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During the semester, four observations are required: “one” from each of the following age groups: The First Two Years; Early Childhood; Middle Childhood; and Adolescence. The assignment is an opportunity to connect what is discussed in this course with the actual experience of being present in an environment, really seeing and listening to children. Students are expected to plan their own observations early in the semester. Reservations of 30 minutes each are to be made ahead of time. Part II of this Syllabus outlines weekly studies including deadlines for each of the required observation follow-ups. Arrive at observation sites with proof of TB clearance and personal identification! Suggested sites for observations are: Infant/toddler programs, preschools, elementary schools, and secondary schools listed by The Center for Student Involvement on the GCC campus. Glendale Community College Child Development Center Licensed Family Day Care Homes Personal selection: church related; park setting; public/private elementary schools; public/private secondary schiools; after school child care programs etc. When performing an observation, it is recommended that 15 minutes of the allotted 30 minute time period be used to observe several children of similar age interacting in the environment. This can be followed by a second 15 minute time period where one child is selected to be observed. When doing an observation, students are required to complete a RUNNING RECORD (41). It is critical to write only objective statements. In other words, students are to write only what is seen and what is heard. A major goal is for students to attain a greater understanding of those behaviors: Biosocial, Cognitive/Language, and Psychosocial. The result of the observations will be individually prepared follow-up papers, written according to a required format (42) Subjectivity versus Objectivity In CHLDV 135, it is requested that only Objective statements be used. In future child development courses, students may be required to interpret behaviors, and this might lend itself to subjective statements. Subjective statement: The child was sad because his caregiver left the room. This is a subjective statement, because it is the writer’s opinion as to how the child looks. Objective statement: The child looked toward the classroom door, watched for a minute, then went to the clay table. This is an objective statement because it contains only what was seen.
INTRODUCTION This paragraph describes the observation site. It must include the date, address, and time of visit. Descriptive data on the children in attendance, as well as the inside and outside of the site must be included.
DESCRIPTIVE NARRATIVE DETAIL An important part of the Observation follow-up is the Running Record (see 4 1). To prepare for writing this, review the Observation assignment (4). It is positive to include time segments, and then the actions seen and the vocalizations heard. The rationale behind this assignment is for students to become familiar with age related characteristics of children at different stages of their development! In the Running Record, be careful to write ONLY what you see and hear. There are to be no interpretations of behaviors/actions!
DEVELOPMENTAL DOMAINS Create 3 paragraphs in this portion of your paper. There is one paragraph for Biosocial Development; another paragraph for Cognitive/Language Development; and the third paragraph for Psychosocial Development. Within each paragraph, the characteristics that you observed and described in the Running Record are contained in the appropriate domain.
CONCLUSION This paragraph is an evaluation of the Observation. It must include the ways in which the experience contributed to a better understanding of children in a stage of growth and development. An evaluation of your personal experience is an important addition to the value of this paper.
