Active Outline

General Information

Course ID (CB01A and CB01B)
C DD052.
Course Title (CB02)
Observation and Assessment of Children
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2024
Course Description
The course presents the appropriate use of assessment and observational strategies to understand and document development and behavior. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. (This course meets NAEYC Standards 1a,1b,2a,2c,3a,3b,3c, 3d,6b,6c SS3, SS5; NBPTS Standards 3 and 4; DEC Standard 8 Assessment; CA Early Childhood Educator Competency Focus 1: Observation, Screening, Assessment and Documentation; CA ECE/Infant Family Early Childhood Mental Health Competencies Areas B and E.)
Faculty Requirements
Discipline 1
[Child Development/Early Childhood Education]
FSA
[FHDA FSA - CHILD DEVELOPMENT]
Course Family
Not Applicable

Course Justification

This course meets the requirements of the Early Childhood Education Transfer Model Curriculum CCC Major or Area of Emphasis: Early Childhood Education and CSU Major or Majors: Child Development, Child and Adolescent Development, Human Development, Education. The course is CSU transferable and belongs on the AA degree in Child Development. The course also meets areas of competency under the California Early Childhood Educators Competencies and is applicable to obtaining a California Child Development Permit at the Associate Teacher and Teacher levels. This course provides students the opportunity to develop skills and knowledge in the appropriate use of assessment and observational strategies to understand and document development and behavior.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F056.

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only
C-IDArea(s)StatusDetails
ECEEarly Childhood EducationApprovedC-ID ECE 200

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class exploration of Internet sites

Homework and extended projects

Field observation and field trips

Collaborative learning and small group exercises

Guest speakers

Quiz and examination review performed in class

Assignments

  1. Assigned reading from the text
  2. Practice Completion of the Early Childhood Environmental Rating Scale and also the Desired Results Developmental Profile.
  3. Weekly directed observations
    1. Running record
    2. Anecdotal record
    3. Time/event sample
    4. Checklist/rating scales
    5. Interview
    6. ABC narrative
    7. A physical description of a child which is grounded in developmental norms
  4. Case/child study or portfolio building of an individual child (typical or child with special needs or disability) using various data gathering observational techniques such as running records and anecdotal records. Students will then assess the observations and link to developmental norms and Child Development research to explain development and behavior. Or, students can examine a problem through the use of a variety of observational techniques and then use developmental research to assess the problem. An example of this might be to investigate gender bias in a program.

Methods of Evaluation

  1. Written observations that demonstrate the student's understanding of the observational techniques such as running records and anecdotal records.
  2. Child portfolios which demonstrate the student's ability to effectively collect data on groups of children and application of theories of development.
  3. Written child study paper that demonstrates the student's ability to interpret observation and assess data.
  4. Midterm and Final Exams that assess student understanding of the course content. Exams will be based on the class lectures and textbook and supplemental assigned reading.
  5. ECERS and DRDP assignment will be graded by a rubric to assess accuracy, understanding rating scales and of completion.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None
Essential College Facilities:
  • None

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Nicolson, Sheryl,Shipstead , SusanThrough the Looking Glass: Observations in the Early Childhood ClassroomPearson20019780130420800
Harms, Thelma, Clifford, Richard M. , Cryer, DebbyEarly Childhood Environment Rating Scale (ECERS-3)Teachers College Press2014
Palaiologou, IoannaChild ObservationVitalSource Bookshelf4th Edition, SAGE Publications, Ltd. (UK), 20199781526470782

Examples of Supporting Texts and References

None.

Learning Outcomes and Objectives

Course Objectives

  • Evaluate the difference between observation and assessment and compare historic and currently recognized observation and assessment tools.
  • Identify and evaluate logistical challenges, situational factors, personal biases, expectations, and preconceptions that can influence observations and assessment.
  • Demonstrate knowledge of the legal and ethical responsibilities related to observation and assessment.
  • Identify and apply basic quantitative and qualitative observation and recording techniques.
  • Compare the purpose, value and use of formal and informal observation and assessment strategies.
  • Evaluate the characteristics, strengths and limitations of common assessment tools.
  • Complete systematic observations using a variety of methods of data collection to assess the impact of the environment, the social context, interactions, and curriculum on children's development and behavior.
  • Utilize observation tools to identify and create quality in play-based environment, curriculum, and care routines and reflect on the necessity of observation as part of the on-going process of curriculum and planning that support all children.
  • Demonstrate knowledge of the role of observation and assessment in intervention and use observational tools to detect trends and anomalies in individuals and groups, such as for dual-language learners, children at risk for failure and children with special needs.
  • Demonstrate and apply knowledge of developmental domains, Child Development theory and research to assess and interpret observations.
  • Identify and reflect on the value of collaboration with families and professionals and the role of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching practices.

CSLOs

  • Demonstrate knowledge of the developmental domains through evaluation and completion of the Desired Results Developmental Profile.

Outline

  1. Evaluate the difference between observation and assessment and compare historic and currently recognized observation and assessment tools.
    1. Define observation and discuss the elements and process of observation.
    2. Define assessment and examine the elements and process of assessment including the important role that perception takes in determining what is seen.
    3. Compare and examine how observation is the data collection and assessment is the evaluation and interpretation of the data.
    4. Review and examine observation guidelines and appropriate behavior while conducting formal observations.
    5. Compare historically used observational methods (such as running records, anecdotal records, rating scales and check lists and interviews) with current observation and assessment tools such as technological recording devices (camcorders, voice recorders); computerization of data; and, more recently developed scales like the DRDP and ECERS.
  2. Identify and evaluate logistical challenges, situational factors, personal biases, expectations, and preconceptions that can influence observations and assessment.
    1. Analyze and reflect on logistical challenges and situational factors that can be present or develop when observing such as determining the best time and opportunities to observe; or, trying to determine the most appropriate technique for specific required information; as well as, understanding that observed behavior will be influenced by the situation and may not reflect routine behavior.
    2. Examine and discuss how personal biases, expectations, and preconceptions of the observer can influence observations and assessment.
      1. Reflect on and discuss how prior experience of the observer does effect current perceptions and try to think of personal examples of how this applies to self.
      2. Reflect on and discuss how current perceptions can influence observations of the observer and the importance of being aware of this for becoming more objective.
    3. Describe how the effect of the child's state of health and well-being, primary language and environment affect the assessment process.
  3. Demonstrate knowledge of the legal and ethical responsibilities related to observation and assessment.
    1. Examine current documents that discuss legal and ethical issues surrounding observation and assessment such as the NAEYC Code of Ethical Conduct and National and State Standards for learning and assessment (e.g. NAEYC's position statement on assessment).
    2. Examine and critique the difference between recording interpretations of the behavior (subjective observations) and recording the actual actions, words, physical characteristics, and behavior of the person.
    3. Appraise and acknowledge that it is an ethical responsibility to select and use the most appropriate methods of child observation, documentation.
    4. Analyze and discuss the ethical importance of interpretation of observations with a professional, developmental frame of reference
    5. Discuss the ethical importance of recording observations which incorporate family and cultural factors and therefore give a more comprehensive view of child behavior.
    6. Identify the legal issues involved with observation and assessment, such as confidentiality, child abuse reporting laws, and the types of documents that can be kept in a public place and portfolios.
  4. Identify and apply basic quantitative and qualitative observation and recording techniques.
    1. Analyze various quantitative observation and recording techniques
      1. Event sample technique
      2. Time sample observations
    2. Analyze various qualitative observation and recording techniques
      1. Running records
      2. Anecdotal records and A.B.C. Narratives
      3. Checklists and rating scales
      4. Standardized Observational measures such as the Desired Results Developmental Profile and The Early Childhood Environmental Rating Scale
      5. Interviews and portfolio building
  5. Compare the purpose, value and use of formal and informal observation and assessment strategies.
    1. Purpose, benefits and value of anecdotal records and informal observations for example to record behavior right after it has happened.
    2. Purpose, benefits and value of formal observations such as the DRDP and ECERS to help ensure for example more reliability and validity of data collection.
  6. Evaluate the characteristics, strengths and limitations of common assessment tools.
    1. Evaluate characteristics, strengths and limitations of running records, anecdotal records, rating scales and check lists, a.b.c. narratives, time and event samples
    2. Assess the pros and cons of different observational techniques in order to determine best technique for purpose.
    3. Examine the major characteristic of the DRDP and ECERS and criterion referenced assessment that is based in developmental norms and must be completed with direct observations that are clearly written and linked to each measure
    4. Examine the major strengths and limitations of the DRDP and ECERS.
      1. Strengths include: the promotion of collaboration of teachers with others (other staff or families), which contributes to a more complete assessment. And also, indicators are based in developmental norms.
      2. Limitations include factors, such as: these measures are time consuming; and, there is the requirement for more intense training to accurately complete the assessment.
  7. Complete systematic observations using a variety of methods of data collection to assess the impact of the environment, the social context, interactions, and curriculum on children's development and behavior.
    1. Record and analyze observations using a variety of methods including the ECERS, to assess the impact of the environment, the social context, interactions, and curriculum on children's development and behavior.
    2. Record and analyze observations using a variety of methods including the DRDP, to assess child behavior.
    3. Practice and complete observational techniques such as running records, anecdotal records, a parent interview, A.B.C. Narrative, rating scale and checklist in order to gain some experience with these forms of data collection.
  8. Utilize observation tools to identify and create quality in play-based environment, curriculum, and care routines and reflect on the necessity of observation as part of the on-going process of curriculum and planning that support all children.
    1. Utilize observation tools such as the ITERS and/or ECERS to identify and create quality in play-based environment, curriculum, and care routines
    2. Examine and reflect on the use of observation as part of the on-going process of curriculum and planning to support all children.
  9. Demonstrate knowledge of the role of observation and assessment in intervention and use observational tools to detect trends and anomalies in individuals and groups, such as for dual-language learners, children at risk for failure and children with special needs.
    1. Examine the role of observation and assessment in intervention
    2. Utilize observational strategies and employ a paradigm like TouchPoints to help detect trends and anomalies in individuals and groups, for example, dual-language learners, children at risk for failure and children with special needs.
  10. Demonstrate and apply knowledge of developmental domains, Child Development theory and research to assess and interpret observations.
    1. Review and examine Child Development domains, theory and research
    2. Apply knowledge of developmental domains, Child Development theory and research to assess and interpret observations by demonstrating the ability to write objective assessment statements that appropriately link domains, theory and research to explain child behavior.
  11. Identify and reflect on the value of collaboration with families and professionals and the role of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching practices.
    1. Collaborate with families and other professionals like the child's teacher to gather and share information about the child such as through interviews and parent teacher conferences
    2. Reflect on and discuss the value of collaboration with families and other professionals
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