Children Observation sheet!! SAVE FOREVER!!

Children select their activities (examples)
O Completely individual
O Organized into groups
O Assigned
Variety of learning areas (examples)
O Dramatic play
O Blocks
O Science
O Math
O Games/Puzzles
O Books
O Music
O Other explain
Separate times/periods for learning (examples)
Diverse subjects covered
O Math
O Science
O Social Studies
O Reading
O Writing
O Art projects
Copying an adult-made model
Coloring pre-drawn forms
Finishing a project the teacher has started
Following other adult directions
Group Activities
Teacher-directed instruction
Used entire time
Used some of the time
Children group size impact
Description of group sizes used during observation
Large group activities
Medium group activities
Small group activities
Children groups
Same thing/same time
Different groups/ thing/unique time
Children work individually
Articles used in activities
Materials closely related to children’s daily life experiences
Concrete/three-dimensional
workbooks/two-dimensional
Children opportunities to use items in a way they chose (examples)
O pegboards
O puzzles
O markers
O scissors
O crayons
O art supplies
O Legos
O paper
O other
Examples:
Worked activities into secular subjects
Mathematics
Block building
Measuring ingredients for cooking
Woodworking
Drawing
Science
Block building
Measuring ingredients for cooking
Woodworking
Drawing
Social studies
Block building
Measuring ingredients for cooking
Woodworking
Drawing
Teacher involvement
Teachers ask questions
Encourage more than one right answer
memorized/drill responses
Getting students involved in activities
Natural curiosity
rewards/disparagement for failure
Teacher expectations for conduct
Encourage Sit down
Watch
Be quite
Listen
demands/rewards attention
Sit down
Watch
Be quite
Listen
Appropriate age level activates
Physical
Emotional/Social
Cognitive
Play
Options for play
Time for play
Items to play with
Peer interactions
Appropriate activities involved play examples
Centers involved play examples
Example of play developing
O Physical
O Emotional
O Social
O Cognitive
Relationships with adults
Creating a caring community of learners
O Families
O Community of learners
O Teaching
O Curriculum
O Assessment
Interactions with teachers and students
Positive example
Secure
Consistent
Responsive
Negative example
Secure
Consistent
Responsive
Teacher’s awareness of the physical environment
Positive example
Negative example
Teaching to Enhance Development/learning
Physical
Emotional
Social
Cognitive
Theorists
Vygotsky
Scaffolding
Zone of Proximal Development
Child Observation
Types of interactions between child and teacher





Personally relate to child

2.
3.
Supported child
Activates
Physical
Social
Emotional
Cognitive
Group structures
Physical
Social
Emotional
Cognitive
Environment
Physical
Social
Emotional
Cognitive
What would you have done better to meet the needs of this individual child?
Activates
Physical
Social
Emotional
Cognitive
Group structures
Physical
Social
Emotional
Cognitive
Environment
Physical
Social
Emotional
Cognitive
How did the child relate socially to others
Positive Peer to peer
Positive group to single
Positive student to teacher
Positive Peer to peer
Positive group to single
Positive student to teacher
Positive Peer to peer
Positive group to single
Positive student to teacher
Negative Peer to peer
Negative group to single
Negative student to teacher
Negative Peer to peer
Negative group to single
Negative student to teacher
What types of interactions did you observe; list people/groups child interacted with
1.
2.
3.
4.
5.
6.
7.
What could you do specifically to support this particular child?