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Infant/Toddler Reflective Curriculum Planning Process

Getting to Know Infants Through Observation

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Learning Objectives

Participants will be able to:• Demonstrate understanding of basic

concepts of naturalistic-participatory observation.

• Conduct formal and informal observations of children across settings, over time, and include input from other adults who are close to the child.

• Respond to questions from colleagues and families about children’s behavior.

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Opening Activity

Write a description of a penny (no peeking)

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Now . . . Take a Look

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Exploring the Concept of Observation

• What do you think of when you hear the word “Observation”?

• Think of a time when you observed something or someone. What did you learn?

• What kind of information can be learned by observing children?

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Implementing the I/T Curriculum Process

The Infant/Toddler Learning and Development Program Guidelines DVD Series, Disc 2

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Our Stories

Share your classroom strategies & program policies for observing infants and toddlers.

Successes Roadblocks

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GUIDELINE 8.1

Teachers observe children during personal care routines, interactions and play.

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Curriculum Planning Process in Infant/Toddler Programs

Implement

DocumentObserve

Reflect & Plan

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Observation• Through observation, the teacher gets to

know each infant’s interests, abilities and needs.

• Observing … helps the teacher make decisions about how to support each infant’s learning.

• Observations can be conducted in 2 ways:• Team: One observes, one interacts.• Participant observers (observes while interacting).

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Learning to See: Art of Awareness

• Difference between description and interpretation

• Components of observation skills:• Objectivity• Directness• Completeness• Specificity• Mood

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Types of Observations

Background

Participant• Best opportunities/times of day• How to create space to “Just sit there”

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Observe with Intent!

Focused observation can help teachers:• Learn the instrument in more depth.

• Better understand what they see.

• Learn more about child development (be a more knowledgeable caregiver).

• Reflect & apply observations to practice.

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Choose a Focus to Observe

Possible areas of focus:• Developmental Domain or Specific Foundation• Interests• Learning Styles• Routines• Child Perspective• Family Interests, Customs, Rituals

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Observation Role-Play

Step 1. Ask for two volunteers to role-play being children. Give the “children” their instructions.

Step 2. Advise the others to act as the “children’s” teacher and give them their instructions for how to talk to the children.

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15-minute Break

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Focused Observation

Both the Foundations and the DRDP-IT© (2010) can help teachers focus on aspects of

development while observing.

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Focused Observation

• Read/study Measure 21: Problem Solving from the DRDP-I/T© (2010)

• Watch the DVD clip from the Foundations DVD Series with these behaviors in mind.

• How did reviewing this developmental information affect your observation?

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Exploring Books: Extended Scenes for Observation and

Analysis

California Infant/Toddler Learning & Development Foundations DVD

Series, Disc 3

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Focused Observation

Take a couple of minutes to discuss with a partner:• How did reviewing this developmental

information affect your observation?

Now look at the handout from Foundations, page 53: Interest in Print.• Notice how this changes your focus.

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Observing while Participating

“One of the key challenges for infant care teachers is to be able to observe and

record their observations while providing early care and education.”

Read inside the yellow box on page 101 in the I/T Program Guidelines.

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Observing During Routines, Interactions and Play

See two examples inside the yellow box on page 103 in the

I/T Program Guidelines.

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Observing and Listening

“By observing and listening to children with care and attention, we can

discover a way of truly seeing and getting to know them….”

– L. Gandini and J. Goldhaber in Bambini: The Italian Approach to Infant/Toddler Care

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GUIDELINE

8.1

What steps are you currently taking to support ongoing observation of children?

Review the suggestions on pp. 102 & 103.

What additional steps might you take to support meaningful observation?

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To Observe More Effectively: Get Organized!

Organizing the environment to support children’s interests & initiative maximizes opportunities for naturalistic observation.

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To Observe More Effectively: Get Organized!

Have observation tools (note cards, cameras, etc.) in easily accessible places in the classroom and outdoors.

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Learning to See: Let’s PracticeConflict Over Train

Extended Scenes for Observation and Analysis

California Infant/Toddler Learning & Development Foundations DVD Series, Disc 3

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Let’s Practice – Social-Emotional Domain

• What emotion is the child is experiencing? How is the child expressing his emotions?

• Is the child trying to regulate or control the expression of his emotions?

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Let’s Practice – Language Domain

• What is the child trying to do or communicate?

• How is the child interacting with the care teacher?

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Let’s Practice – Motor and Perceptual Domain

• What is the child trying to do?

• What is the child practicing? Has the child achieved competence or is the skill emerging?

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Let’s Practice – Cognitive Domain

• What is the child learning or figuring out?

• How is the child interacting with the environment and/or the care teacher?

• What strategies is the child using?

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Assignment # 1

Observation of children throughout the day.

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I/T Reflective Curriculum Planning Course - Assignment #1:

Guidelines Workbook Activity 8.1A: Observe children throughout the day.

Points Possible: 10

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Next Session - Documentation

Please complete assignment #1 and bring it to the next session!

See You Next Time!

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Questions