Catalog Description:Prerequisite Skills:Expected Outcomes for Students:2. describe methodologies for effective observation of all children, teachers and environments;3. analyze factors of culture, linguistic, education, ethnicity, race, temperament, and individual differences in relationship to their influence on viewing and interpreting observed situations;4. demonstrate knowledge of professional ethics and objectivity as they pertain to observation;5. apply child development principles, authentic assessment and observational skills to the preparation of a child’s developmental profile and portfolio;6. formulate a communication plan within the educational team;7. demonstrate the development of essential writing skills to accurately and objectively record observations of children.Course Content:2. Methods for effective observations of all childrena. Formal and informalb. Anecdotal notesc. Tally and frequency checklistsd. Event and time samplinge. Running recordsf. Written narrativeg. Use of audio and video tapesh. Documentation3. Observing children, teachers and environmenta. Factors affecting objective observations1) Personality, temperament and biases of observer2) Education, cultural and linguistic considerationsb. Professional ethics2. Confidentiality3. Approval from family4. Observation: key to authentic assessmenta. On-going processb. Reflect on observationc. Develop an action pland. Modify the environment and curriculum for individual childrene. Evaluate modificationsf. Next steps5. Assessment toolsa. Evaluating culturally and linguistically appropriate toolsb. Developmental observational checklistsc. Desired Results Profile (DRP)d. Ages & Stagesa. Linking to developmentb. Samples of child’s work and playc. Photos/video of projects, activities, interactionsd. Audio/written records of conversationsa. Interpreting observation and assessment datad. Use of data to inform families and set individual goalsMethods of Presentation:1. Lecture and discussion2. Audio visual aids3. Guest speakers4. Student projectsTypical Texts:Observing and Recording the Behavior of Young Children, Cohen, D., Stern, V. & Balaban, N. 4th edition Teachers College Press, 2001The Art of Awareness: How Observation can Transform Your Teaching, Curter, Deb & Carter, Margie. St. Paul, Mn: Redleaf Press. 2000.Chabot College Fall 2008Replaced Fall 2010Course Outline for Early Childhood Development 69CHILD STUDY THROUGH OBSERVATIONCatalog Description:ECD 69 — Child Study Through Observation 3 unitsCurrent approaches for observing and recording the behavior of infants and young children using various scientific techniques. Effective observations that build on respecting and fostering all children’s competence, striving for objectivity and individualizing programs to meet individual children’s learning and developmental assessment. Direct observational experience and application of methods is required weekly. Prerequisite: Early Childhood Development 51 completed with a grade of “C” or higher. 3 hours.[Typical contact hours: 52.5] Prerequisite Skills:Before entering this course the student should be able to:1. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant, toddler, preschool, and early primary child development within a social-cultural context;2. articulate connections between child development knowledge and appropriate practices;3. describe current trends in research about early childhood;4. describe typical development milestones of children birth through eight years;5. identify the strengths and exceptional needs of the child in the context of his/her family; 6. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and developmental level;7. identify techniques for studying children;8. identify ethical responsibilities to children.Expected Outcomes for Students:Upon completion of this course, the student should be able to:1. describe and examine historical foundations and contemporary issues related to standards and accountability in Early Care and Education.2. describe methodologies for effective observation of all children, teachers and environments;3. analyze factors of culture, linguistic, education, ethnicity, race, temperament, and individual differences in relationship to their influence on viewing and interpreting observed situations;4. demonstrate knowledge of professional ethics and objectivity as they pertain to observation; 5. apply child development principles, authentic assessment and observational skills to the preparation of a child’s developmental profile and portfolio;6. formulate a communication plan within the educational team;7. demonstrate the development of essential writing skills to accurately and objectively record observations of children.Course Content:1. Historical influences and contemporary issues a. Federal, state, and local involvement and expectations of Early Care and Educationb. Involvement of the professionc. Foundations, standards and accountabilityd. Theoretical implications versus pragmatic issues2. Methods for effective observations of all childrena. Formal and informalb. Anecdotal notesc. Tally and frequency checklistsd. Event and time samplingChabot College Page 2Course Outline for ECD 69Fall 2008 e. Running recordsf. Written narrativeg. Use of audio and video tapesh. Documentation3. Observing children, teachers and environmenta. Factors affecting objective observations1) Personality, temperament and biases of observer2) Education, cultural and linguistic considerations b. Professional ethics 1) Role and responsibility of the observer2. Confidentiality 3. Approval from family4. Observation: key to authentic assessmenta. On-going processb. Reflect on observationc. Develop an action pland. Modify the environment and curriculum for individual childrene. Evaluate modificationsf. Next steps5. Assessment toolsa. Evaluating culturally and linguistically appropriate toolsb. Developmental observational checklistsc. Desired Results Profile (DRP)d. Ages & Stages e. Environmental rating tools6. Children’s portfolios and documentation a. Linking to developmentb. Samples of child’s work and playc. Photos/video of projects, activities, interactionsd. Audio/written records of conversations7. Communication and collaboration within an Early Educational teama. Interpreting observation and assessment datab. Child’s health recordsc.