Christopher Franz

11/14/15
HD315 The Art of Observation "The Power of Observation."

Observation is a mind-set of openness which enables teachers and caregivers to learn

more about the individuals they come in contact with. It's not simply looking at someones
behavior. Its "watching them from the outside with the purpose of trying to understand what
they're feeling and experiencing on the inside. (Jablon, Dombro, Dichtelmiller, pg. 3). Many
people don't see themselves as effective observers. "The Power of Observation - Birth to Age 8"
offers guidelines and specific strategies to enhance this process and utilize it as an integral part
of one's teaching practice. Documentation and reflection on information collected through the
process, enables educators to build positive relationships with their students. These
relationships are the foundation of effective care giving and teaching.
An important theme of the book is showing respect and appreciation to children.
They're often in tune with how we feel about them. Whenever possible, we should pause and
listen more intently. It's important to get in the habit of asking questions in order to find an
entry point to connect with each child. We do this to find out who a child 'really' is. This helps
us track their development. It also allows the child to see them self as successful learner, which
in turn, fosters their own sense of competence and success. Each child has a unique approach
towards learning. Social settings, the time of day, and individual preferences can all influence a
child's behavior. They may act differently according to their environment and context. The
environment 'we' create will also factor into certain kinds of discoveries and thinking. Through
the use of both verbal and nonverbal cues we can get a chance to know the child's unique way
of feeling, learning, and thinking. When we observe a subject overtime, and in various
situations, we can notice patterns and obtain a more complete picture.
There is a vital link between observation and responsive teaching. When we think ahead
of time about the things we want to know (from a child, their family, and ourselves), we have a
better shot at finding it . This flexibility allows the observer to write down what they see in a
way that works for them. There are many ways to record observational data including taking
brief anecdotal notes, index cards or daily logs, rating scales, matrices (grids), tallies, sketches,
and photographs. We can organize our system for record keeping and store the information in a
way for others to learn from it. We review our notes regularly and write down our own
questions and interpretations in the margins. Then we can reflect upon those answers. We
analyze these notes over a longer period of time in order to reach a formal assessment. (87
Jablon, Dombro, Dichtelmiller). The method we use depends upon what information we want
to learn. The book allows us to learn from fellow educators. It's filled with personal experiences
which illustrate what was learned from various observations and the way it was applied to daily
practice. I noticed that elementary teachers in the book use these tools by mixing in artistic
products, worksheets, and other authentic techniques, while middle school and high school
teachers relied on tests and academic assignments to maintain engagement. One tip for success
that I found most useful was the idea of using "open ended prompts (as a way) to extend (a
child's) thinking" and communication. (104 Jablon, Dombro, Dichtelmiller).
The book stresses the importance of looking at observation through a non bias light.
Chapter 3 is entirely devoted to this. We use self-awareness to be as objective as possible. "Your
culture, your individual temperament, interests, feelings, professional knowledge, and
experience color the lens through which (we) observe" (32 Jablon, Dombro, Dichtelmiller) What
'we bring' to observing will shape how we see children and their families. The book advises us
to get "objectivity tune up's" (52 Jablon, Dombro, Dichtelmiller). Each of us has a unique set of
beliefs, attitudes, assumptions, and expectations about the people and events around us. Two
people can observe the same child and see different things. By becoming aware of what we
bring to observation, we can record and reflect reality rather than our assumptions.
Play provides benefits for cognitive, social, emotional, physical, and moral development
(70 Elkind) for children of all socio-economic, cultural, and linguistic backgrounds. "The Power
of Observation," suggests shaping instruction on the basis of a child's culture. This can help us
discover gaps in what we know and provide insight into who the children authentically are. By
involving children's families in planning and implementing learning activities, we can help
highlight differences and celebrate similarities (106 Jablon, Dombro, Dichtelmiller). Families can
bring different sets of information to the learning environment. "You will never know what a
family knows unless you exchange information, ask questions, and listen to one another" (50
Jablon, Dombro, Dichtelmiller). Instead of labeling a child's behavior, we are advised to listen,
and learn about the children from their families. By recognizing social diversity we can
safeguard our observations from cultural stereotypes. This helps us intervene better and
support their child's success.
The book offers tips for getting started with the process and provides strategies for
making observation part of our daily routine. A study guide is also provided which includes
discussion questions and exercises for use in promoting professional development in
collaboration with childcare and school settings. The specifics on how we conduct observation
doesn't matter as much as getting to know, and appreciate the process. While using child-
guided or adult-guided activities, teachers can facilitate learning, modify the environment or
employ new teaching strategies to ensure a childs success (67 Epstein). This gives us new
insights into modeling, learning, and growing from the children in our groups and their families.
The book offers strategies for building and refining purposeful observation skills, which are
integral to the role of every teacher. If executed carefully and systematically, these suggestions
can enhance a teacher's technique. The more we observe, the better we will understand
children and how to promote their success as learners.
For early childhood educators, data collection and assessment of a child's development
begins and ends with observation. "Getting started demands conscious effort" (143 Jablon,
Dombro, Dichtelmiller). We wonder, watch, listen, and take notes. As we interpret information
about our subject, patterns of individual learning emerge. We can understand and counteract
seemingly disruptive behaviors and their possible effects on an individual or group. We
individualize observation and make judgments about a child's development. This requires a
willingness to modify our plans according to the interpersonal dynamics and mood of a group
or individual. Children learn best when they have trusting relationships with their teachers.
Observation helps us make decisions about future interactions with children so we can modify
the strategies and activities to facilitate learning. Through this process we can discover how to
encourage the expression of ideas and strengthen our responsiveness to children.
I used to associate the 'task' of observing with monitoring individuals, checking off
boxes, and filling in text bubbles. The whole process seemed too formal. But, after reading the
"The Power of Observation," the experience has been personalized. I no longer see it as a skill to
be frustrated by, but rather as another opportunity to learn. My outlook has shifted. Through
the practice of observation Im now learning how to build trusting responsive relationships with
people and getting to know, respect, and appreciate children on a much deeper level.
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Judy R. Jablon, Amy Laura Dombro, and Margo L. Dichtelmiller (2007). The Power of
Observation for Birth Through Eight, 2nd ed. Washington, DC
Epstein, A. (2014). The Intentional Teacher, Choosing the Best Strategies for Young Childrens
Learning, High Scope Press, Ypsilanti, MI
Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier,
healthier children. Cambridge, MA