Careful observation is the best way to learn about children under five and gain insight into their personalities. Parents and caregivers need each other’s perspectives and expertise to understand and complete a kid’s unique needs. Watching children allows one to take note of their actions, reactions, and interactions with one another. By monitoring and listening to children, we can learn about their development, hobbies, and the lessons they absorb from their experiences. This essay discusses the value of observation and how it can be used in practice to benefit the stakeholders in Ireland: children, parents, and professionals. The report will first outline and discuss the observation techniques, followed by a clear outline of observation’s value and how observation informs best practice.
Assessment of Observation Techniques
Irish professionals use various observational methods to get the best possible outcomes. However, before making an observation, one should consider why it is essential to allow them to maximize their time and resources while gathering the most relevant information. Methods like narrative, time sampling, rate scaling, anecdotal, and checklists can be used to observe a phenomenon (Brodie, 2018). Narrative observation, also called a “long” observation, is a detailed written description of an event. A photograph and a transcription of the child’s speech may be included, as well as details about the child’s degree of participation and the children with whom they interact. The child’s primary caregiver is the best individual to document a narrative observation because they will have the best grasp of the situation. A time sample observation involves monitoring a kid for a particular time, say an hour, and checking in with them every five minutes. Even though they are brief, the observations offer information about the child’s current activity, location within the childcare, and level of engagement. This observation method is excellent for keeping track of a child’s interests and temperament.
Focusing on observable traits or abilities that occur throughout typical tasks is inevitable. Checklists is an observation method used by observers to keep track of which behaviors and skills they have witnessed students show (Brodie, 2018). Experiments can be done over a single period or spread out over multiple periods. The observer should be well-versed in all criteria for a successful checkmark, and everyone should be on the same page regarding what constitutes a pass. The checklist is designed to evaluate the student’s current level of verbal and nonverbal communication skills; using dates or various colored inks at different dates allows for easy monitoring of development over time. A checklist can be both valuable and time-saving. Checklists allow for the systematic evaluation of action across an expansive array of abilities and behaviors.
A rating scale is a tool for evaluating a student’s performance on a particular attribute, trait, or characteristic using a set of established criteria. A single evaluation or multiple assessments throughout time can be shown using rating scales. They can be finished with data collected either through direct observation or from previously gathered data such as logs or anecdotal records. Time spent on them is minimal, especially if necessary data is already on hand. One need not conduct experiments or make personal observations. In an ideal world, rating systems would provide transparent, objective standards against which judgments might be made. They can be used to gather massive amounts of data for analysis and then presented to parents and other interested parties.
Children’s spontaneous actions are recorded through the anecdotal method. Due to the result being a written account, the term “anecdote” is used. Rather than seeking and recording specific behaviors, instructors in this approach keep a record of everything that happens, with as much detail as possible. The narrative tenses of anecdotal accounts are always past tense. The observing period begins when the youngster first engages in the activity and concludes when they no longer do so. A child’s abilities, interests, successes, development, and needs can all inform the childcare practitioner’s decisions and acts.
Value of Observation in Best Practice
The value of observation include: a better understanding of each child’s strengths and areas for development; and a better experience of how to cater instruction to each child’s interests and learning style. Ireland’s childcare professionals, parents, and children all benefit from and rely on opportunities for observation. Professionals and parents alike observe children during play for a variety of reasons. Practitioners can help young children learn and grow by adapting their strategies and ways of interacting with others based on their observations. As a result, professionals may bridge the gap between theory and practice by understanding how young children learn, establishing best practices in the field.
Best practice is a term used to describe correct and effective teaching procedures in child development. When instructing kids, it is crucial to build on their prior knowledge and skills, which are learned through carefully observing kids at play. Observation is the primary approach to learning such existing knowledge in children. According to Piaget, children’s knowledge, abilities, and aptitudes, as well as what is necessary to advance their learning and development, may be gleaned via careful observation and evaluation (Ribeiro et al., 2017). Observation improves best practices by creating an understanding of a child’s learning progression, setting a foundation for further learning. It helps answer questions such as: Where do you hear children perform? In what ways do they excel? What kind of people do they usually hang out with when participating in this pastime? In what ways do they find joy in life’s experiences? Having children participate in a stimulating activity that they enjoy increases their motivation to learn. Ireland professionals and parents can benefit from the insights gleaned from observational studies. That way, professionals in Ireland can be sure the services they provide to children are tailored to their individual needs.
Close observation and analysis can help understand the developmental processes at work in children and Ireland’s parents and professionals agree that observation is the best strategy for impacting best practices in this aspect. Piaget proposed that infants and toddlers learn primarily through play and interaction with others (Ribeiro et al., 2017). Observing and analyzing a child’s behavior can shed light on their cognitive processes and their perceived limits. Piaget theorized that children’s development and learning depend heavily on their relationships’ quality and significance in their interactions with others (Ribeiro et al., 2017). Fun and educational activities are essential for children’s development and learning. Developing children’s critical thinking skills through healthy relationships is crucial to their academic achievement.
Irish early childhood educators (ECE) can gain insight into the relevance of their interactions with children through observation as they learn and care for them. According to Piaget’s hypothesis, children who feel a strong sense of belonging and safety are more likely to interact with others and take an active interest in their environment (Ribeiro et al., 2017). They will enter school more ready to learn and more likely to reach their full potential. Observation is an excellent tool for getting to know a child and gaining insight into how they interact with people and their environment. Piaget theorized that positive social interactions might develop a child’s sense of safety and well-being (Ribeiro et al., 2017). When adults attend to children’s urgent needs and take an interest in what they have to say, the children benefit from responsive interactions.
Numerous chances exist for professionals to build relationships with kids, guide their development and education, and impart helpful knowledge. Teachers and students grow close through the course of their consistent encounters. According to Piaget, educators of young children can aid their students’ growth and development by having the learners share ideas and insights as they gain new information (Ribeiro et al., 2017). Young people given opportunities to think critically and investigate topics in greater depth are more likely to become lifelong learners ready to take on adulthood difficulties.
Ireland Educators and parents can better meet children needs by closely watching and evaluating their academic progress. According to Al-Harbi (2020), Chomsky argues that the practitioner’s job in knowledge transfer is to pique students’ curiosity, motivate them to attempt new things, and help them develop their sense of independence. The most effective way to aid children’s learning and development are to ensure they have access to experiences and opportunities that suit their present needs and improve development, valid for guided instruction and exploration on the part of the child (Al-Harbi, 2020). Chomsky further argues that keeping an eye on and evaluating the service in light of the children’s needs and interests is crucial. Observation and evaluation data should inform preschool and childcare facility teaching strategies. Practitioners who have a deep understanding of children’s backgrounds, skills, and needs are effective at aiding children’s growth and development through interactive strategies.
Observing children play and learn may be highly beneficial to one’s career growth, as they frequently manage to be surprising. If Ireland practitioners study children to evaluate their development on established norms, they risk missing out on a large percentage of the richness and complexity of their play. Attentively listening to and being responsive to what children already know and can do produces invaluable insights. What is observed may counter observers’ preconceptions about some youngsters and their expected rates of development. They may come across situations requiring introspection, consideration, and complete comprehension, consistent with Piaget’s theory that they build better and more explicit links between practice and theory (Ribeiro et al., 2017). This enhances professional practice by increasing awareness of how children learn and grow.
Irish professionals can gain a more detailed and nuanced perspective on a child through observation. They learn about a child’s talents, interests, and personality by observing them in their everyday setting. The more they know about each child, the more effectively they can cater to the student’s learning styles and interests (Leeder, 2022). Additionally, professionals should watch the kid without judging what they see or hear. Clinicians in Ireland can learn a lot about how to enhance confidence in their patients by observing them in action, serving as positive reinforcement for children’s efforts and accomplishments. A child’s growth and development are not limited to their level of achievement in any given area. The children are encouraged by their parents and teachers to keep trying, be curious, accept challenges, and attempt something new.
Personal Learning and Understanding
As an Ireland childcare professional, I use the knowledge from observations to develop deeper connections with their children. Bowlby (2018) argues that adults can build rapport by discussing interests and commonalities with kids. Based on Piaget’s theory, they demonstrate empathy by taking the child’s perspective on feelings and what they might do in a particular situation (Ribeiro et al., 2017). When a practitioner takes the time to watch a child’s relationships with practitioners, other students, and the classroom, the kid is more likely to engage with those people and the whole classroom. Ireland parents and professionals personalize the environment by including the child’s favorite objects and functional items that address the child’s unique requirements and promote development.
As an Ireland professional, I can professionally benefit from observations. I can use Skinner’s theories to analyze students’ progress, determine their needs and personality features, become a better educator, and design more impactful classes (Leeder, 2022). I can apply what I have learned to further my education and strengthen my social ties with others. As a result of observations, practitioners must make sure the child is secure, answer any questions or address any concerns the family may have, and report back to the group. Any indicators of aberrant development or behavior necessitates an immediate check-in. Professionals can learn about their interactions with children through observation. I would have a chance to step back and evaluate how I interacted with the kid and the rest of the staff.
I can make modest adjustments based on what I observe. When current efforts fail, I often seek ways to soften the blow before giving up and trying something new. The professionals look at the situation critically to determine what went wrong, how things may be improved, and options to produce better outcomes. Piaget asserts that practitioners look at the big picture of the program’s benefits for education and children and use that to inform their goals for Continuous quality improvement (Ribeiro et al., 2017). Therefore, practitioners need to make it a habit to monitor their behavior and look for unprecedented changes and traits. Constant monitoring and testing offer a great chance to identify possible problems and take precautionary action.
In conclusion, the paper has discussed the value of observing and evaluating the progress of young children’s development and the methods used. It is necessary to adapt and alter provision and pedagogical practice to create techniques to monitor, assess, and document what children know and can do. There is need to tailor observation, assessment, and recording strategies to a given task, and various methods for doing so have been outlined. The paper has also discussed how children, parents, and practitioners benefit from the act of observation. The most vital support for learning comes from observation based on connections, interaction, and relationships. From the discussion, a conclusion can be drawn that quality early childhood education (ECE) program includes continual observation as an essential component, and professionals are crucial to this process.
Reference List
Al-Harbi, S.S. (2020) ‘Language development and acquisition in early childhood,’ Journal of Education and Learning, 14(1), pp. 69-73.
Bowlby, J. (2018) ‘The nature of the child’s tie to his mother 1,’ in Influential Papers from the 1950s. London: Routledge, pp. 222-273.
Brodie K. (2018) Observations in early years – Different types, why they are important, and examples. Web.
Leeder, T.M. (2022) ‘Behaviorism, skinner, and operant conditioning: considerations for sports coaching practice’, Strategies, 35(3), pp. 27-32.
Ribeiro Piske, F.H. et al. (2017) ‘Creation process during learning of gifted students: contributions from Jean Piaget’, Online Submission, 8, pp. 505-513. Web.