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ECE 210: Observation and Assessment in ECE Programs

Course Description

This course will focus on an overview of observation and assessment of children in the early childhood classroom. The course covers the purpose, tools, and methods of observation and assessment in the early childhood setting. Students will explore the use of various observation tools and methods and the interpretation of observational data for the purpose of planning, guidance, teacher response, and family involvement. The ethics of observation is also discussed. Note: Student should be a regular teaching practitioner in an early childhood setting. (3 credits)

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • Child development course (Recommended)

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. List and describe the purposes of observation.
  2. Discuss the ethics involved in observing young children and discuss privacy and confidentiality in the protection of children.
  3. Describe various forms (tools) of observation and summarize the advantages and disadvantages of each tool.
  4. Demonstrate the use of at least four tools of observation.
  5. Analyze observational data to plan, guide, and respond to children’s needs.
  6. Create a portfolio and explain its usefulness in the assessment process.
  7. Describe the role of observation in understanding and guiding children’s behavior.
  8. Illustrate the use of multiple observation tools for gathering information.
  9. Apply knowledge gained from observation of child development to plan an activity.
  10. Demonstrate the connection between observation and teaching practice.
  11. Discuss the use of observation in establishing relationships with parents and children.
  12. Discuss authentic assessment and how it supports planning for young children.
  13. Develop awareness of one’s own attitudes, culture, temperament, feelings, and ideas that may affect observation.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Discussions (Weeks 1-8)

20%

Reflections (Weeks 1-8)

15%

Individual Assignments (Weeks 1-8)

20%

Midterm Exam (Week 4)

10%

Activity Plan (Week 6)

5%

Case Study (Week 8)

20%

Final Exam (Week 8)

10%

Total

100%

Required Textbooks

Available through Charter Oak's online bookstore

  • Jablon, Judy R., Amy Dombro and Margo Dichtelmiller. The Power of Observation for Birth Through Eight. 2nd ed. Teaching Strategies, Inc., Washington DC, 2007. ISBN-13: 978-1-933021-52-2
  • Marion, Marian; Using Observation in Early Childhood Education, Pearson Education, Upper Saddle River, NJ, 2004. ISBN-10: 0-13-888496-X or ISBN-13: 978-0138884963

Additional Resources

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2,11-13

Topic: Why Observe? Ethics of Observation Reflective Practice Objective Observation

  • Readings:
    • Power of Observation (Power) Chapters 1-3, 7
    • Using Observation in Early Childhood Education (Marion) Chapters 1, 2, 11
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments – Power p.165, #4
  • Choose case study child – provide profile (SEE ASSIGNMENT NOTES.)

2

3,4,8,13

Topic: Narrative Methods of Observation

  • Readings:
    • Power Chapters 4 and 5 (pgs 65-79)
    • Marion Chapters 3, 4
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments – Marion, p 62, activity 2 (use two children/one should be case study child) and Marion, p 82, activity 1
  • Practice running record, anecdotal record (video) (SEE ASSIGNMENT NOTES)

3

3,4

Topic: Non-narrative Methods of Observation

  • Readings:
    • Power Chapters 5 (pgs 80-92)
    • Marion Chapter 5
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments – Marion p 99, activity 1, p 100, activity 2 (SEE ASSIGNMENT NOTES)

4

5,6,11

Topics: Documentation / Reporting / Planning / Progress

  • Readings:
    • Power Chapter 6
    • Marion Chapter 6
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignment – Marion, p 123, activity 1
  • Collect (2) portfolio artifacts (SEE ASSIGNMENT NOTES)
  • Complete Midterm Exam

Midterm Exam
Power chapters 1, 2, 3, 4, 5, 6, 7
Marion chapters 1, 2, 3, 4, 5, 6, 11
SLOs 1, 2, 3, 4, 5, 6, 11, 12, 13

5

7,10

Topic: Observing Behavior

  • Readings:
    • Marion Chapter 7
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments – two (2) Behavior Observations
  • Collect (2) portfolio artifacts

6

9,10

Topic: Using the Eclectic Approach to Observe Motor and Cognitive Development

  • Readings:
    • Marion Chapter 8
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments
  • Submit: Activity Plan (for case study child) (SEE ASSIGNMENT NOTES)

7

7

Topic:Using the Eclectic Approach to Observe Emotional and Social Development

  • Readings:
    • Marion Chapter 9
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Individual assignments – Marion, p 210, activity 3

8

6,8

Topic: Using Observation to Prevent and Solve Problems

  • Readings:
    • Marion Chapter 10
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Submit Reflections assignment
  • Submit Case Study/Portfolio
  • Complete Final Exam

Final Exam
Marion chapters 7, 8, 9, 10
SLOs 6, 7, 8, 9, 10

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.