You are focusing your attention on observation, “one of the most widely used methods of assessment” (Morrison, 2009). Observation is defined as “the intentional, systematic act of looking at the behavior of a child in a particular setting, program, or situation” (pg. 69). It might surprise you to know the number of new teachers who feel that observation is “simple” because it just involves watching. This could not be further from the truth behind what observation is. In fact, if you reread the definition provided above, you will notice the word “systematic” is used. Morrison (2009) states, “the significance and importance of critical behaviors may go undetected if observation is done casually and is limited to unsystematic looking” (pg. 69). Teachers must have a plan for how to conduct observation on any given day, but also overall in their classrooms (you will actually be tackling this very thing this week). Subsequently, another mistake in thought process is that observation is only used to determine if a child is grasping a particular skill. While this is definitely one of the functions of observation, as Wortham (2012) states, it can (and should) also be used to assess a child’s behavior and for “the teacher to get to know the child as a unique individual, rather than as a member of a group” (p. 116). As teachers and caregivers, if you strive to find concrete information out about your students to use in planning, reporting, or conferencing with families, observation is a crucial part of this! As your text shows there is a definite process to observing your students, as well as many varied types of observation. That is where your work starts for this assignment.
Next, review the resources for Anecdotal Records, the Rating Scale, and the Checklist (ANNA SMITH) provided for you within the classroom. You will use the instructions below to guide your creation of your curriculum plan based on the assessment data in the resources. Remember, this plan is to be in the form of a two- to three-page Word document that includes the following:
- Introduction: Write a brief introduction that informs the reader of the topic of the assignment and its organization. Remember, an effective essay introduction tells the reader what you will discuss in your paper.
- Assessment Observations: Describe the observations that you made from the data using several examples from the assessments (one to two paragraphs).
- Child Observations: Describe the strengths and areas of opportunity (i.e., weaknesses) for the child based on the assessment data (three to four paragraphs).
- Short-Term Goal: Explain three specific instructional decisions for a short-term goal for the child based on the data analysis (three to four paragraphs).
- Long-Term Goal: Explain one specific long-term goal for the child based on the data analysis (one to two paragraphs).
- Conclusion: Write a short conclusion that informs the reader of the main points from the assignment. Remember, an effective essay conclusion summarizes what you have discussed in your paper.
Writing Tips:
- Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list.
- Remember to reference three scholarly sources in addition to Jaruszewicz text (so four total).
- Remember your paper is to be two to three pages, not including the title and references pages.
TO BE RE-WRITTEN FROM THE SCRATCH
Early Childhood Observation: Assessment, Goals and Instruction Strategy
This paper is based on observation of statistical data of a kindergarten pupil, Anna Smith, offered for case study. It assesses the data to determine the child’s strengths and weaknesses with a view to determining opportunities for the child’s development. Further it lays out a long-term goal and a short-term goal for the development. Specific instructional decisions for achieving the short-term goal are also identified.
Assessment and Child Observations
Anna Smith’s overall development is as expected of children of her age (Jaruszewicz, 2012). She excels in certain areas notably social and emotional skills while there are weaknesses in such areas as language and motor skills development.
Anna’s physical development includes average gross motor skills that include standing on one foot for a few seconds, climbing and swinging. Anna has also developed good hand and finger skills where she can perform most tasks expected of the pupils, except drawing a human with a body. Further, her social and emotional development is positive and suitable; with the pupil enjoying being with friends, social activities, independence, sharing, helping and being directed. She needs more direction in terms of agreeing to rules as evident in ignoring clean-up until directed.
However, her speech and language skills need more development so that the pupil can recall part of a story, tell longer stories and use future tense. Cognitive development is average with the pupil being good at counting and identifying some colors but needing to be aware of time and everyday items as well as to differentiate resembling colors notably red and pink.
Instructionaldecisions for short-term goal
Short-term goals should lead to the achievement of the long-term goal in the school year. The goals will have conditions, defined behavior and performance criteria (Boehm and Weinberg, 2017). For Anna Smith, it is important they target specific motor, language and cognition skills.One short-term goal for Anna would be that given a classroom situation, Anna will tell a long storyeach week with 80% accuracy.
An instructional decision for the above short-term goal is to model demonstrations of short stories using gestures and motions(Conroy, Sutherland, Vo and Ogston, 2014). Similarly Anna will demonstrate her story telling. It will also involve modeling cooperation by directing using nonverbal and verbal cues.
Another instructional decision is to add challenge and to give cues to elongate Anna’s stories(Conroy, et. al, 2014)… This can be through prompts using “w” questions during the story telling e.g. “How many birds flew away? 1, 2,…” “How did they fly away?” “Where did they fly away? On top of the…”
There is also the instructional decision to provide Anna relevant information during play and social activities (Kraft, Marchand-Martella and Martella, 2003). ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
systematic act of looking at the behavior of a child
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