal or \u201ctypical\u201d development.\r\n\r\nWhen teachers monitor children, they are observing and documenting whether children are mastering \u201ctypical\u201d developmental milestones in the physical, cognitive, language, emotional and social domains of development. In particular, teachers are tracking a child\u2019s speech and language development, problem-solving skills, fine and gross motor skills, social skills and behaviors, so that they can be more responsive to each child\u2019s individual needs. Even more so, teachers are trying to figure out what a child can do, and if there are any \u201cred flags\u201d or developmental areas that need further support. As early caregivers and teachers, we are not qualified to formally screen and evaluate children. We can however monitor children\u2019s actions, ask questions that can guide our observations, track developmental milestones, and record our observations. With this vital information we can make more informed decisions on what is in the child\u2019s best interest.\r\n<h3>What is this Child Trying to Tell Me?<\/h3>\r\nWith 12-24 busy children in a classroom, there are bound to be occasional outbursts and challenging behaviors to contend with. In fact, a portion of a teacher\u2019s day is typically spent guiding challenging behaviors. With all the numerous duties and responsibilities that a teacher performs daily, dealing with challenging behaviors can be taxing. When a child repeats a challenging behavior, we might be bothered, frustrated, or even confused by their actions. We might find ourselves asking questions like:\r\n<ul>\r\n \t<li>\u201cWhy does she keep pinching her classmate?\"<\/li>\r\n \t<li>\u201cWhy does he put his snack in his hair?\u201d<\/li>\r\n \t<li>\u201cWhy does he cry when it\u2019s clean up time or when he has to put his shoes on?\u201d<\/li>\r\n \t<li>\u201cWhy does she fidget so much during group time?\u201d<\/li>\r\n<\/ul>\r\nWithout taking the time to observe the potential causes and outcomes associated with the challenging behavior, we may only be putting on band-aids to fix a problem, rather than trying to solve the problem. Without understanding the why, we cannot properly guide the child or support the whole-child\u2019s development. As intentional teachers we are taught to observe, document, and analyze a child\u2019s actions so we can better understand what the child is trying to \u201ctell\u201d us through their behavior. Behavior is a form of communication. Any challenging behavior that occurs over and over, is happening for a reason. If you can find the \u201cpattern\u201d in the behavior, you can figure out how to redirect or even stop the challenging behavior.\r\n<h4>How do I find the patterns?<\/h4>\r\nTo be most effective, it is vital that we record what we see and hear as accurately and objectively as possible. No matter which observation method, tool or technique is used (e.g. Event Sampling, Frequency Counts, Checklists or Technology), once we have gathered a considerable amount of data we will need to interpret and reflect on the observation evidence so that we can plan for the next step. Finding the patterns can be instrumental in planning curriculum, setting up the environment with appropriate materials, and creating social situations that are suitable for the child\u2019s temperament.\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Examples<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nHere is an example for you to think aobut when it comes to children and patterns.\r\n\r\nIf Wyatt is consistently observed going to the sandbox to play with dinosaurs during outside play, what does this tell you? What is the pattern? Is Wyatt interacting with other children? How is Wyatt using the dinosaurs? How can you use this information to support Wyatt during inside play?\r\n\r\nHere are a few ideas:\r\n<ul>\r\n \t<li><strong>To create curriculum:<\/strong> To encourage the child to go into the art center, knowing that he likes dinosaurs, I might lay down some butcher paint on a table, put a variety of dinosaurs out on the table, and add some trays with various colors of paint.<\/li>\r\n \t<li><strong>To arrange the environment:<\/strong> Looking at my centers, I might add books and pictures about dinosaurs, and I might add materials that could be used in conjunction with dinosaurs.<\/li>\r\n \t<li><strong>To support social development:<\/strong> I noticed Wyatt played by himself on several observations. I may need to do some follow up observations to see if Wyatt is initiating conversations, taking turns, joining in play with others or playing alone.<\/li>\r\n<\/ul>\r\nAs you can see these are just a few suggestions. What ideas did you come up with? As we monitor children in our class, we are gathering information so that we can create a space where each child\u2019s individual personality, learning strengths, needs, and interests are all taken into account. Whether the child has a disability, delay or impairment or is developing at a typical pace, finding their unique pattern will help us provide suitable accommodations\r\n\r\n<\/div>\r\n<\/div>\r\n<h4>What is a Red Flag?<\/h4>\r\nIf, while monitoring a child\u2019s development, a \u201cred flag\u201d is identified, it is the teacher\u2019s responsibility to inform the family, in a timely manner, about their child\u2019s developmental progress. First, the teacher and family would arrange a meeting to discuss what has been observed and documented. At the meeting, the teacher and family would share their perspectives about the child\u2019s behavior, practices, mannerisms, routines and skill sets. There would be time to ask questions and clarify concerns, and a plan of action would be developed. It is likely that various adjustments to the environment would be suggested to meet the\r\n\r\nindividual child\u2019s needs, and ideas on how to tailor social interactions with peers would be discussed. With a plan in place, the teacher would continue to monitor the child. If after a few weeks there was no significant change or improvement, the teacher may then recommend that the child be formally screened and evaluated by a professional (e.g. a pediatrician, behavioral psychologist or a speech pathologist).\r\n\r\n<hr \/>\r\n\r\n<h2>The Process of Screening and Evaluating<\/h2>\r\nWho can screen and evaluate children? Doctors, pediatricians, speech pathologists, behaviorists, Screenings and evaluations are more formal than monitoring. Developmental screening takes a closer look at how a child is developing using brief tests. Your child will get a brief test, or you will complete a questionnaire about your child. The tools used for developmental and behavioral screening are formal questionnaires or checklists based on research that ask questions about a child\u2019s development, including language, movement, thinking, behavior, and emotions.\r\n\r\nDevelopmental screenings are cost effective and can be used to assess a large number of children in a relatively short period of time. There are screenings to assess a child\u2019s hearing and vision, and to detect notable developmental delays. Screenings can also address some common questions and concerns that teachers, and parents alike, may have regarding a child\u2019s academic progress. For example, when a teacher wonders why a child is behaving in such a way, they will want to observe a child\u2019s social interactions and document how often certain behaviors occur. Similarly, when a parent voices a concern that their child is not talking in complete sentences the way their older child did at that same age. The teacher will want to listen and record the child\u2019s conversations and track their language development.\r\n\r\n<strong>Developmental Delays:<\/strong> the condition of a child being less developed mentally or physically than is normal for their age.\r\n\r\n<strong>Developmental Disabilities<\/strong>: According to the CDC, developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person\u2019s lifetime. Some noted disabilities include:\r\n<ul>\r\n \t<li>ADHD<\/li>\r\n \t<li>Autism Spectrum Disorder<\/li>\r\n \t<li>Cerebral Palsy<\/li>\r\n \t<li>Hearing Loss<\/li>\r\n \t<li>Vision Impairment<\/li>\r\n \t<li>Learning Disability<\/li>\r\n \t<li>Intellectual Disability<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>The Practice of Screening Young Children<\/h2>\r\nTo quickly capture a snapshot of a child\u2019s overall development, early caregivers and teachers can select from several observation tools to observe and document a child\u2019s play, learning, growth and development. Systematic and routine observations, made by knowledgeable and responsive teachers, ensure that children are receiving the quality care and support they\r\n\r\ndeserve. Several observation tools and techniques can be used by teachers to screen a child\u2019s development. Because each technique and tool provides limited observation data, it is suggested that teachers use a combination of tools and techniques to gather a full panoramic perspective of a child\u2019s development. Here are some guidelines:\r\n<ul>\r\n \t<li>Monitoring cannot capture the complete developmental range and capabilities of children, but can provide a general overview<\/li>\r\n \t<li>Monitoring can only indicate the possible presence of a developmental delay and cannot definitively identify the nature or extent of a disability<\/li>\r\n \t<li>Not all children with or at risk for delays can be identified<\/li>\r\n \t<li>Some children who are red-flagged may not have any actual delays or disabilities; they may be considered \u201cexceptional\u201d or \u201cgifted\u201d<\/li>\r\n \t<li>Children develop at different paces and may achieve milestones at various rates<\/li>\r\n<\/ul>","rendered":"<h2>The Purpose of Monitoring, Screening and Evaluating Young Children<\/h2>\n<p>Because many parents are not familiar with developmental milestones, they might not recognize that their child has a developmental delay or disability. According to the Centers for Disease Control and Prevention, \u201cIn the United States, about 1 in 6 children aged 3 to 17 years have one or more developmental or behavioral disabilities, such as autism, a learning disorder, or attention deficit \/ hyperactivity disorder (ADHD).\u201d What\u2019s more concerning is that many children are not being identified as having a delay or disability until they are in elementary school. Subsequently, they will not receive the appropriate support and services they need early on to be successful at school. It has been well-documented, in both educational and medical professional literature, that developmental outcomes for young children with delays and disabilities can be greatly improved with early identification and intervention (Squires, Nickel, &amp; Eisert, 1996; Shonkoff &amp; Meisels, 2000). While some parents might be in denial and struggling with the uncertainty of having a child with special needs, some parents might not be aware that there are support services available for young children and they may not know how to advocate for their child. Thus, as early child educators we have an obligation to help families navigate through the process of monitoring, as well as provide information and resources if a screening or evaluation is necessary.<\/p>\n<hr \/>\n<h2>The Process of Monitoring<\/h2>\n<p>Who can monitor a child\u2019s development? Parents, grandparents, early caregivers, providers and teachers can monitor the children in their care. As previously stated in Chapter 3, one of the tasks of an intentional teacher is to gather baseline data within the first 60 days of a child starting their program. With each observation, teachers are listening to how a child speaks and if they can communicate effectively; they are watching to see how the child plays and interacts with their peers; and they are recording how the child processes information and problem solves. By monitoring a child closely, not only can we observe how a child grows and develops, we can track changes over time. More importantly, we can identify children who fall outside the parameters of what is considered normal or \u201ctypical\u201d development.<\/p>\n<p>When teachers monitor children, they are observing and documenting whether children are mastering \u201ctypical\u201d developmental milestones in the physical, cognitive, language, emotional and social domains of development. In particular, teachers are tracking a child\u2019s speech and language development, problem-solving skills, fine and gross motor skills, social skills and behaviors, so that they can be more responsive to each child\u2019s individual needs. Even more so, teachers are trying to figure out what a child can do, and if there are any \u201cred flags\u201d or developmental areas that need further support. As early caregivers and teachers, we are not qualified to formally screen and evaluate children. We can however monitor children\u2019s actions, ask questions that can guide our observations, track developmental milestones, and record our observations. With this vital information we can make more informed decisions on what is in the child\u2019s best interest.<\/p>\n<h3>What is this Child Trying to Tell Me?<\/h3>\n<p>With 12-24 busy children in a classroom, there are bound to be occasional outbursts and challenging behaviors to contend with. In fact, a portion of a teacher\u2019s day is typically spent guiding challenging behaviors. With all the numerous duties and responsibilities that a teacher performs daily, dealing with challenging behaviors can be taxing. When a child repeats a challenging behavior, we might be bothered, frustrated, or even confused by their actions. We might find ourselves asking questions like:<\/p>\n<ul>\n<li>\u201cWhy does she keep pinching her classmate?&#8221;<\/li>\n<li>\u201cWhy does he put his snack in his hair?\u201d<\/li>\n<li>\u201cWhy does he cry when it\u2019s clean up time or when he has to put his shoes on?\u201d<\/li>\n<li>\u201cWhy does she fidget so much during group time?\u201d<\/li>\n<\/ul>\n<p>Without taking the time to observe the potential causes and outcomes associated with the challenging behavior, we may only be putting on band-aids to fix a problem, rather than trying to solve the problem. Without understanding the why, we cannot properly guide the child or support the whole-child\u2019s development. As intentional teachers we are taught to observe, document, and analyze a child\u2019s actions so we can better understand what the child is trying to \u201ctell\u201d us through their behavior. Behavior is a form of communication. Any challenging behavior that occurs over and over, is happening for a reason. If you can find the \u201cpattern\u201d in the behavior, you can figure out how to redirect or even stop the challenging behavior.<\/p>\n<h4>How do I find the patterns?<\/h4>\n<p>To be most effective, it is vital that we record what we see and hear as accurately and objectively as possible. No matter which observation method, tool or technique is used (e.g. Event Sampling, Frequency Counts, Checklists or Technology), once we have gathered a considerable amount of data we will need to interpret and reflect on the observation evidence so that we can plan for the next step. Finding the patterns can be instrumental in planning curriculum, setting up the environment with appropriate materials, and creating social situations that are suitable for the child\u2019s temperament.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Examples<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Here is an example for you to think aobut when it comes to children and patterns.<\/p>\n<p>If Wyatt is consistently observed going to the sandbox to play with dinosaurs during outside play, what does this tell you? What is the pattern? Is Wyatt interacting with other children? How is Wyatt using the dinosaurs? How can you use this information to support Wyatt during inside play?<\/p>\n<p>Here are a few ideas:<\/p>\n<ul>\n<li><strong>To create curriculum:<\/strong> To encourage the child to go into the art center, knowing that he likes dinosaurs, I might lay down some butcher paint on a table, put a variety of dinosaurs out on the table, and add some trays with various colors of paint.<\/li>\n<li><strong>To arrange the environment:<\/strong> Looking at my centers, I might add books and pictures about dinosaurs, and I might add materials that could be used in conjunction with dinosaurs.<\/li>\n<li><strong>To support social development:<\/strong> I noticed Wyatt played by himself on several observations. I may need to do some follow up observations to see if Wyatt is initiating conversations, taking turns, joining in play with others or playing alone.<\/li>\n<\/ul>\n<p>As you can see these are just a few suggestions. What ideas did you come up with? As we monitor children in our class, we are gathering information so that we can create a space where each child\u2019s individual personality, learning strengths, needs, and interests are all taken into account. Whether the child has a disability, delay or impairment or is developing at a typical pace, finding their unique pattern will help us provide suitable accommodations<\/p>\n<\/div>\n<\/div>\n<h4>What is a Red Flag?<\/h4>\n<p>If, while monitoring a child\u2019s development, a \u201cred flag\u201d is identified, it is the teacher\u2019s responsibility to inform the family, in a timely manner, about their child\u2019s developmental progress. First, the teacher and family would arrange a meeting to discuss what has been observed and documented. At the meeting, the teacher and family would share their perspectives about the child\u2019s behavior, practices, mannerisms, routines and skill sets. There would be time to ask questions and clarify concerns, and a plan of action would be developed. It is likely that various adjustments to the environment would be suggested to meet the<\/p>\n<p>individual child\u2019s needs, and ideas on how to tailor social interactions with peers would be discussed. With a plan in place, the teacher would continue to monitor the child. If after a few weeks there was no significant change or improvement, the teacher may then recommend that the child be formally screened and evaluated by a professional (e.g. a pediatrician, behavioral psychologist or a speech pathologist).<\/p>\n<hr \/>\n<h2>The Process of Screening and Evaluating<\/h2>\n<p>Who can screen and evaluate children? Doctors, pediatricians, speech pathologists, behaviorists, Screenings and evaluations are more formal than monitoring. Developmental screening takes a closer look at how a child is developing using brief tests. Your child will get a brief test, or you will complete a questionnaire about your child. The tools used for developmental and behavioral screening are formal questionnaires or checklists based on research that ask questions about a child\u2019s development, including language, movement, thinking, behavior, and emotions.<\/p>\n<p>Developmental screenings are cost effective and can be used to assess a large number of children in a relatively short period of time. There are screenings to assess a child\u2019s hearing and vision, and to detect notable developmental delays. Screenings can also address some common questions and concerns that teachers, and parents alike, may have regarding a child\u2019s academic progress. For example, when a teacher wonders why a child is behaving in such a way, they will want to observe a child\u2019s social interactions and document how often certain behaviors occur. Similarly, when a parent voices a concern that their child is not talking in complete sentences the way their older child did at that same age. The teacher will want to listen and record the child\u2019s conversations and track their language development.<\/p>\n<p><strong>Developmental Delays:<\/strong> the condition of a child being less developed mentally or physically than is normal for their age.<\/p>\n<p><strong>Developmental Disabilities<\/strong>: According to the CDC, developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person\u2019s lifetime. Some noted disabilities include:<\/p>\n<ul>\n<li>ADHD<\/li>\n<li>Autism Spectrum Disorder<\/li>\n<li>Cerebral Palsy<\/li>\n<li>Hearing Loss<\/li>\n<li>Vision Impairment<\/li>\n<li>Learning Disability<\/li>\n<li>Intellectual Disability<\/li>\n<\/ul>\n<hr \/>\n<h2>The Practice of Screening Young Children<\/h2>\n<p>To quickly capture a snapshot of a child\u2019s overall development, early caregivers and teachers can select from several observation tools to observe and document a child\u2019s play, learning, growth and development. Systematic and routine observations, made by knowledgeable and responsive teachers, ensure that children are receiving the quality care and support they<\/p>\n<p>deserve. Several observation tools and techniques can be used by teachers to screen a child\u2019s development. Because each technique and tool provides limited observation data, it is suggested that teachers use a combination of tools and techniques to gather a full panoramic perspective of a child\u2019s development. Here are some guidelines:<\/p>\n<ul>\n<li>Monitoring cannot capture the complete developmental range and capabilities of children, but can provide a general overview<\/li>\n<li>Monitoring can only indicate the possible presence of a developmental delay and cannot definitively identify the nature or extent of a disability<\/li>\n<li>Not all children with or at risk for delays can be identified<\/li>\n<li>Some children who are red-flagged may not have any actual delays or disabilities; they may be considered \u201cexceptional\u201d or \u201cgifted\u201d<\/li>\n<li>Children develop at different paces and may achieve milestones at various rates<\/li>\n<\/ul>\n","protected":false},"author":17,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Purpose","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-267","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":137,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/267","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/267\/revisions"}],"predecessor-version":[{"id":270,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/267\/revisions\/270"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/137"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/267\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=267"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=267"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=267"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=267"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}