Catalog Description:Prerequisite Skills:Expected Outcomes for Students:2. describe methodologies and use of assessment tools for effective observation of all children, teachers and environments;3. analyze factors of culture, linguistic, education, ethnicity, primary language, 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 across all domains using authentic assessment, quantitative and observational skills to the preparation of a child’s developmental profile and portfolio;6. Illustrate the use of observation and assessment to implement curriculum and environmental changes in support of both group and individual needs;7. formulate a communication plan with families and within the educational team;8. 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 checklists-quantitatived. Event and time sampling- quantitativee. 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. Legal, professional and ethical responsibilities4. Observation: key to authentic assessmenta. Knowledge of child development principles across all domainsb. On-going processc. Reflect on observationd. Develop an action plane. Modify the environment and curriculum for individual childrenf. Evaluate modificationsg. Next steps5. Assessment toolsa. Evaluating culturally and linguistically appropriate toolsc. Developmental observational checklistsd. Desired Results Profile (DRP)e. 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. 4 th edition Teachers College Press, 2008The Art of Awareness: How Observation Can Transform Your Teaching, Curter, Deb & Carter, Margie. St. Paul, Mn: Redleaf Press. 2006.Chabot College Fall 2011Course Outline for Early Childhood Development 69CHILD STUDY: OBSERVATION AND ASSESSMENT Catalog Description:69 — Child Study: Observation and Assessment 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 56 (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 objective techniques and skills when observing and evaluating behavior in children of all ages, taking into consideration bias;2. identify techniques for studying children;3. demonstrate knowledge of the basic developmental theories of prenatal, neonatal, infant, toddler, preschool, and early primary child development and adolescence within a social-cultural context;4. articulate connections between child development knowledge and appropriate practices;5. describe current trends in research about early childhood;6. investigate and describe risk factors that impact child’s development and their families;7. describe typical development milestones of children birth through eight years;8. differentiate characteristics of typical and atypical development at various stages;9. examine ways in which developmental domains are continuous, sequential and interrelated;10. identify the strengths and exceptional needs of the child in the context of his/her family; 11. assess through observation and identify children’s unique qualities, behaviors, skills, traits, and developmental level;12. examine and evaluate the role of play and its relationship to development at various stages;13. 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 and use of assessment tools for effective observation of all children, teachers and environments;3. analyze factors of culture, linguistic, education, ethnicity, primary language, 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 across all domains using authentic assessment, quantitative and observational skills to the preparation of a child’s developmental profile and portfolio;6. Illustrate the use of observation and assessment to implement curriculum and environmental changes in support of both group and individual needs;7. formulate a communication plan with families and within the educational team;8. demonstrate the development of essential writing skills to accurately and objectively record observations of children.Chabot College Page 2Course Outline for Early Childhood Development 69Fall 2011Course 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 checklists-quantitatived. Event and time sampling- quantitativee. Running recordsf.