Remember – You are assessing the CHILD’S PROGRESS, NOT THE CHILD HIMSELF!

As a Matter of Fact – Observation must be done with the philosophy of FACT-FINDING, NOT FAULT-FINDING.  An observation is a statement of fact without color, judgment, personal feeling, or personal experience.  An observation states what a child does, not what a teacher thinks or feels about what he does.  Teachers must never make judgments about a child’s strengths or needs based on anything but facts, and must never diagnose a child’s needs. 

 

 

Judgmental Observation and Factual Observation

• Kurt doesn’t roll over like the other babies       Kurt does not roll over
• Anne still sucks her thumb                                     Anne sucks her thumb            
• John should be out of diapers by now                  John wears diapers
• Melissa bites all the time                                        Melissa bit a child today (date)
• Sam needs to get rid of that blankie                     Sam holds his blanket 5 hours
• Karen is just like her sister                                     Karen chooses blocks each day
• Bodie is shy*                                                               Bodie does not talk at Circle Time 
• Thomas is sneaky, manipulative, steals*         Thomas takes school toys home
• Robert may have ADD                                              Robert’s attn. span is 30 seconds   
• Margaret needs eyeglasses                                      Margaret squints when she reads
• Fred is not ready for kindergarten                       Fred cries 30 min. every morning

*Negative terms like this are detrimental, labeling, unprofessional, and not helpful in factual assessments of skills!  DON’T DO THIS TO YOUR KIDS!!!

Take Another Look – If teachers carefully and continuously observe their children there is less need for a formal assessment situation to occur.  When they are actively working WITH the children on a daily basis, making observations becomes more natural and comfortable.

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