Observing and Recording Behavior

(Adapted from: Dorothy Cohen, Virginia Stern, Nancy Balaban)

Purpose of observing and recording behavior:

Gather data and make use of it
Document our successes and challenges
Better understand children’s behavior
To describe children’s behavior
Observe what you see, feel, hear, smell: not to diagnose
Through observing one child, generalize to a broader knowledge of all children

Techniques & Guidelines:

Prepare:
- Choose an appropriate observation method
- Be unobtrusive
- Have pen, paper, appropriate forms
- Be close enough to hear and see but not interfere
- Observe at a variety of times of day
- Observe a variety of activities
- Observe children alone and together

Describe:
- Actions
- Expression of feelings
- Quality of behaviors & interactions
- Quantity of behaviors
- Skill level

Write descriptively: “She walks…”

Dragging her legs
Scuffing her toes
Swinging her arms
Hunched and bent

- - - Head turned to the sky
    - Looking straight ahead
    - Intently observing
    - With bored expression
    - With a loud clatter

Notice how they use their bodies as well as their words for communicating

- - - Posture
    - Eyes
    - Tone of voice
    - Gestures
    - Mannerisms
    - Facial expressions
    - Level of energy

Look for patterns in behavior:
- Describe behavior from the child’s perspective
- Notice repeated patterns in behavior
- Avoid generalizations

Challenges:

Know how your own beliefs, biases and experiences influence your perceptions
Children don’t behave or communicate like adults
Children can’t explain “why” like adults
Maintain strict confidentiality

Being an Observer

(Adapted from Claire Beery)

To become an effective observer, you need to be as objective as possible in your observations. This means you need to note the FACTS about what you see, not your opinions. “Objective” means “not influenced by personal feelings or opinions in considering and representing facts.” Some other words for "objective" are "impartial, unbiased, and unprejudiced."

When you are observing a child, you will have your own feelings and opinions about the child's behavior or possibly experience a strong reaction to something going on with an adult or perhaps another child in the setting. These are what we call subjective responses. They are based on or influenced by your personal feelings, tastes, or opinions.

It is natural to do this. But subjective responses are not appropriate when observing a child for this assignment. Instead, you need to be objective. Write down what you see and not how you feel about what is occurring. Objective observations focus on observed behaviors, not your interpretation or assumptions about the person or situation. Try to think of yourself as a camera, recording just the observable facts of the child's behavior.

Here are examples of Subjective observations to avoid:

Generalizations about the child: "chatters all the time; never takes turns; refuses to share; tends to be messy; is always showing off."

Evaluations of the child: "likes...; is insecure; is afraid of heights; doesn't like men; is lazy; is very sensitive, has no friends."

Personal opinions about the child: "...is such a good, cute, sweet, pretty/handsome, smart, funny, charming, delightful, adorable angel" (These descriptive adjectives are reserved for doting grandparents!), or "...is a mischievous, plain, homely, sloppy, clumsy, stupid, slow, silly, rude, obnoxious, irritating, picky, trouble-maker."

It is very important to note desirable, passive, inconspicuous, or non-participating behavior. These are just as important in giving a true picture of a child as are incidents of undesirable, loud, or dramatic behavior. A child who at first glance is "not doing anything" is actually doing something. She or he may just be sitting quietly and watching others, but it is something. Your observation must not become a report of the child's misdeeds and failure to conform. It should be a fair, objective, balanced, well-rounded picture of the child.

Anecdotal observations are short, concise, factual, non-judgmental summaries of what you have
directly observed. They are summaries, not lengthy descriptions. They are written as soon as possible
after observing a child and tell a short story about a single event in the child’s behavior such as:

- A significant event or incident about a child’s behavior
- The setting or conditions in which a behavior occurred
- The antecedents (what happened before) and the consequences (what happened after) a
particular behavior.

The purpose of the anecdotal record is to document the event as objectively, clearly and accurately as
possible. It describes:
- WHO was involved in this behavior or interaction?
- WHAT happened? What was said and done?
- WHEN does the behavior typically occur, or when did the behavior occur?
- WHERE did the behavior occur?
- HOW did this behavior happen?
Guidelines for anecdotal records:
- Write in the PRESENT tense.
- Use short descriptive phrases and key terms. Complete sentences are not necessary.
(Walked with steady even paces on low balance beam without falling).
- Identify the basic action of the key person. (Sat on floor slowly peeling wrappers off
crayons. Looked up at teacher. Said, “I making the crayons all naked.”)
- Use “direct quotes” to record statements by the child or adults to preserve the precise flavor
of the conversation. (Used loud voice. Said “That’s mine.” Took doll from another child.)
- Include the responses or reactions of other people in the situation. (Watched another child
play with toy computer, then sat very close and reached out a hand. Waited. Other child
looked at her then handed the toy over. Child gave hug in response.)
- Preserve the sequence of the episode. (Played in dress-up area with two girls. Lined up all
the dolls and stuffed animals. In a loud voice, said, “That’s mine.” Grabbed all the toys to
his chest when others tried to take one. Teacher came over, asked when others could have
a turn. He said, “now” and handed one over.)
- Be objective. Describe the behavior of the key person. Record what is actually
observed, not your feelings about the incident. DO NOT interpret the behavior.
- Be accurate and complete. Write ONLY what you observe. Include adequate detail.

Interpreting What You Observe

You will be tempted to interpret and assess the behavior you see while observing. You will be tempted to compare the child with other children or with information about child development. Your job is simply to be a reporter of what you see. Interpretation and assessment of children's behavior are complex processes requiring training and practice.

If you want to acknowledge your subjective thoughts, you can add a space on your note taking paper that is titled "Feelings and Opinions" where you can jot them down. But you will not include any reference to these subjective feelings in your answers to the questions for this Child Observation Assignment.

I am aware that for many of you this may be the first time you have done any type of child observation and this may feel uncomfortable or awkward. Stay 'in the moment' and try to keep your comments to just what you observe with your eyes and ears. It will get easier as you gain more practice in observing.

Naturalistic Observations

You will be using the naturalistic observation technique in your Child Observation Assignment. This simply means that you will be observing a child in their natural environment. This natural environment might be their child care program, or with their playgroup at the park or with friends at home. A natural environment is anywhere the child would naturally spend time.

We use naturalistic observation in most child development courses as we believe that through observing children at play, we can learn all we need to learn about a child's development. In the field of Early Childhood Education (ECE) most professionals endorse the naturalistic observation technique, agreeing that it is best to observe children going about their self-chosen activities in a familiar, comfortable setting.

We do not use staged environments for this type of observation. We do not believe that a child exhibits their true level of skill or understanding if they are put into an artificial situation where they are asked to 'perform' a particular task by a stranger. This obviously would place a huge stress on the child and the outcome would most likely be that the observer does not see how the child naturally behaves, but rather, how they behave when they are self-conscious and/or anxious about what the observer wants them to do.

Naturalistic observation allows you to observe children holistically, or 'as a whole.' You are able to see all aspects of their development through observing them with their friends in a setting where they feel comfortable, where they know the 'rules of behavior,' and where they have a sense of security. By quietly and unobtrusively observing your chosen child in their natural setting, you will learn a great deal about their individual development.