Observation Is Key
Between the Children’s House
and the Home
Observation, Recordkeeping
and Reporting
In the Montessori Experience
© Anna Perry, MECA 2004
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Good Observation Skills are the Key
to Working with Infants and Toddlers
ME C A
© Anna Perry, MECA 2004
Observation and Recordkeeping
Do’s and Don’ts
Do
Don’t
• Jot down fun or
• Label or judge
interesting quotes to
• Forget about the end
share with parents
of the alphabet group
• Cover all the areas of
• Write anything down
development for all
that shouldn’t be seen
children
by others, including
• Share notes with entire
parents
teaching team
• The younger they are,
the more important
observation is
• We know how to serve
the child based on
what info we gather
• We must prepare
ourselves to see each
child before us
© Anna Perry, MECA 2004
• First we observe, then we guide
• To observe well, you must know yourself
well
• Importance of daily observations
• Use the scientific method as a grounding
point
• Collect facts - beware of biases!!!
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© Anna Perry, MECA 2004
Recordkeeping
• Along with daily notes come daily records
Observation Activity
• It won’t happen unless you make the time
for it
• Observations lose the majority of their value
if they aren’t accompanied by records
© Anna Perry, MECA 2004
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© Anna Perry, MECA 2004
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Different Formats
Recordkeeping & Reporting Areas
• Cognitive Development
• Checklists vs
– Language skills and eventually Literacy
– Visual Spatial skills, Numeracy --> Math
• Anecdotal records
• Skill Development
• Concept or skill vs
– Rolling, sitting up, crawling
– Walking, pouring, washing, drawing
• Activity Checklists
• Social/Emotional Development
• Fine and Gross Motor Development
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© Anna Perry, MECA 2004
© Anna Perry, MECA 2004
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Facilitating Communication with
our Families
•
•
•
•
•
Reporting:
Communicating Effectively Between
School and Home
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© Anna Perry, MECA 2004
Image-Making Stage
Nurturing Stage
The Authority Stage
The Interpretive Stage
The Interdependent Stage
The Departure Stage
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• The importance of the first contacts
• Events
• School opportunities for involvement
• Parent education
(Galinsky, 1987)
© Anna Perry, MECA 2004
© Anna Perry, MECA 2004
Ways To Integrate Families into
the School Community
The Six Stages of Parenthood
1.
2.
3.
4.
5.
6.
Cultivating an inclusive environment
Discovering the needs of your families
Supporting parent education
Nurturing a strong school community
Celebrating Diversity!
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• Parent support
© Anna Perry, MECA 2004
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Considerations
Parent Support
• Sensitivity towards:
• Parent as the child’s primary guide in life
• Parent as the child’s primary advocate
• Providing sensitive resources for:
– Cultural or Socioeconomic differences
– Educational differences
– Philosophical or ideological differences
– Special needs
– Family issues or difficulties
– General parenting questions
• Family needs and program selection
• Keep in mind what brought the family to
your program
• Educator as child advocate
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© Anna Perry, MECA 2004
Parent Conferences
• The introduction begins at the first contact
• Options:
1. Introductory
– Before school begins
2. Reporting
• for admissions vs for getting to know the family
– Once the school year is in session
– Home visits
3. Issue related
4. Special needs
• Having a format helps
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© Anna Perry, MECA 2004
Reporting Conferences
Issue-Related Conferences
• Preparation is vital
• Preparation, preparation, preparation
– Format helps to organize observations
•
•
•
•
What to prepare, how to prepare it?
What do we want/need to share with them?
What does the parent want from this?
Watch for:
– Over scheduling
– Labeling, defining
© Anna Perry, MECA 2004
ME C A
Introductory Conferences
Four different kinds:
© Anna Perry, MECA 2004
© Anna Perry, MECA 2004
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– Team discussion beforehand
– Choose no more than two areas of focus
– Use solid examples
• Focus the parent on their child and how they
can support him/her best
• Documentation is also key
© Anna Perry, MECA 2004
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The Special Needs Conference
• PREPARATION!
• The building up process
• Different kinds of conferences call for
different kinds of sharing and support
• Have resources available
• Beware of labeling
• Watch the parents’ reaction
The Conferencing Activity
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© Anna Perry, MECA 2004
Reports Home & Testing
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Resources for Parents
• Other People’s Children
• One Child, Two
Languages
• Scientist in the Crib
• Alfie Kohn’s books
• How To Talk So Kids
Can Learn
• What’s Going On Up
There?
© Anna Perry, MECA 2004
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Additional Resources
• General information
• Developmental
guidelines and
descriptions
• Stories on parenting
• Resources on difficult
topics
• Children’s books
© Anna Perry, MECA 2004
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Resources For Educators
• It is a form of communication about your
common interest, sharing observations and
plans for guidance
• Always in a positive light, but truthful
• Include something that can be done with the
child.
• Testing can be another part of the children’s
school experience, can be informative.
© Anna Perry, MECA 2004
© Anna Perry, MECA 2004
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• Special need specific
– Autism
– Sensory Integration
– ADHD
• Parent Questions
– Technology
– Discipline
– toileting
• Parent ‘Manuals’
© Anna Perry, MECA 2004
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Thank You.
Anna P. Perry
Montessori Education Centers Associated
www.MontessoriECA.org
[email protected]
© Anna Perry, MECA 2004
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