Early Childhood Observation and Assessment - Assignment Example

Video Assessment Project: Early childhood observation and assessment Early childhood observation and assessment The term is practically accepted and crucial for each child. Some children end up delaying or totally are unable to certain things that might affect their future. There are vital things that are to be put into consideration when assessing a child. This movie involves observing and assessing an 18-year-old child. There are several issues that kid was able and unable to do which is normal sometimes (Patterson, 2008). The following is an anecdotal record for the 18-year-old child. Anecdotal Record Activity: Date: Name: Observer: Experimental Conduct: objective, measureable terminology Explanations: notes from the observer Cognitive Speaks loud and clear though some words are hard to pronounce. Tends to forget his name at some point. Refers to one word things such as milk. Social/Emotional Experiences emotions such as anger, frustration, guilt, possession, and shame at some point. Physical: Starts walking alone without assistance. Kicks things such as football and develops new ideas of playing on soft furnishings in the house. Language: Starts pronouncing two word sentences such as bye-bye. With such observations, the kid is undergoing normal development as expected. This is the exact time for a kid to socially and emotionally active. If he responds to anger and frustrations hen is okay. Hitting things such as football maybe time to notice that interests of a kid and to harden him. This only proves that he is learning very fast. Developmental Checklist (By age one year) Child Name_________________________________ Age_________________ Observer______________________________ Date__________________ Does the child… Yes No Comments Walk with assistance? Yes _____ still young Roll a ball in imitation of an adult? _____ No still young Pick up objects with thumb and forefinger? Yes _ fingers are energetic Transfer objects from one hand to another? Yes one step development Pick up dropped toys? Yes follows his interests Look directly at an adult’s face? _____ no low concentration Imitate gestures (peek-a-boo, bye-bye) _____ no language failure Find an object hidden under a cup? _____ no low brain growth Feed self crackers (munching not sucking)? Yes _ able to feed self Hold a cup with two hands, drink with assistance? _____ No unable to hold cup Smile spontaneously? Yes able to smile Pay attention to own name? Yes _knows his name Respond to “no”? Yes _ good response Respond differently to strangers and familiar people yes _ nice social response Respond differently to sounds: vacuum, phone? Yes responds to sound Look at person who speaks to him or her? _____ no low concentration Respond to simple directions accompanied by actions? Yes _nice response Make several consonant-vowel combination sounds? _____ No still young Vocalize back to the person who has talked him or her? _____ No still young Use intonation patterns that sound like scolding, Asking, exclaiming? _____ No still young Say “mama” or “dada”? Yes _nice response Developmental Checklist (By age two) Child Name_________________________________ Age_________________ Observer______________________________ Date_________________ Does the child… Yes No Comments Walk alone? Yes _____ picks nice steps Bend over and pick up toy without falling over? _____ no still falls over Seat self in child-size chair? Yes __ doesn’t need assistance Walk up and down Stairs with assistance yes __ falls over the stairs Place several rings on a stick? _____ no manages only one Place five pegs in a pegboard? _____ no manages only one Turn pages two or three at a time? Yes _ turns pages though roughly Scribble? Yes _ scribbles when given a pen Follow one step directions involving something Familiar (e.g.: give me ____) yes __ follows specific directions Match familiar objects? _____ No unable to match Use spoon with some spilling? Yes _____ carelessly uses spoon Drink from a cup holding it with one hand? _____ No hands are still weak Chew food? Yes _____ able to chew food Take off coat, shoe, and socks? Yes _____ able to take off socks Zip and unzip large zipper? _____ No not able to unzip Recognize self in mirror? _____ no just stares in the mirror Refer to self by name? _____ no doesn’t know his name Imitate adults in play? _____ no just stared and kept playing Help put things away? Yes ___ puts things away Ask for desired items by name? _____ No unable to ask for things Answer to question “What’s that?” _____ No unable to answer question Make some two word statements yes able to make word statements Observation in the setup is useful because it allows a parent to see how his child grows and develops at different stages. From the very first step to each character, the parent recognizes the strengths and weaknesses of the kid in a natural. A setting that is natural depicts a place in which the character ordinarily happens, and there is no arrangement that is specifically for observing behavior. Direct observation is necessary if parents want to learn some of the things that are unethical to induce for in a child’s development. For instance, this method does not allow parents interested in investigating oral character when the child is not mature enough. At least the kid can be expected to respond to verbal communication at an age of one year or above. Observation is also useful to signify exogenous validity, allowing parents to investigate whether study results generalize to other children. The carrying out of Observation in lieu of specific social and scientific studies during the implementation of research can be very expensive. Observation without intervention may overt. There are several disadvantages and limitations to observation. One is that it does not allow parents to put forward causal propositions about the scenarios that are under watch. Hence, character can be described, but not to be explained. Furthermore, there exist ethical issues in relation to observing children without their permission. One way to prevent the difficulty is to study subjects after studying them, and inquire for their permission then, before utilizing the findings for research. For instance, observation may not give the factual issue on how the child is feeling about something. In the scenarios whereby the subjects under study know they are under watch, they may change their character in order to brand themselves to appear to be more appealing. For example, when a kid notices he is being observed, he changes his character and skips to other activities. Naturalistic studies may take more time, sometimes there is the requirement of numerous of observation periods that may make bigger parts of every day to acquire data on the nature of interest. Consequently, because the perception of behavior tends to be subjective, there is a possibility that various observers notice numerous things, or draw dissimilar conclusions from the studies. Most research uses observation with some component of the intervention. Reasons for intervening include precipitating an incident that occurs in an ordinary manner and infrequently because they are cumbersome to study. Besides, the matter is delicate systematically to establish the qualities of an inducement event in order to study the confines of an organism’s reaction. Participate study is either overt or hidden. In apparent view, the children under study know the researcher is present for acquiring data about their character. The method is mostly useful in comprehending the culture and traits of children. In contrast, in disguised observation, the observed children do not recognize that they are under observation. The method is useful when parents believe that the children under observation may change their behavior because of knowing that they were being recorded. The instance may be to gain entry to a scenario that is closed to the scientific research and to put forward a comparison by employing independent factors to determine their inducements on character. There are several benefits to doing inspection. Firstly, participant research allows parents to view characters and scenarios that are not typically open to an accurate observation. Moreover, stakeholder study allows the researcher to obtain the same involvements as a subject under study, which may deliver significant knowledge and comprehension of children or groups. Conversely, there are various shortcomings to undertaking participant study. Firstly, stakeholder researchers may sometimes lose their impartiality because of involving in the study. The instance, usually, occurs when researchers start to familiarize with the children under observation. The disadvantage upgrades as the amount of researcher participation upsurges. Secondly, stakeholder observers may unwillingly induce the children whose character they are studying. The influence is not easy to assess. However, the situation becomes a success if the group under study is small. In addition, success is subject to the acts of the stakeholder observer are a success. Lastly, hidden study brings about some ethical misunderstandings regarding the acquisition of data without respondents permission. For instance, the observations that an observer obtains by participating on an internet chat platforms discussing how racists support racial discrimination may be convicting evidence collected without the interviewees’ consent. The dilemma that comes into reality is that if the respondents informed agreement were an acquisition from the stakeholders, respondents would most likely opt not to be part of the study. Structured study represents a conflict between the inactive inducement of ordinary observation, and the systematic interference of independent factors and precise control characterized by lab experiments (Yip, 2007). Structured light may arise in a natural placing or an artificial laboratory setting. Within formal study, mostly the researcher intervenes in an attempt to cause a particular event to happen. On the other hand, the intervention may be to set up a situation that ensures events are easier to view than they would be in the absence of the researchers influence. Such a scenario often brands the use of a partner who forms a case for studying behavior. Legal studies are frequently useful to clinical and advancement psychologists or for observing nature in the wild. One advantage to formal study is that it allows parents to view behaviors that would be hard to study under ordinary observation, but that are more typical than the artificial settings imposed in a lab. Conversely, difficulties in the interpretation of formal observations can arise when there is the lack of a follow-up of similar research steps (Bradbury, 2014). Observation is beneficial if a person wishes to be purely correct in the study method. The case can be useful if an observer is studying a topic that is sensitive in nature. Furthermore, the study may probably produce reactivity in the person under study. There are possible ethical issues that are preventable by utilizing the indirect analysis technique. The study of physical touch evidence depicts investigating the remainder of the person’s past character. The remnants can be items appear in two main divisions. Use traces show the utilization or non-utilization of an item. Fingerprints, for example, belong to the division of usage marks. Other items include sweet wrappers, cigarette packages, and other numerous items. Parents can help foster a more senior observer security if they clearly explain the theories they want to measure. If the reliability of the researchers interest is small, the probability that the theory becomes ambiguous is more. The researchers are all inducing their inherent analysis. The peer relations in Donna Eders study and attractiveness for girls in middle school attach more importance to the opinion that observers internalize the definition of an uniform for friendship. However, there is an opportunity for multiple individuals to have an agreement5 about some opinions and make wrong conclusions, the more persons that agree on an issue, the less the possibility that an error will occur. Having a precise system of coding is crucial in achieving higher instances of inter-observer dependability. In Lewis study on the recurring nature of the variance in male teenage dads, he explicitly explains the ways of recording and coding each character. For example, a pause depicts three or more seconds of stillness. Consequently, a laugh illustrates the code for all positive affective responses. The instance is the extent of the element whose attainment is mandatory especially during the creation of a system of coding for a particular research. Observers and parents must arrive at a consensus before time about the definitions of behaviors, and what the theories that the practices form a sample. Inherent in undertaking observational study is the risk of researcher bias that induces the results of the study. When a researcher has an expectation of the final observations, there is a more probability of reporting the expectations rather than the actual happenings. One of the best methods to cater for researcher biases is to reveal the prevalence and positively fight the consequent. The use of blind views is an excellent format. Researchers are blind if they lack the knowhow the propositions of the research. Active prevention gives the spectators a reason to anticipate a particular result. The cause factors for bias diminish greatly. Observers and parents must arrive at a consensus prior to the time about the definitions of the different behaviors. The definitions should encompass the composites of the constructs and what the actions represent. There are qualitative as well as quantitative techniques of recording the individual observations. The case ensures qualitative communication data; researchers rely on records that are in narrative form. The case comprises of various footage of videos, audio files plus the notes in the field. One of the benefits of the video footage is that it is helpful in minimizing the consequence that the observer’s presence may have on subjects. References Bradbury, A. (2014). Early Childhood Assessment: Observation;teacher knowledge and the production of attainment data in early years settings. Comparative Education, pp.1--18. Patterson, C. (2008). Child development. 1st ed. Boston: McGraw-Hill Higher Education. Yip. V. & s. Mathews (2007). The bilingual child. 1st ed. Cambridge, UK: Cambridge University Press. Read More