Observation is to the learner as a compass is to the explorer. You may ask yourself what in the what in the world? What is she talking about? Well, according to Wikipedia, a compass is an instrument that used for navigation and orientation which shows direction that is relative to the geographic cardinal directions, or "points". Observation serves the same purpose for guides and edu-carers. It indicates the direction in which we should focus a child's learning goals, and it also shows us the effectiveness of our presentations. As a result, it is an important aspect to instruction in any learning environment.
Much of our work, if not all, will revolve around the data collected from our observations we conduct of the children. Therefore, this is a key skill we will need to develop and practice as much as possible. In fact, most of the time spent with your child in a learning environment should be spent observing, unless you are having an active play session with the child. Initially, many find this to be difficult, but with patience and frequent practice you will soon develop this skill and come to appreciate it as the valuable assessment process it is.
Much of our work, if not all, will revolve around the data collected from our observations we conduct of the children. Therefore, this is a key skill we will need to develop and practice as much as possible. In fact, most of the time spent with your child in a learning environment should be spent observing, unless you are having an active play session with the child. Initially, many find this to be difficult, but with patience and frequent practice you will soon develop this skill and come to appreciate it as the valuable assessment process it is.
Lev Vygotsky (1934) founded The Theory of Cognitive Development
By simply observing we are able to learn children's interests and needs. We also learn their problem solving strategies, challenges, level of development, and personalities. Ultimately, ongoing (assessment) observation helps us determine a child's ZPD which is defined as “The Zone of Proximal Development.” The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers." (Vygotsky, 1978, p. 86) Knowing the ZPD will inform which scaffolds (demonstrations, presentations, assistance or materials) are needed to move the child towards successfully performing the task. Once the child can independently complete the task we remove the scaffolds.
For example, my witty little learner loves music, and even at this young age is quite the song writer. Music is one of her primary interests, so I use songs and rhythm to reinforce skills and to build vocabulary. During my observations, I also get a glimpse of her temperament and how she solves problems. Just the other day while in a hobby store, she asked for a block puzzle. I bought it and was eager to see her solve the puzzle as it was more complicated than the knobbed puzzles she had already mastered. She began working with it but couldn't figure out how to successfully assemble it. She became frustrated and agitated. Then she began throwing the blocks across the room. At this point, I had to intervene to help her reconnect. Since then, I have put several scaffolds in place and it has become one of the activities she can choose during our learning sessions. So you see observation is indeed our compass. It helps us determine our next steps.
Assignment: Watch this short video of a child assembling an oval train track. Take anecdotal notes. Remember to carefully record what you observe about her temperament, problem solving strategies, interest level and correct completion of the task. Record your answer or answers along with (if you have not already completed) an introduction of yourself in the forum.
For example, my witty little learner loves music, and even at this young age is quite the song writer. Music is one of her primary interests, so I use songs and rhythm to reinforce skills and to build vocabulary. During my observations, I also get a glimpse of her temperament and how she solves problems. Just the other day while in a hobby store, she asked for a block puzzle. I bought it and was eager to see her solve the puzzle as it was more complicated than the knobbed puzzles she had already mastered. She began working with it but couldn't figure out how to successfully assemble it. She became frustrated and agitated. Then she began throwing the blocks across the room. At this point, I had to intervene to help her reconnect. Since then, I have put several scaffolds in place and it has become one of the activities she can choose during our learning sessions. So you see observation is indeed our compass. It helps us determine our next steps.
Assignment: Watch this short video of a child assembling an oval train track. Take anecdotal notes. Remember to carefully record what you observe about her temperament, problem solving strategies, interest level and correct completion of the task. Record your answer or answers along with (if you have not already completed) an introduction of yourself in the forum.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
How has this information helped you? How will you use it in the future? Thanks for recording your answer in the comment section below. As always any and all feedback is greatly appreciated.
©2015LaTonia D. Gray for Witty Little Minds All Rights Reserved. No sharing, downloading, electronic transfer without the expressed permission of the author.
