Observation - Center for Development and Disability

Preschool Network
Network News
September 2009
Volume 8, Issue 4
Observation
Increasingly, the field of Early Childhood is becoming
aware of the value of observing children. Today it is
an expected practice of quality programs and effective
professionals.
◊ Quality programs:
•understand quality observations do not just
happen without careful planning and intentional
training and support to staff.
•understand quality observations are not just
tasks or requirements, but a way to develop
positive relationships with children and their
families.
•understand quality observations provide valuable
information and use it to strengthen their
program.
◊ Effective observers:
•accept the fact that personal experiences,
interests, feelings, and culture influence how we
look at the world. Therefore, effective observers
evaluate any bias to ensure they do not interfere
in what is seen. The goal is to see children for
who they are and what they are capable of doing.
•observe to learn about children individually. This
leads to a connection between the child and
the observer; a connection that forms trusting
relationships in the classroom. This trust then
sets the tone for classroom learning.
•understand that developing skills to observe
is well worth the effort to become effective
observers. Cohen, Stern and Balaban (1997)
(continued on page 2)
In This Issue: Observations
NM PreK Assessment Tool....................................2
A Tribute to Bev Engels..........................................3
Observation Resources...........................................3
Naturally Occurring Activities......................Insert
Important Information....................................Insert
DVD Review
The DVD, The World of Children: Developing Child
Observation Skills, provides an excellent learning &
practice experience. The professional will learn:
• Child observation
• The areas of development to observe
• How to conduct a child observation
• How to write a child observation
• How to choose accurate descriptions
• How to observe an infant
• How to observe child language
The video is a great tool for group learning. The
Center for Development and Disability’s library
has a copy to loan. Check it out! Call 1-505-2720281, toll free at 1-800-827-6380, or email
linc@salud.unm.edu.
The library catalog is http://cdd.unm.edu.linc or
visit http://www.dupagepress.com/earlychildhood-ed/world-of-children/
The Preschool Network is funded by The New Mexico Public Education Department, Special Education Bureau
University of New Mexico Health Sciences Center/ CDD / University Center for Excellence in Developmental Disabilities Education, Research, and Service
A Message from NM PreK
Assessment Coaches on the
NM Observational Assessment Tool
The NM PreK Observational Assessment Tool
provides a framework to guide educators in their
efforts to authentically assess children’s learning and
to make informed decisions about curriculum. They
reflect a growing consensus among Early Childhood
professionals that a greater emphasis be placed
on young children’s conceptual learning, social and
emotional development, and participation in relevant
and meaningful learning experiences. The State of
New Mexico has established comprehensive learning
outcomes to address important values for young
children which recognize the unique diversity of
the state. A critical part of the assessment process
is the implementation of strategies to ensure
consistent assessment by PreK teachers
across the state.
Using observational, outcomes-based
assessment has many benefits. It reinforces the
potential for learning and growth and the value of
providing quality Early Childhood programs for
children’s long-term success in school and in life.
It establishes expectations for PreK children and
creates a commonality for communication regarding
children’s accomplishments and capabilities. It also
provides a framework for accountability.
In addition to identified outcomes for four
year olds in New Mexico’s PreK programs, a
developmental continuum has been designed to
identify reasonable expectations for children’s
growth in all areas from birth through kindergarten.
This continuum is a valuable resource for teachers
when children are performing below the PreK level
or are exceeding the four year old indicators. It
is hoped that this continuum will allow for greater
communication across programs serving young
children throughout New Mexico, creating a
common language for providing services that best
meet the needs of each child.
Visit https://www.newmexicoprek.org
Region IV Head Start Conference
November 11-14, 2009 Albuquerque, NM
“Roadmap to the Future in Early Childhood”
Check the NM Head Start Association website
www.nmhsa.org for new information as
the conference takes shape.
Page 2
(continued from page1)
state. “If we could say that understanding a child
is like unraveling a mystery, then taking records is
the gathering of clues. Like experienced detectives,
we must recognize the significant clues; we must
develop special skills”
•honor children’s ability to demonstrate what
they know; this is called performance-based or
authentic assessment. Therefore, observations
are done in natural everyday settings, during daily
routines, play, and while engaged in thoughtful,
intentional, and purposeful activities.
•use the information gathered to develop
curriculum, support and challenge children, make
adaptations and/or accommodations, evaluate
the environment, gather materials, and grow
professionally.
Incorporating observational practices in our daily work
benefits children, families, and programs.
References:
Cohen, D.H., Stern V., Balaban
N., 1997. Observing and
Recording the Behavior Of Yong
Children. Forth Edition. Teacher
College, Columbia University.
Epstein, Ann S. (2007). The
Intentional Teacher: Choosing the
Best Strategies for Young Children’s
Learning. National Association
for the Education of Young
Children. Washingon DC.
Grounlund, G., 2003. Focused
Early Learning; A planning
Framework for teaching Young
Children. Redleaf Press, St. Paul,
Minnesota.
Jablon, J.R., Dombro A L., &
Dichtelmiller M. L. Foreword
by Dodge, D. T 2007. The Power
of Observation for Birth Through
Eight. Second Edition. Teaching
Strategies Inc. Washington, DC.
A Tribute to Bev Engel
Ten years ago as a result of the Accountability in
Government Act, the Office of Child Development
(OCD) began a search for an appropriate
assessment system that could be used with the
child development programs funded by the Children
Youth and Families Department. As a result of
that search Charmaine Espinoza, the program
manager at the time, contacted two women,
Gaye Gronlund and Bev Engel, about their soonto-be-published authentic assessment system,
now known as, the famous purple book, Focused
Portfolios, A Complete Assessment for the Young Child.
The two authors agreed to work with NM and
embarked in a 4 year research project. OCD learned
many things about the benefits of using an authentic
observation assessment system. Since then, Bev
Engel has provided training for teachers in programs
funded through OCD using the portfolios system.
These trainings were created specifically for new
teachers, teachers who had been using the system
for awhile, and those teachers who were “veteran”
users. The marvelous and overarching theme of this
assessment system was the continued emphasis on
child observation and the use of those observations
to plan curriculum for each child in the classroom.
It reinforces child development knowledge while
teachers are observing, helps the teachers to
understand where each child is developmentally, and
then plans curriculum to meet those children’s needs.
It is with the greatest sadness that the world of
Early Childhood lost Bev Engel to cancer on July
25, 2009 and New Mexico lost a great champion
of authentic assessment for young children. Bev
shall be missed by all of those who knew her. Her
legacy of observing children and planning for their
continued growth in the Early Childhood classroom
will be New Mexico’s tribute to her and her memory.
In Memoriam
Bev Engel
1952 - 2009
DEC 2009
25th Annual International Conference on Young
Children with Special Needs and Their Families
Division of Early Childhood,
Council of Exceptional Children
Albuquerque Convention Center
Albuquerque, New Mexico
October 15-18, 2009
www.dec-sped.org/conference
Volunteer Opportunities are available that earn reduced
(1/2 off) registration for four hours work.
Email Bethany Morris bethany.morris@dec-sped.org
Additional Resources on Observation
Cohen, D.H., Stern V., Balaban N. ( 1997).
Observing and Recording the Behavior Of Young
Children. Forth Edition. Teacher College, Columbia
University.
Gober, Sue Y. (2002). Six Simple Ways To
Assess Young Children. Delmar Thomson Learning.
Grounlund, G. (2003). Focused Early Learning;
A planning Framework for teaching Young Children.
Redleaf Press, St. Paul, Minnesota
Gronlund Gaye & Engel Bev. (2001). Focused
Portfolios: A complete Assessment for the Young Child.
Redleaf Press St Paul, MN.
Gronlund Gaye & Engel Bev. (2001). Focused
Portfolios: A complete Assessment for the Young Child
Video Guide. Redleaf Press St Paul, MN.
Gronlund Gaye & James Marlyn. (2005)
Focused Observations. How to Observe Children for
Assessment and Curriculum Planning. Redleaf Press.
St Paul, MN
Jablon, J.R., Dombro A L., & Dichtelmiller M.
L. Foreword by Dodge, D. T 2007. The Power of
Observation for Birth Through Eight. Second Edition.
Teaching Strategies Inc. Washington, DC.
The World of Children: Developing Child
Observation Skills DVD or VHS. College of DuPage.
http://www.dupagepress.com/early-childhooded/world-of-children/
Page 3
Preschool Network
Staff
Northeast NMAEYC
Early Childhood Conference for
Parents & Early Childhood Professionals
October 17, 2009
at the Santa Fe Convention Center
“Challenging Ourselves
to Include All Children”
Mette Pedersen
Division Director
(505) 272-1040
mpedersen@salud.unm.edu
Alison Noble
Division Coordinator
(505) 272-2756
anoble@salud.unm.edu
Sophie Bertrand
Senior Program Manager
(505) 272-1506
sbertrand@salud.unm.edu
Kimberly Summers
Training Support Analyst
(505) 272-9924
kisummers@salud.unm.edu
Training & Development Consultants
Janet Alvarado
(505) 524-1115
jalvarado@salud.unm.edu
Kate Dixon
(505) 272-9321
kadixon@salud.unm.edu
Mara Brenner
(505) 272-0289
mbrenner@salud.unm.edu
Betty Lansdowne
(505) 272-8192
blansdowne@salud.unm.edu
Joe DeBonis
(505) 272-3825
jdebonis@salud.unm.edu
Michelle Staley
(505) 272-6511
mstaley@salud.unm.edu
Newsletter Content: Janet Alvarado
Editing, Design/Layout: Kristy Jones
Early Childhood and Specialized Personnel
Development Division
Center for Development and Disability
The University of New Mexico
MSC 07 4080
1 University of New Mexico
Albuquerque, NM 87131-0001
RETURN SERVICE REQUESTED
Non-Profit Organization
U.S. Postage Paid
Albuquerque, NM
Permit #39
Naturally Occurring Activities Provide Outcomes Data
Everyday classroom events can provide staff with many opportunities to observe youngsters as they engage in their work.
These observations will provide authentic views of the knowledge the children have acquired and are using in functional ways.
An example of an event that happened without warning, but provided rich data, occurred last year in Lara Sanchez’s
developmental preschool classroom at Rio Rancho’s Shining Stars Preschool. A child with special needs accidentally
dropped a favorite action figure between the bars of the grate covering a storm drain as he crossed the school
grounds to the playground with his classmates. Several of the youngsters in the group were naturally drawn to the
site and, peering through the grate, began to converse about what had happened. This typical, but unforeseen, event
triggered extensive oral language, cognitive problem-solving and social interaction. Lara responded to their interest
by observing, listening, and responding with open-ended questions to support their desire to retrieve the out-ofreach yet visible object. Thus commenced an unplanned project that, by tuning into the children’s intense interest,
and planning and forethought from the teacher’s standpoint, included science, math, literacy, social/emotional, fine and
gross motor, meeting needs, and language components. All youngsters in the class participated at their own levels
of ability in the activities that grew out of the initial problem of how to rescue a small action figure from the sewer.
Outcomes observation notes compiled by the staff for individual students included the areas of:
Outcome 1:
Outcome 2:
Outcome 3:
Meets needs
Knowledge and Skills
Social/Emotional
Cause and effect
Cause and effect
Cause and effect (emotions when
lost item and when attempting to
retrieve)
Requests for help such as “I need help”
and “Can you help me?”
Gravity makes items fall down
Working together to solve
problem and during the
extended activities that occurred
spontaneously
Thinking about and discussing who could
help get the toy (ex. other children,
principal, custodian, parent)
Measurement of distance to object
that extended to measuring each
other and other objects
Cooperation
Thinking about, discussing, and using tools Counting (how many objects needed
that could assist them (ex. scissors, string, for activity)
measuring devices, markers, inner-locking
blocks)
Responsibility for actions
Comparison of sizes (objects too big
to go through the bars/small enough,
lengths of materials used to try to
reach object), strength of materials
Confidence in one’s own ability to solve
problems
Responsibility for actions
Long periods of focused efforts
Magnetic/non-magnetic objects
Conversations
Mapping of drain grates on campus
Mutual respect
Vocabulary development
Confidence in ability to solve
problems
Language development (needed for
discussion, idea sharing, working
together, etc.)
Sequencing
Every classroom has similar engaging happenings that occur and which can provide, with planning from therapy
and/or classroom staff, opportunities to work on and observe IEP goals and educational objectives. Also, an
opportunity to collect functional, factual data for E. C. Outcomes areas. To create an activity center using everyday
events like these, it could be called “The Investigation Center”
NAEYC 2009 Annual Conference
November 18-21, 2009
Washinton, D.C.
Information and Registration
http://www.naeyc.org/conference/
OSEP National Early Childhood Conference 2009
December 7-9, 2009 Arlington,VA
Information and Registration: http://www.nectac.org/~
meetings/national2009/mtghomepage.asp
Important Information!
tism
The Au
ms
Progra
The Autism Programs
At the Center for Development & Disability,
University of New Mexico Health Sciences Center
Project SET 5th Annual
Preschool Autism Institute:
Focusing on Positive Behavior Supports (PBS)
& Facilitating Staff Teaching of Children
with Autism in the Classroom Environment
Sponsored by: NM Public Education Department
The field of Positive Behavior Supports (PBS) encompasses the belief that 1)
students with autism can change behavior when they are supported rather than
controlled, 2) all behavior serves some kind of function for the student with
autism, & 3) interventionists need to move away from coercive treatment with
students with autism.
This Institute will focus on 1) understanding & manipulating the AntecedentBehavior-Consequence (ABC) relationship in order to change behavior, 2) understanding Function Behavior Assessments (FBA), 3) teaching replacement behaviors
to students with autism, & 4) creating & using visual supports in the classroom.
In addition to PBS, participants will learn strategies to use with school staff
members around 1) fostering independence in students with autism, 2) observing
students with autism & collecting data, 3) creating social communication opportunities in 1:1 & small group settings, & 4) priming for classroom activities & peer
interactions.
The format for the first three days will be primarily didactic instruction with video
examples & small group activities. The last three days will primarily involve
hands-on work with students with autism, team planning and preparation, &
coaching typically developing peers.
Teams are encouraged to attend.
Training for Professionals
Working in Preschool
Settings
Age 3-5 Years Old
Training Dates:
October 5 & 6, 2009
November 9 & 10, 2009
December 7 & 8, 2009
9:00 a.m. - 3:30 p.m.
Participants are required to
attend all 6 dates of this
series.
No cost to participants
To Register
contact
Rita Crozier at
505-272-4715 or
1-800-270-1861
There is no cost to participants thanks to the NM Public Education Department
*For additional information on Autism trainings, go to
http://cdd.unm.edu/autism/education
A University Center for Excellence in Developmental
Disabilities Education, Research and Services