Information Gathering: Observing Children's Behavior and Preferences

Everyone informally observes and assess those around them using information to form our opinions and attitudes on both a conscious and subconscious level. Formal written observations in settings vary in the type of information collected and their format looking at different areas of learning and development. I have used the written format in part 1 to look at events as they unfold written in the present tense, edited and condensed for the purpose of this assignment. Listed below are some other ways of information gathering:

Tavistock observations look at the “emotional world of the child” (reader2ch20pg).

Time sampling observing at pre-specified times to track activities and interactions through a session.

Event sampling often used to record aggressive behaviour.

Sociograms, which look at the children’s relationships in the setting.

The method used in gathering information depends on why we are gathering it. In part 1 I briefly looked at some of the reasons why we do observations. Devereux agrees with some of my comments but adds that it shows evidence of developing competence, possible schemas, and dispositions of children. I would also include it gives practitioners time to reflect on children’s learning enhancing their understanding of each child in the setting. Creating a good relationship based on understanding and empathy providing better support for each child. Devereux suggests that practitioners need to use observations to reflect on “their role of provider of care and education”. Peer on peer observations formally looks at practitioners practice with the view to extending their abilities.

Observations can also tell us about the importance of relationships, effects of the environment and the way in an individual ch...

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...correctly assessed and the direction of level of the activity needs to be changed.

• The timing is wrong.

• The child refuses.

The overall goal of getting the OC to take risks, physically, emotionally and intellectually is at the cornerstones of these three planned activities. The overall goals need to borne in mind on a day-to-day basis. This goal is supported in her general play and activities planned by others. In general, sessions I need to:

1 Use language to support concepts that the OC has difficulties with such as talking about strategies she could use to do a puzzle. Using language to explore positive thinking as described by thingy, getting her verbalise and do What can I, What if etc.

2 Encourage and support her physical risk taking.

3 Encourage the OC to question more appropriately, by asking other children what they are doing instead of an adult.