16 Objective Observations
Instructions May Vary
While each instructor has individual assignment requirements you must follow for each in your various CHDV classes, we do have some standardized requirements for observations, lesson plans, and writing that apply to all CHDV courses.
Additional Tips
In addition to the observation guidelines in the previous section of this guide, here are some additional tips that will improve your written observations for all your classes.
Each course and professor will require different types of observations, but there are some aspects for you to consider when writing any observation. Think of an observation as a slice of the child’s developmental pie. All observations must be factual, free of opinion, and non-judgmental.
To increase the accuracy of observations, observe and record the behavior that is performed. Behavior is what you see or hear someone doing or saying. It is countable. A label is a general description of a person. It is often inaccurate and misleading. We record the behaviors and avoid the labels.
To observe children and to record those observations accurately, remember the following guidelines:
- List the header information. Minimum requirements include date, time, name (pseudonym) and age of the child. Your professor might have additional items to list in this section. Always check your assignment.
- RECORD ONLY WHAT YOU SEE and HEAR! Gather the facts. Think of yourself as a video camera, opinions, interpretations, and impressions are to be avoided. Here are a few words to avoid.
| I Statements | Subjective Actions | Subjective Feelings | Subjective Thoughts |
| I like | … is trying | … appears | It looks like |
| I think | Leaves, puts | … avoids | … wants |
| I believe | Grabs, gets, goes, got | … likes or doesn’t like | …understands |
| I feel | Comes, moves | …can’t | …meant |
| I… | Plays | …feels | It seems |
- Include the child’s own words. Use quotation marks to document what the child says. Write it exactly as the child (or adult) says it.
- Be positive. If the behavior is negative, state what occurred exactly as it occurred, without opinion or judgment.
- Be specific. Record the events in the order that they happen, give details. For example, it is better to say, “William counts 1, 2, 3, 5, 6, 8, and 10.”, instead of saying, “William tries to count to 10.”
- Describe what the child is doing. Do not use “Juan takes a block.” instead describe “Juan picks up a block with his right hand.” Also, instead of saying, “Zoe gets up,” describe her actions: “Zoe stands up and walks to the sink.”
- Use appropriate terminology. Use the word child NOT kid when describing a child. The word “kid” is a less formal word and should not be used when documenting children for observation purposes. Also, children at this age do not really know the true meaning of “friend”. If you do not know a child’s name, use the words “girl” or “boy” instead of describing them as a “friend”.
- Know what is important in what you are recording. Review your assignment PRIOR to your observation. The classroom teacher/provider/caregiver/parent does not know what you are to observe. Do not rely on them to answer any questions. Your professor is the only one who can answer specific questions about your assignment.
- All observations papers must be in paragraph format. Do not bullet your notes. You must use complete sentences and grammar/spell check any work to be turned in. Also be sure to follow APA format for all observations. Again, contact your professor with any questions.
