Hayden Howe

References:

Penrose, P., (1998), Take another look… (2^nd Ed). Auckland, New Zealand: Take another look

Corekin, K. (2009). Anecdotal Notes in Early Childhood Education. Retrieved from: https://suite.io/karen-corekin/2hww2sh

Bibliography

Reifel, S. (2011). Observation and Early Childhood Teaching Evolving Fundamentals. Young Children, 62-65.

Young children communicate their ideas, questions, and feelings in a numerous ways. In Reifel’s research he discusses the importance of observations when working with children in an early childhood atmosphere. Early childhood teachers use observations to observe children. The purpose for observing children is for teachers to study how children think and learn. Also, observing children is for teachers to help support children in all areas of their development. From this teachers are able to build on their interests, and understand the importance of their play and to grow, and develop. Reifel discusses the benefits of teachers observing children. Teachers benefit building relationships with children by getting to know each child individually, and connecting with children and fostering children’s competency and success through observation. Reifel also discusses reflective teaching. Reflective teaching is important because it allows teachers to think about what they have observed. Reflective teaching also helps because educators can go back and reflect on their practice. From this teachers can look at what to improve or do next time.

Task 5

Anecdotal Record

An anecdotal record is an observation technique used in an early childhood education service. An anecdotal record is when a teacher or other adult in the classroom records a child’s actions, behaviours, verbalization, learning style or process for a period of time (Corekin.K, 2009). The purpose for an observation in an early childhood environment is to learn and understand children more through their play. When observing children educators are able to understand a child’s learning, a child’s interest, and strengths of the child. This gives teachers the tool to extend on a child’s learning, development and growth. Anecdotal record also benefits teachers by getting to know the child and building a reciprocal relationship with them. Sometimes when observing a child things do not go according to plan. At some stages, observers get distracted or lose track of time (Penrose.P, 1998). An observer might have to leave the observation to do something more important.

Before I begin my observation technique I would have acquired permission from my associate teacher. I would ask and acquired permission from the child’s family. I would also have a discussion with the child’s family about the observation technique I plan to use for my practice. I would have a signed consent from the child’s parent/legal guardian allowing me to observe their child. I would have discussed, planned and informed my support teacher where, when and what time I plan to do my assignment. I would have requested and acquired permission from my support teacher if I could use certain resources such as a pen, a paper, a camera (if necessary) and a timer for my assignment. Before observing a child it is important to carry with you a pen and something to note down your observation such as a refill, notebook, or sticky notes (Corekin.K, 2009). Also, always record the date and time of the observation. Confidentiality is important when observing a child. Avoid first names and use initials. This is to protect the child and the families. In conclusion be honest. Do not write something that did not occur. And avoid judgement when observing (Penrose.P, 1998).