2nd Edition
Child Observation for Learning and Research Understanding the Methodology, Practice and Interpretation
List of figures
List of tables
List of theorist boxes
List of theory boxes
Preface
Acknowledgments
Part I: Thinking about and planning for child
observation
Chapter 1: Observation and learning
Vignette 1.1
Vignette 1.2
Abstract
Introduction
What is learning?
Observation - a learning tool
Summary
Concluding activity
Chapter 2: Child Observation - historical perspective
Vignette 2.1
Vignette 2.2
Vignette 2.3
Abstract
Introduction
Systematic uses of observation
· The influence of biology
· The influence of developmental psychology
· The influence of behaviourism
· The influence of psychodynamic theories
· The influence of constructivism
· The influence of early childhood pioneers
· An overview of historical influences
Contemporary uses of child observation
Summary
Concluding activity
Chapter 3: Methods of observation
Vignette 3.1
Vignette 3.2
Abstract
Introduction
Aims of observation
Different methods of observation
· Checklists
· Time sampling
· Target child observations
· Sociograms
· Tracking maps
· Event sampling
· Narrative observations
· Audio/visual recordings and photographs
An overview of different methods of observation
Summary
Concluding activity
Chapter 4: Planning for child observation
Vignette 4.1
Vignette 4.2
Vignette 4.3
Abstract
Introduction
Who to observe?
Selecting a child for observation
Where to observe?
When to observe and for how long?
Pre-observation arrangements
Maintaining a Reflective Learning Journal
Summary
Concluding activity
Chapter 5: Ethical implications of child observation
Vignette 5.1
Vignette 5.2
Vignette 5.3
Abstract
Introduction
Ethics in social sciences and research
Informed consent and participant information
Seeking the child’s assent
Further ethical dilemmas
Fundamental principles
Ethics – the basis for quality observations
Summary
Concluding activity
Chapter 6: Finding the role of the observer
Vignette 6.1
Vignette 6.2
Vignette 6.3
Abstract
Introduction
The role of attitudes
Categorisation and stereotyping
Emotional factors
Recognising bias
Summary
Concluding activity
Chapter 7: Participant and non-participant observation
Vignette 7.1
Abstract
Introduction
Non-participant observation
Participant observation
The integration of different approaches to participation
Observer effect and observer bias
A continuum of observer participation
Insider and outsider perspectives
Summary
Concluding activity
Part II: Observation, research analysis and applications
Chapter 8: Observation – a research tool
Vignette 8.1
Vignette 8.2
Abstract
Introduction
Observation for research-based practice
Observation as method and context
Choosing an observation method
Summary
Concluding activity
Chapter 9: Conducting and recording narrative observations
Vignette 9.1
Abstract
Introduction
Observer’s position
Responding to children and situations
Contextual challenges
Recording narrative observations
· Noticing and note-taking
· The power of language
Observation – a context of dynamic interactions
Summary
Concluding activity
Chapter 10: Observation and the reflective process Vignette 10.1
Abstract
Introduction
What is reflection?
Reflection in action and reflection on action
Affective aspects of reflection
Reflective dialogue
Reflecting on the quality of observation records
Four lenses of reflection
· Student eyes – Reflecting on the child’s viewpoint
· Colleagues’ perspectives - Reflecting with peers, practitioners or parents
· Reflecting on personal experience
· Reflecting in the light of theory
Summary
Concluding activity
Chapter 11: Analysis of observation records
Vignette 11.1
Abstract
Introduction
Data analysis
· Data segmentation and coding
· Thematic analysis
· Theoretical position and analytical framework
· Assigning categories into themes
Managing data
Presentation of the findings
Analysis of images and video recordings
Key principles and basic rules of analysis
Challenges and limitations
Summary
Concluding activity
Chapter 12: Interpretation of observations
Vignette 12.1
Abstract
Introduction
Interpretation
The role of theory
Purpose and meaning
Using multiple analytical frameworks
Vignette 12.2
Interpretation of emerging themes
The basics of interpretation
Summary
Concluding activity
Chapter 13: Writing on child observation
Vignette 13.1
Abstract
Introduction
Different types of writing
· Account of an observation
· Child study
· Reflective learning paper
· Research article
Sharing and receiving feedback
· Feedback from peers and tutors
· Sharing Writing Online – Blogs
The process of writing
Summary
Concluding activity
Chapter 14: Observation in Early Childhood Education and Care
Vignette 14.1
Abstract
Introduction
Becoming observant
Informal and formal uses of observation
Observation for planning and assessment
· Possible lines of direction
· Learning stories
· Planning in the moment
· Pedagogical documentation
Observation for evaluation
Summary
Concluding activity
Chapter 15: Conclusion - The power of observation
Vignette 15.1
Vignette 15.2
Abstract
Introduction
Overview of the observational process
Challenges of observation
Observation and self-awareness
The power of observation
References
Index
Biography
Theodora Papatheodorou (PhD) is an early years scholar with expertise in child observation as a systematic and reflective approach to understanding learning and development processes.
Paulette Luff (PhD) is a Senior Lecturer at Anglia Ruskin University. Understanding the importance and use of child observation is central to her teaching, research and writing.
Olivia Boulter (M.Ed) is a Senior Lecturer at Anglia Ruskin University. She works closely with undergraduate students encouraging critical inclusive and reflective practice.
