Beginnings Workshop
WWW.CHILDCAREEXCHANGE.COM
by Deb Curtis
■ Learning to See . . .
Seeing to Learn:
The Role of Observation
in Early Childhood
Development
by Diane C. MacLean
■ Observation — The
Path to Documentation
by Beth MacDonald
■ Growing a Culture
of Inquiry:
Observation as
Professional Development
by Ann Pelo
PHOTOGRAPH BY BONNIE NEUGEBAUER
■ Training Suggestions
by Kay Albrecht
A new Out of the Box Training Kit is available based on Diane C. MacLean’s
Beginnings Workshop article: Item #4400804 — Learning to See . . . Seeing to Learn:
The Role of Observation in Early Childhood Development
This issue of Beginnings Workshop brings to life the integral role observation plays in our understanding
of how children are growing, learning, and developing. It looks carefully inside the process of observing to
uncover the potential of observation to seek children’s perspectives, inform teaching, lead to documentation,
and enhance professional development. Building on the previous Beginnings Workshop on observation
published in September/October, 2004, this issue widens and deepens our understanding of
the transformational potential of “learning to see” (MacLean).
OBSERVATION AND ASSESSMENT
■ No Ordinary Moments:
Using Observations
With Toddlers to Invite
Further Engagement
For reprint permission, contact Exchange, PO Box 3249, Redmond, WA 98073 • (800) 221-2864 • [email protected].
Single copy reprint permission from Exchange, The Early Leaders' Magazine Since 1978
PO Box 3249, Redmond, WA 98073 • (800) 221-2864 • www.ChildCareExchange.com
Multiple use copy agreement available for educators by request.
November/December 2006
Exchange
35
Single copy reprint permission from Exchange, The Early Leaders' Magazine Since 1978
PO Box 3249, Redmond, WA 98073 • (800) 221-2864 • www.ChildCareExchange.com
Multiple use copy agreement available for educators by request.
No Ordinary Moments:
Using Observations With Toddlers
to Invite Further Engagement
by Deb Curtis
The year I spent closely observing toddlers as a
child care teacher was one of the most intellectually
engaging and joyful years of my career. I kept a
daily journal and took lots of photos of the unfolding
activities that seemed significant to me and the
children. I studied the photos and notes for my
own learning and also loved sharing them with the
children and their families.
Every observation was full of accounts of the
children’s remarkable focus and determination,
curiosity and delight. Whether happy or sad, angry
or tired, the children brought to every encounter
an innate optimism and an eagerness for new
experiences. My observations confirmed the current
research that reports that the natural inquisitiveness
and drive of these very young children ensures that
during the first three years of life their brains will
develop faster than at any other time. With an
astounding 250,000 brain connections growing each
minute, there are no ordinary moments during this
time of life! The significance of this work was humbling and exciting. My hope was to find a way to take
in each of these extraordinary moments with the
children, to honor them and help them grow.
Seeking the children’s
perspectives
It took practice for me to slow down and
look and listen attentively; suspending
any agenda I might have for what the
children should be doing. Instead, I tried
to put myself in their shoes to understand
the world from their point of view. Seeing
the children’s perspectives influenced my
decisions and actions, and was critical for
engaging with them in a deeper teaching
and learning process.
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Exchange
November/December 2006
PHOTOGRAPH BY DEB CURTIS
Deb Curtis is a toddler
teacher at the
Burlington Little
School, in Burlington,
Washington. She also
teaches workshops,
seminars and conferences for adults in a
variety of settings
around the country.
She is the
co-author of several
books with Margie
Carter. This article is
extracted from their
forthcoming book,
Learning Together
with Children (Redleaf
Press, in press).
Here is an entry from my observation journal
illuminating the power of taking the children’s
point of view:
Today I brought in the clear plastic containers with
lids, packed with colorful, sparkly bracelets that I
found at the thrift store. I immediately knew from my
previous observations that these would be a great
learning material for the group. As I observed the
children they were absorbed in using the materials
just as I predicted. They loved exploring how the
bracelets sparkled in the light from the glitter sealed
inside. Of intense interest to them was fitting the
plastic rings back into the cup and securing the lid.
I’m always so intrigued by how serious toddlers are
about this kind of work. Do they feel the satisfaction
of conquering the challenge of a tricky puzzle, or
soothed by the security of knowing that some things
in the universe fit together just right?
Oscar immediately knew what the rings were for, and
so he spent a very long time putting every bracelet
he could get ahold of onto his arm. I was delighted
that the other children seemed to understand the
PHOTOGRAPH BY DEB CURTIS
Beginnings Workshop
PHOTOGRAPH BY DEB CURTIS
Beginnings Workshop
a sketch, tape recorder, or camera can
help you learn more about individual
children, and see the complexity of the
unfolding moments. You also get ideas
about additional things to offer to
extend their interest for further
learning.
Here’s another journal entry where
I used the details of what I was
observing to help the children connect
with each others’ ideas and actions:
I’ve been delighted to watch the
changes in how my group of toddlers
engages with the baby dolls and props
in the room. For a long while they have
been imitating the actions that come from their own
experiences, earnestly trying to fit the bottles in the
dolls’ mouths and cover them with the blankets. As
the children play with the babies I observe them
closely to see what they do. I also love to make
guesses about what they might be thinking as they
play. I imitate their behavior and play along side them.
As they play I describe the details I see unfolding
around me.
importance of this work to him and let him have many
of their bracelets so he could complete the task.
Capturing the details
Another observation skill I cultivated to enhance the
teaching and learning process with my toddlers was
to notice the many small things that occurred within
the group. Children look closely at the details that
we adults take for granted and don’t pay attention to
anymore. We are quick to assign a label or meaning
to what we see. General information such as “they
loved playing with the water” doesn’t give us much to
engage with to deepen the teaching and learning
process. Capturing the specific details of what you
hear and see, documenting with a clipboard and pen,
“Kiran is feeding his baby a bottle.”
“T’Kai is gently putting his baby to bed.”
“Hannah is rocking her baby to sleep.”
“My baby is crying. I’m going to give her a hug.”
PHOTOGRAPH BY DEB CURTIS
At one point I noticed Kiran deliberately throwing the
bracelets onto the floor in front of him. My initial reaction was to jump in and stop this behavior. One of my
ongoing goals is to help the children see how to care
for our materials. Fortunately, before I jumped in, I
stopped to watch for just a moment. What I realized is
that Kiran was purposefully throwing the rings. He
had discovered that if he threw them just the right
way they would spin around and around like a top,
until they slowly lost momentum and wobbled to a
stop. I was thrilled to learn this new way to explore the
bracelets and called the other children’s attention to
Kiran’s idea. I’m so glad I stopped to see his perspective. I was astonished that he figured this out; he’s
only 14 months old! His discovery is now a part of the
learning games we play with the bracelets, and the
children are getting quite good at controlling this
small aspect of the science of physics.
Children look
closely at the
details that we
adults take for
granted and
don’t pay
attention to
anymore.
November/December 2006
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37
PHOTOGRAPH BY DEB CURTIS
the power of her imagination. It was such a
profound experience for me, witnessing her
growing awareness of the magical world of
make believe.
Using observations with
the children
As I continued to describe the details of my
observations to the children, it was apparent
that this had a positive influence on their
play skills. I began to use my observations
and photos with them more purposefully. My
journal entries about our study of flubber
demonstrate the power of using observation
stories and photos with the children.
Using
observations
and photos with
the children
gave me a
profound
respect for their
insights and
abilities.
I particularly noticed this with Oona’s play today. The
other children eagerly followed her lead as she fed
the babies, wrapped them in a beautiful cloth, and
rocked them for a long period of time. She noticed
their attention to her and I think it enabled her to see
herself and her actions in a new way. A dreamy look
came into her eyes and a satisfied grin came over her
face, as she seemed, at that moment, to understand
Exchange
November/December 2006
PHOTOGRAPH BY DEB CURTIS
Flubber journal entry #1:
I invited the children to begin a study of
flubber today which we will continue over an
extended period of time. I have chosen
flubber because it is a substance that moves
and flows and responds to the children’s
actions. Today as they worked with the
flubber, I narrated their actions and pointed
out the things they were doing to the other
children.
I notice that as I highlight their actions, the children
seem to pay more attention to each other’s play and
often try what I have pointed out. I’ve been wondering
if my comments may be helping their play skills grow.
Today I watched their behavior with the baby dolls
change. The difference I discerned is the children
were playing together with the babies. They watched
and interacted with each other a lot more than usual.
I am so curious about this new play. I know it is a
stage in their development to start to play together,
but it seems that broadcasting their actions has
helped them make a leap in symbolic thought. Did
watching each other pretend introduce them to the
power of their imaginations?
38
PHOTOGRAPH BY DEB CURTIS
Beginnings Workshop
“Oh look, when Kiran puts his finger in the flubber he
pokes a hole.”
“Oona is using the comb to make dots and lines all
over the flubber.”
“T’Kai is putting the lid on the cup.”
I noticed as I described and pointed out these actions,
the children seemed to copy what they saw and heard.
They also stayed at the flubber table a little bit longer
than usual.
Flubber journal entry #2:
Today I brought a homemade binder book full of
photos I have taken of the flubber explorations we
have been doing. I read the book to the children when
they came to the flubber table to play. They were
engrossed in the story of themselves and the flubber;
and when I was done, a number of them looked
through the book again. The children continued to
explore the flubber, trying out the tools and actions
that were in the book. I continued to refer them to the
photos and describe their actions. They stayed at the
flubber table even longer today.
Flubber journal entry #3:
I saw Wynsome sitting by herself looking
at the flubber book and she was imitating the poking action that Kiran was
doing in the photo. She was poking the
photo with her finger just like he was. I
wonder if when she sees these reflections, she notices things not readily
available when she is immersed in her
actual experience with flubber. When I
reflect back children’s work to them in
these ways, does it help them develop a
symbolic representation of it in their
mind?
PHOTOGRAPH BY DEB CURTIS
PHOTOGRAPH BY DEB CURTIS
Beginnings Workshop
Capturing the
specific details
of what you
hear and see,
documenting
with a clipboard
and pen, a
sketch, tape
recorder, or
camera can
help you learn
more about
individual
children, and
see the
complexity of
the unfolding
moments.
Flubber journal entry #4:
I worked with Oscar and Hannah with the
flubber again today using my observations and photos to show them back their
work. As they played, I continued to
describe what I saw them doing and
pointed out their actions. After I had
taken a number of photos, I immediately
downloaded them into the computer, and
invited the children to look at a “show”
about their work. Many other children
November/December 2006
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Beginnings Workshop
came over, fascinated to see themselves on the
screen. They pointed excitedly, saying each other’s
names.
I got to witness
the miraculous
process
humans
go through
to develop
language!
Oscar was very interested in seeing a photo of
himself making an imprint in the flubber with the
edge of a plastic container. As he looked at the
photo he made a grunting sound and pointed,
indicating that he had pressed hard to make the
imprint. I suggested that he show us with the real
flubber. This time as he pressed hard to make each
imprint, he made the same grunting sound. Hannah
showed us she caught on to Oscar’s meaning right
away. She demonstrated by pressing her hands
together really hard and squinting her face as she
made the same grunting sound. Both of them
continued to make imprints in the flubber grunting
as they worked.
This thrilled me, as I believe that the work we have
been doing to revisit our actions with descriptions
and photos has encouraged the children to create a
shared language for the hard pressure needed for
imprinting. I saw this event as important for the
development of their symbolic thinking and language, but I also saw a bigger significance. I got to
witness the miraculous process humans go through
to develop language!
These few entries are just a glimpse of the joy and
deep engagement that the children and I had
together. Using observations and photos with the
Using Beginnings Workshop
to Train Teachers
by Kay Albrecht
Recipe for Flubber
Mix in a bowl
1 cup of Elmer’s® glue
3/4 cup of water
Food color or water color
Mix in another bowl
1/2 cup of water
1-2 teaspoons of Borax®
Pour both bowls into one bowl and mix.
Watch the magic!
children gave me a profound respect for their
insights and abilities. Sharing these stories with the
children’s families helped us all slow down and
appreciate this special time of life. What I discovered is that when I stopped, watched, and waited,
I learned so much more about the children and
myself. My actions communicated respect for the
children and, in turn, furthered the possibilities for
deeper meaning in the ordinary moments. I came to
trust the children as partners in the teaching and
learning process. I couldn’t wait to get to work each
morning, looking forward to what the day would hold
for us.
Do it yourself — create an observation journal: Curtis’s vivid examples of what she
learned from capturing the details in her observation journal are worth a try. Work with
teachers to begin the process of creating and adding entries to an observation journal.
Sharing observations with children: Sharing the details of keen observation with
children by describing what you see to the children seems like an easy way to implement
an idea. Try it out and keep watching for insights and the “joy and deep engagement”
reported by Curtis.
Talk it over: Help teachers pair up to review observation journals and dialogue. A
colleague may see things differently and add insight to what the written journal reveals.
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November/December 2006
Beginnings Workshop
Learning to See . . . Seeing to Learn:
The Role of Observation in
Early Childhood Development
by Diane C. MacLean
Through a child’s eyes:
From the inside out
Eighteen-month-old Maggie had been pushed all
morning. Mom pushed her into clean diapers,
clothes, and shoes. Dad pushed her into her highchair and fed her oatmeal. She fussed and pushed
at her bowl and spoon. Dad got fed up trying to
feed her and put her in her car seat. He had to get
moving. She’d had two bites of breakfast.
Maggie arrived at child care hungry just as breakfast was being cleared from the tables. On top of
that her teacher, Ms. Hugs & Kisses, wasn’t there
yet. Instead, Ms. Substitute was trying to clean up
the waffles the other kids had been served as she
talked to Maggie’s father. Maggie found some waffles on the floor and reached for them. “Oh no you
don’t, Maggie,” her Dad told her as he pushed her
into a chair and gave her a puzzle. Maggie cried
loudly to convey her frustration. Her Dad told Ms.
Substitute that Maggie had been in a bad mood all
morning and wished her luck. He kissed a
screaming Maggie goodbye and rushed off to work.
Ms. Substitute went back to cleaning. Maggie sat
and sniffled and watched breakfast go away.
Another child came over to her table, reaching
across Maggie to grab her puzzle. Maggie smelled
the waffle syrup still stuck on her friend’s arm. She
leaned forward and bit down on the sweet smelling
forearm of her friend. “No, Maggie! Not nice!” Ms.
Substitute yelled in her face. Her crying friend was
quickly scooped away and hugged and kissed. Ms.
Substitute paged the front desk. “No one told me I
had a biter in here. Please call Maggie’s father and
let him know that he will have to come and take her
out of this class if she continues to bite the other
children.”
It happens so often. Miscues compound, and
events spiral out of control. All too often we create
the misbehaviors we are trying so hard to prevent.
We inadvertently condition children to express
negative behavior because it seems to be the only
way they can get their point across. It is so hard for
children to be really heard and understood. We do
not ask them what they want or need because they
do not speak our language. Or do they? Studies
show that non-verbal children have already developed an extensive understanding of their home
language. It’s their developmental age that restricts
them from conveying effective responses. Early
Childhood Development Professionals have a
unique opportunity to observe and uncover these
behavior patterns. By documenting unbiased,
objective observations of children’s actions and
reactions, teachers can reveal the clear body
language that children use to convey their
responses. This information can be used to create
family partnerships which guide and support
children as they learn to communicate, and we
learn to understand their needs.
Diane C.
MacLean
graduated
with a BS in
Education at
Indiana University, 1983.
She currently serves as a
Training and Curriculum
Specialist with the
Department of Defense,
United States Marine
Corps in Camp Lejeune,
North Carolina.
The parents’ view:
From the outside, in
Here’s how the problems started: Both Mom and
Dad had a rough night. Maggie was up three times.
To top off a tough night, the morning alarm didn’t
go off and it was Maggie’s crying that finally woke
them up again, 20 minutes late. It was Dad’s turn
to get Maggie to child care and Mom rushed out
the door, after rushing Maggie into her clean
diapers and clothes.
Maggie hadn’t eaten well the night before, and Dad
chose a hearty oatmeal breakfast for Maggie in an
Single copy reprint permission from Exchange, The Early Leaders' Magazine Since 1978
PO Box 3249, Redmond, WA 98073 • (800) 221-2864 • www.ChildCareExchange.com
Multiple use copy agreement available for educators by request.
November/December 2006
Exchange
41
Beginnings Workshop
Documenting
observations on
a regular basis
is critical to
piecing the
“syllables” of
the child’s
body language
together.
effort to get something substantial into her before
sending her off to the center. Maggie’s refusal to
cooperate and eat really frustrated him. Dad checked
his watch and realized he needed to get going. He had
a staff meeting to attend and budget cuts to defend.
Maggie obviously wasn’t hungry again. He cleaned his
daughter up and put her into her car seat. Maggie’s
class was just finishing breakfast when they arrived,
and a substitute teacher was working to clean up
quickly when Maggie arrived. Dad put Maggie at the
puzzle table in an effort to distract her from the mess
under the table. Her screams just topped off a beautiful morning; he apologized to Ms. Substitute and left
as quickly as possible.
Miscommunication happens all the time. There is no
one at fault here. We do the best we can. The
question is how can we, in the course of our busy
lives, take the time to translate our children’s needs to
others? Just when we think we have figured out their
cues, their needs change. Our children develop so
quickly, it’s hard to keep up. Where do we begin?
Figuring out what went wrong:
Systematic observation and patterning
Systematic observation and patterning is a strategy for
identifying patterns in children’s responses that can
prevent further miscues and resulting negative and
uncontrollable behavior. Regular documentation of
objective observations and behavior pattern reviews
offer opportunities for promoting positive change and
healthy development in young children.
When partnered with parent feedback, systematic
observation and patterning provides invaluable insight
into the unique expressive patterns of each child. In
addition, documented observations throughout a
child’s day and over the years assist with assessment.
This is a complicated way of describing something that
most of us do naturally. Unfortunately, our
observations are often tainted with our own bias and
personal experience. In addition, we often fail to take
the time necessary to document what we see.
Documented unbiased observations of children’s
actions and reactions over time serve as a priceless
tool of discovery into the communicative attempts and
motives of childhood expression. The following
guidelines are helpful in documenting unbiased
observations.
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November/December 2006
Guidelines for objective observation:
See through the eyes of the child
Get down on the child’s level and look at life from his
or her eyes. Most of the time children see adults from
the knees down, or, from the shoulders up. Which
view would you prefer? Infants can be over-stimulated
by the visual, auditory, and tactile information that
they encounter in their environments. Their sense of
smell is highly sensitive in infancy. Children’s digestive
tracts are learning to move in sync, and all too often
there are a few kickbacks in the system. This causes a
lot of physical pain.
Pre-toddlers can understand their home language
more fluently than they can express it. This sets the
stage for frustration and misinterpretation of intent.
Record only what you
see, feel, hear, and smell
You cannot see “angry”; you can see frowning and
hear screaming. You cannot see “loves,” you can see
smiling and hear giggling. When you record the
specific body language and sounds the child
expresses you maintain objectivity. This provides a
more accurate view of what is happening with that
child; it is a more accurate translation of the child’s
intent for multiple caregivers. For example, stating that
“Reggie (15 months) picked up the sensory tube and
angrily threw it at the caregiver” invites a whole set of
misinterpretations depending on how the reader views
what “anger” looks like. Does it look like screaming
and throwing with force and intent? Does it look like
frowning and crying? The actual observation of this
incident, written with objectivity, provided a completely
different scenario. “Reggie (15 months) picked up the
sensory tube, made eye contact with the caregiver,
and waved the tube back and forth. The caregiver
held out her hand, palm up, toward Reggie. Reggie
looked back down at the tube and released his hand.
The tube flew past the caregiver and rolled across the
floor. Reggie frowned and crawled away. He began
banging on a piano with the palm of his hand.” This
observation provides a non-judgmental documentation
of a set of events free of subjective and often inaccurate conclusions.
Look at the big picture
Documenting observations on a regular basis is
critical to piecing the “syllables” of the child’s body
Beginnings Workshop
language together. From these observations you will be
able to better understand intentions. Accurately translating a child’s intent to communicate his or her need
provides opportunities for positive interactions
between caregiver and child and the development of
trustworthy relationships, which is our goal.
Analyze behavior patterns
Look for patterns to environmental triggers. Is the
infant’s crying response regularly triggered by his
inability to move in the direction intended, or do you
see a regular crying response that is triggered after
eating a meal? Having a number of documented
observations can bring to light the triggers behind
some often confusing behaviors. Understanding the
intensions behind these non-verbal response
patterns allows the caregiver to enter into a
“teachable moment” with that child, providing
support through the development process.
Lack of response to environmental triggers should also
be noted. An infant normally goes through a period of
insecurity and frustration before moving forward
developmentally. Becoming aware of these patterns of
insecurity and frustration and matching them to their
environmental triggers can better alert caregivers
toward developmental readiness. When we analyze
these behavior patterns, we are better prepared to
respond appropriately to the child’s intent and foster a
rich and rewarding relationship with both parent and
child.
Trade, share, and combine
your observations
We all view things from different perspectives. When
we share our observations, our insights can be used to
highlight critical developmental milestones and
challenges for young children in our care. As the child
grows, his or her needs change. Regular, informal
conferences with parents regarding your observations
of their child during the day, partnered with the
parents’ insight into their own observations, routines,
and cultural patterns at home can greatly enrich the
child’s developmental experience. Consistent support
and guidance is crucial to healthy development.
Sudden changes in behavior patterns can alert adults
to possible health and developmental concerns.
Documented observations can be submitted to
appropriate professionals for more effective and
timely intervention opportunities.
A view from all angles
Ms. Hugs & Kisses arrived in her classroom at 11:00,
just in time for lunch. She and Ms. Substitute sat
down to a family-style lunch with the children. Maggie
was tired and hungry. She grabbed her chicken nugget
and bit down hard and yelped, throwing it back down
on the plate. She fussed and picked up her milk, sucking the cool liquid down quickly. “Maggie, are you
alright? You love chicken nuggets.” Ms. Hugs & Kisses
asked Maggie.
“I’m not surprised,” interrupted Ms. Substitute. “Maggie has been trouble all morning. She started out by
biting Andrew on the arm and has been fussy and
angry with everyone all morning. She just doesn’t want
to be here.”
Look for
patterns to
environmental
triggers.
“That’s not usual for Maggie. What exactly happened
this morning?” asked Ms. Hugs & Kisses. Ms. Hugs &
Kisses wrote down Maggie’s actions from the time she
grabbed the waffle pieces, to the bite on Andrew’s arm
after breakfast, and then documented the fussy and
pushy behavior of the last three hours.
Maggie had wandered from center to center until Ms.
Substitute had filled the water table. There, Maggie
splashed around in the water and did not want to give
up her turn. She kept putting the washcloth and
sponge they were using to wash the babies with into
her mouth and sucking the water. Ms. Substitute
finally lost patience trying to control Maggie’s behavior
and closed the activity center.
After settling Maggie and the other children down for
nap, Ms. Hugs and Kisses excused herself to make a
phone call to Maggie’s father. She asked about
Maggie’s evening and sleep patterns the night before.
She tracked Maggie’s eating pattern and found
attempts to eat but resistance to the specific foods
offered. Ms. Hugs & Kisses reviewed her notes and
the pattern appeared.
Putting it all together
Maggie had a desire to eat, but wouldn’t. She went to
bed hungry; this could have caused the broken sleep
pattern she experienced the night before. Both Maggie
and her parents woke up without having much sleep
and were rushed and cranky.
November/December 2006
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Beginnings Workshop
Meeting children’s needs
Consistent
support and
guidance is
crucial to
healthy
development.
Ms. Hugs & Kisses called up to the kitchen to see if
they had any chicken nuggets left. She had a plate put
aside, asked that they be stored in the freezer, and
went back to class. As she suspected, Maggie woke
early from her nap fussing and crying. Ms. Hugs &
Kisses scooped Maggie up and hugged and held her
as she paged the front desk for the chilled nuggets to
be brought down. She sat with Maggie and offered her
a cold spongy nugget, and Maggie sucked and chewed
one down. As Maggie reached for another, Ms. Hugs &
Kisses asked her to open wide and Maggie showed
her swollen gums and an erupting tooth.
That afternoon at pick-up time Maggie was sucking
away at a frozen washcloth and playing in the kitchen.
Ms. Hugs & Kisses explained to Dad about Maggie’s
sore mouth and suggested soft
and cool foods for her, combined with a little extra TLC.
Dad was relieved to have an
explanation for his daughter’s
behavior and thanked her
teacher for her suggestions.
He hoped they would all get a
good night’s sleep.
children as they develop, and provide behavior pattern
summaries which teachers can refer to in an effort to
support the changing needs of the children in their
care. Use of observation and assessment tools such
as these are built on the belief that relationships are
central.
References
Dombro, A. L., Colker, L. J., & Dodge, D. T. (1999).
The Creative Curriculum for Infants and Toddlers.
Washington, DC: Teaching Strategies, Inc.
www.teachingstrategies.com.
Davis Goldman, B., & Bube Nychka, H. (1991). Series
of 6 training videotapes: Small Talk: Creating Conversations with Young Children. Chapel Hill, NC: Riverside
Publishing Company (a Houghton Mifflin Company).
PHOTOGRAPH BY BONNIE NEUGEBAUER
This simple scenario illustrates
investigative observation in
action. Documenting patterns
of child behavior for caregivers
promotes consistency in
responsiveness. Individualized
observation portfolios, like
those described in The Creative
Curriculum® for Infants and
Toddlers, travel with the
Using Beginnings Workshop
to Train Teachers
by Kay Albrecht
Figuring out what went wrong: MacLean points to systematic observation and behavior
pattern reviews as a source of valuable insight into children’s unique, expressive styles.
Try using objective observation to see through the eyes of the child.
Environment triggers: Analyzing behavior patterns to explore their deeper understanding
of relationships between the environment and the child’s experience sounds like a
strategy worth experimenting with. Analyzing patterns may reveal insights that allow for
quick environmental changes to address the underlying causes.
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Beginnings Workshop
Observation —
The Path to Documentation
by Beth MacDonald
The most challenging behavior change I had to face
as a preschool Montessori teacher was to learn the
art, spirit, and attitude of observation. The result of
that moved me, contrary to my style of teaching, into
a mode of listening to children.
understand the child and to support and help him in
the development of his life . . . the adult with his
stronger personality must hold himself in check, and,
taking his lead from the child, feel proud if he can
understand and follow the child.”
My years as an elementary teacher developed my
natural style of “night club act” or “on stage
persona.” After completing my Montessori training I
entered the classroom anew with the challenge of
observing children involved in their own learning
cycle in the classroom. Just sitting quietly and
observing children in lieu of directing and teaching all
activities was a huge shift. I know you are smiling
and wondering when I found the luxury of quiet
observation — it doesn’t exist much in the Infant, Toddler, and Preschool classrooms in any school. Our
tasks as teachers pull us into the activity of care
giving and the interactive relationships with the
children in our care. Montessori talked about the
“spirit of observation” which is a little closer to the
reality of our lives as educators. Keeping your eyes
and ears open to the children around you and maintaining an objective view of the learning while in the
midst of the classroom is a more realistic approach.
When we encountered the Reggio philosophy and its
emphasis on documentation, we realized that observation does not limit itself to listening and recording
the activities and learning of children, but expands to
a broader concept of observing the space or environment you are in and evaluating how the environment
supports and reflects the learning of children,
parents, and teachers.
Our shift to documentation began with the inspiration of the Reggio Emilia Schools in Italy and our
consultation with Amelia Gambetti, U.S. Liaison from
those schools. Conferences, visits from other U.S.
educators inspired by this approach, and our own
reading and researching lead us to the strong
connection between Montessori’s emphasis on
observation and Reggio Emilia’s emphasis on
documentation. The marriage began . . . and a
bumpy road it was, rewarding but challenging.
Maria Montessori felt strongly about observation
being one of the primary focuses of a teacher or
parent. She wrote, “ The adult must recognize that
he must take second place, endeavor all he can to
While visiting our school, one of the most important
sentences Amelia Gambetti said to us was, “Your
classrooms and your school should be personally
reflective of the children, parents, and teachers who
live and learn here.” It was a pivotal point of reference so we could begin observing every square inch
of our environment and remove or redo everything
that did not reflect this concept.
Beth MacDonald is
executive director of
MacDonald Montessori
School in St. Paul,
Minnesota.
Our school
is beginning
its 21st year
in early
childhood
education and our 13th
year in dialogue with the
Reggio Emilia approach
in collaboration with
Amelia Gambetti, Reggio
Children Coordinator and
Liaison for Consultancy in
Schools. MacDonald
Montessori School serves
180 children aged six
weeks to ten years and
has a fun, creative staff
of 35 men and women.
We removed decorations and all teacher or commercially-made displays and replaced them with photos,
drawings, visual expressions, and conversations of
children, parents, and teachers on the following:
■
■
■
■
■
■
■
■
■
Cubbies, cots, group line, communication centers
Staff panels, classroom pictures, family panels
Birthday boards, classroom identity panels
Maps of the school
Daily Journal Boards in each classroom
Parent Information Board/Entrance to the school
History of our Journey with both philosophies
Personal Journey/Portfolios for each child
Panels of Experiences, Learning, Projects in each
classroom
I love Loris Malaguzzi’s, the founder of the Reggio
Schools, comments about documentation:
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November/December 2006
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Beginnings Workshop
Simple
observations
can lead to
documentation.
“The walls of our preprimary schools speak and
document. The walls are used as spaces for
temporary and permanent exhibitions of what the
children and the adults make come to life. . . . One
thing is a school that speaks; another a school that is
silent.”
interactions, to hear their real conversations, to record
these explorations and to share them with the
parents, children, and teachers. Another challenge
from Amelia was, “There are elephants walking across
your classrooms every day and you are focusing on
the ants.”
There is no question that our school has for 20 years
been filled with learning, exploring, curiosities, and
experiences. Previous to being inspired by the Reggio
approach, we observed, listened, and followed the
thinking of children but did not take it to a deeper
level — that is — sharing and making visible the
observations, listening, thinking, and visual
expressions of children, parents, and teachers who
live and learn together in our school. Our school is
working to become a school that speaks.
I remember at the end of my Montessori internship 21
years ago, my supervising teacher came to videotape
my classroom. There was a little girl in my preschool
classroom that I had sit out for a time out as a
behavior consequence. I went about working with the
other children, ignorant of the fact that my supervising
teacher was videotaping the activity on the time out
chair. Alissa was pretending to be a grandmother in a
rocker and she was coaching each child in the classroom to sit on her lap, rock them to sleep, bring her
dishes and clothes from the housekeeping area. She
had a wonderful time as did all the other children and
I never observed a thing until I saw it all on video later.
The most persistent and persuasive challenge has
been to shift our vision to see what the children are
really doing in the classrooms every day, to see the
PHOTOGRAPHS BY TEACHERS OF MMS
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November/December 2006
Beginnings Workshop
PHOTOGRAPHS BY TEACHERS OF MMS
How much do
we miss in our
classrooms
when we
become
engrossed in
our teacher
tasks and fail
to observe what
is under our
noses?
How much do we miss in our classrooms when we
become engrossed in our teacher tasks and fail to
observe what is under our noses? By moving to
documentation with our observations we then can
share the life of the classroom or school with the
parents, teachers, and the children themselves.
One of our toddler teachers, Ellen Leja, always taught
with her camera around her neck or close at hand.
Experiences happen quickly and are over as quickly
with infants or toddler children. She captured a
wonderful moment on the playground. She snapped
four photographs capturing an exploration and
fascination with each other’s bodies (belly buttons!).
These photos have captured a moment in time and are
used repeatedly as an example of the beauty of
relationships between children.
Simple observations can lead to documentation. Adam
was having a difficult transition into the toddler room.
He cried every day, leaving a favorite toy at school: a
fire truck. Tracy observed this and suggested he bring
the fire truck back and forth to school and sent home
a disposable camera to capture his activities with the
fire truck at home. Notes went back and forth between
home and school. Adam stopped crying and entered
and left school happy with his new friend (truck). All
was gathered and a panel created to tell their story
and share it with the other toddlers and parents.
We began to notice situational experiences within our
school that we would have experienced but not
documented previously, for example, the installation of
all new windows in our 100-year-old building. The
project took six weeks and Tony and Tim, the window
installers, became objects of fascination. Whole
classrooms of children sat on the stairs and watched
them remove glass block cubes and reveal huge
openings in our walls. The children drew windows and
structures for weeks. Many conversations were
November/December 2006
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Beginnings Workshop
PHOTOGRAPHS BY TEACHERS OF MMS
Some
observations
begin very
simply by
capturing a
small interest
or curiosity in
a group of
children.
recorded with the workers and with each other. When
the crane arrived to carry the workmen to replace the
second floor windows, the observations and documentation exploded with excitement and documentation!
We captured just a few examples for the panels we
displayed in the school.
Some observations begin very simply by capturing a
small interest or curiosity in a group of children. This
experience started with a group of 6- to 9-year-old girls
who AnneMarie, their teacher, noticed were constantly
talking about Nikki, a preschool teacher, who was
getting married in the spring. The conversations
recorded seemed to center on the dresses of the
bridesmaids. Patti, one of our Education Coordinators,
brought a large box of fabric from our storage area.
The adventure began.
The girls created dresses and accessories that they
paraded through Nikki’s classroom for her approval or
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November/December 2006
suggestions. Photos were taken and many drawings
and sketches collected. The project evolved and was
supported by many teachers and parents as they then
focused on creating their own wedding experience. The
bride and groom, the minister, the musicians, and
attendants were selected, the costumes prepared, the
invitations written and given out to all the classrooms.
The vows were written, the studio decorated and
turned into a chapel. The organ was constructed from
3-D materials. Resource books were gathered to
explore weddings in many different countries and
cultures. The reception was planned and the food
prepared. The wedding ceremony and reception were
repeated all day as each classroom had their own
presentation.
The entire experience went on for eight weeks within
the context of many other classroom experiences that
summer. It evoked many observations from teachers
and parents concerning the strong motivation of the
Beginnings Workshop
children and the lack of participation of the boys in the
classroom, what messages our culture creates around
weddings, and what expectations girls absorb as they
grow up. This classroom experience is very close to my
heart because it was one of our first attempts 11
years ago to listen, observe, collaborate, support,
develop hypothesis, research, and document the
curiosities of children.
Approaches we wish we would have discovered early
on:
Tools that should be at your fingertips at all times:
■ viewing documentation panels as “in process” by
displaying the thinking and creativity of children as
it happens and not seeing panels as finished
products
■ capturing the big idea observed and sharing our
thinking in the documentation
■ not being just narrative or descriptive in our written
commentary of the photos
■ not using every child’s visual expressions or
photos but choosing a sampling of the experience
and helping parents to see that their child
would be reflected in other panels in the
classroom
■ pencil and paper, clipboards
■ recorders with batteries (painful lesson)
■ camera with film (another painful lesson) or
digital camera with memory cards
■ disposable cameras
■ video camera
■ computer or laptop (laptops are better for Infant
and Toddler rooms)
Seeing and seizing these opportunities of observation
and documentation and changing our behavior as
teachers is our current and greatest challenge. As a
result, we have learned from the educators in Reggio
along with the inspiration from Maria Montessori’s
words, “Follow the child.” I believe we are now better
able to interpret and make visible what we observe.
The children usually show us the way.
The tools for observation and documentation are
crucial because you will miss everything that is
happening if you have to scramble to find what you
need to record what is right in front of you. Being fully
equipped was one of our first painful lessons.
Adult roles needed:
■ parents to help with documentation or typing
■ co-teachers to trade off observing when you are
involved in an experience or activity with the
children
■ co-teachers or colleagues to collaborate together
about the conversations, experiences,
photographs, videos, and visual expressions you
have collected
. . . we are now
better able to
interpret and
make visible
what we
observe.
References
Edwards, C., Gandini, L., & Forman, G. (1998).
The Hundred Languages of Children. Greenwich, CT:
Ablex Publishing Corporation.
Lillard, P. (1972). Montessori: A Modern Approach.
New York: Schocken Books.
What’s the reflection?: Observe “every square inch” of your school’s environment for
Using Beginnings Workshop
to Train Teachers
reflections of “the children, parents, and teachers who live and learn” there. Are the
by Kay Albrecht
reflections you see compatible with your program’s values, philosophy, and approach?
What elephants?: “There are elephants walking across your classrooms every day and
you are focusing on the ants” (Amelia Gambetti). This powerful provocation is worth
considering. MacDonald reports that moving from observation to documentation
illuminates things that might be otherwise missed. Try it out and see where it
leads.
November/December 2006
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PHOTOGRAPH BY ANN PELO
Beginnings Workshop
Growing a Culture of Inquiry:
Observation as Professional Development
by Ann Pelo
Ann Pelo is the
mentor teacher at
Hilltop Children’s
Center in Seattle,
where she has been a
teacher and learner
since 1991. The
teachers at Hilltop
have taught Ann as
much about
professional
development as she’s
taught them; this
article is dedicated to
them.
Early childhood programs ought to be incubators of
inquiry. Children, teachers, families, and program
administrators, collectively and individually engaged in
systematic investigation, searching and researching,
asking questions, mulling over hypotheses, debating,
trying on new perspectives: this is the culture of
inquiry in which we all deserve to participate.
This process becomes a spiral that carries teachers,
children, and families more and more deeply into
investigation, collaboration, and relationship. Like life,
it unfolds moment by moment, one step at a time,
with surprises and detours and new questions to take
up. And, like life, it is anchored in everyday, ordinary
moments in our classrooms.
To grow a culture of inquiry, we need professional
development rooted in inquiry, aimed at fostering the
values and growing the dispositions and skills of
researchers: curiosity; willingness to linger with
questions; commitment to constructing knowledge
with others through dialogue, disagreement, and
challenge; and, attentive observation. When we put
inquiry at the heart of our programs, we organize our
curriculum for children and for teachers around
observation, study, and responsive planning.
At Hilltop Children’s Center, the full-day, year-round
child care program where I am the mentor teacher,
we’ve experimented with several professional
development practices centered on observation, as
we’ve aimed to grow the dispositions and skills
needed for this cycle of inquiry: center-wide research
questions, supported observation and meaningmaking, and collaborative study of observations.
In a curriculum built around inquiry, teachers pay
close attention to children’s play and work, taking
notes and photographs, capturing what they see and
hear — researchers collecting data. Teachers study
their notes and photos and other traces of children’s
work to unearth the meaning in the children’s play —
researchers making meaning of their observations:
What theories are the children exploring through their
play? What questions are they asking? What relationships are they building? From their observation and
study, teachers plan ways for the children to test their
theories, expand their questions, and strengthen their
relationships — researchers taking action. And, then,
teachers observe and listen some more, as the
children engage with the materials and activities
that teachers offer as a result of their planning; they
make notes about their observations and start
another round of study and planning. Throughout this
cycle of observation, study, and planning, teachers
make their observation and thinking visible to the
children, to families, and to each other with written
documentation and display.
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November/December 2006
Center-wide research questions
Inspired by the study questions used by the staff at
Chicago Commons, we develop a research question
each year to give us a shared focus for observation
and study.
Our research question is linked to our year-long
professional development focus. Several years ago, for
example, our year-long focus centered on the intersections between anti-bias curriculum and the Reggioinspired practice of pedagogical documentation.
During our monthly staff meetings, quarterly in-service
days, and our annual staff retreat, we explored this
intersection from a range of perspectives, with the
intention of strengthening our anti-bias work with
children, families, and each other. Our research
question at the beginning of that year was: “How do
children explore and express their cultural identities in
their drama play?” Later in the year, we added a
second question: “When do children call attention to
difference and when do they ignore it? How do they
use difference in their relationships with each other?”
Single copy reprint permission from Exchange, The Early Leaders' Magazine Since 1978
PO Box 3249, Redmond, WA 98073 • (800) 221-2864 • www.ChildCareExchange.com
Multiple use copy agreement available for educators by request.
PHOTOGRAPH BY ANN PELO
Beginnings Workshop
years, we’ve deepened our knowledge of
children’s drama play, of the way they use
blocks, of their social strategies for inclusion
and exclusion. Through our observation and
study, we join in dialogue with educational
theorists like Piaget, Dewey, and
Paley.
Supported observation
and meaning-making in
the classroom
We establish our research question in September;
I bring some big ideas that I think hold potential for
our shared study, and, as a full staff, we tease out a
specific question for our research. Our research
question launches us into a cycle of observation and
study.
Teachers bring their research question observations to
our monthly meetings of the full staff, where we study
them together. During these full-staff meetings,
teachers from different classroom teaching teams
work together; as they share their observations, they
bump into new and unexpected ways of thinking about
children’s learning — and even unexpected ways of
thinking about the research question itself. Our work
with the research question during staff meetings
invites teachers to try on new perspectives, to see the
delicate dance between “just-the-facts” observation
and the subtle interpretation that shapes observation
notes.
During our staff meeting work with the research
question, we typically plan some collective next steps
that we’ll take to grow curriculum — steps we’ll take in
light of our research observations to make more room
for children’s cultural expressions, for example, or to
support children’s ability to engage with differences.
This planning inevitably carries us to conversations
about our shared values and goals for children, and
about our collective teaching practices — conversations which deepen our sense of purpose and vision
as a program.
Our research question not only gives us a way to
practice the cycle of observation, study, and planning;
it also leads us to specific new understandings about
children’s learning and development. Through our
research question observations over the last few
The research question provides a shared framework
for observation that lets us practice the cycle of
observation, meaning-making, and planning as a
whole staff. The parallel practices of supported
observation and meaning-making with individual
teachers and with classroom teaching teams grounds
teachers’ inquiry in their particular contexts.
When I’m in a classroom, as mentor teacher, I partner
with a teacher to observe children’s play and listen to
their conversations. We tuck ourselves into a nonintrusive space where we can take notes and photos
about what we’re seeing and hearing. We talk quietly
together about the play we see, sharing our questions
and musings as we seek to understand what’s
important about the play for the children. We consider
what we might offer the children right there and then
to deepen their exploration and to sustain their play.
Our intention is to see into these ordinary moments,
to use close observation as a doorway into understanding and, then, into offering children challenge
and support.
The research
question
provides a
shared
framework for
observation
that lets us
practice the
cycle of
observation,
meaningmaking, and
planning as a
whole staff.
As teachers become more and more at ease with this
process, they dive into observation themselves, not
waiting for me to partner with them, but gathering
stories themselves. When teachers meet in the
hallway or in the office, they are eager to share their
observations with each other: they talk with engaged
curiosity about what they’ve seen and heard, discuss
possible interpretations of the children’s play, and
share thoughts about next steps they might take. The
air is full of questions, insights, hypotheses; breathing
it in is breathing in inquiry.
Collaborative study of observations
To solidify our practice of inquiry, we’ve established
the expectation that every teacher brings written
November/December 2006
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51
observation notes and/or photos to their classroom
teaching team’s hour-long weekly meeting. Teachers
pull out carefully typed sheets, or bits of scrap paper
— even crumpled paper napkins used to record a
breakfast table conversation that captured a teacher’s
attention. We dive into the stories together, working
with questions like these to help us make meaning of
our observations:
■ What are we curious about as we listened to this
story of children play?
Our intention
is to see into
these ordinary
moments, to
use close
observation as
a doorway into
understanding
and, then, into
offering children
challenge and
support.
■ What are the children curious about? What are
they trying to figure out?
■ What knowledge are the children drawing on?
What theories are they testing?
■ How are the children building on each other’s
ideas, perspectives, and contributions?
■ Are there any inconsistencies in the children’s
thinking?
■ What do we want to learn more about?
■ What goals and values come up for us in this
situation?
Once we have a sense of what the children’s play is
“about,” we consider how we might extend or
challenge children’s thinking. We plan one or two next
steps, concrete action that we’ll take with the children
to help them deepen their exploration, nudge them to
take new perspectives, and encourage them to
reconsider their theories. Our intention is to
generate a cycle of inquiry for the children — to
create more questions and deeper study, not to
give children information or lead them to “right
answers” or help them acquire facts. In our
planning, we consider questions like:
■ How could we use our notes and photos sketches
to help the children revisit and extend their play?
■ How will we be in dialogue with families, inviting
their reflections and insights as well as letting
them know what we’re thinking and wondering?
As we end a meeting, teachers have a plan about
what they’ll do next to extend and deepen children’s
investigations. A week later, they arrive at the team’s
next meeting with more observations to share about
how children engaged with the next steps that
teachers offered — and we move through the cycle of
meaning-making and planning again.
With each round of the cycle, teachers become more
skillful as researchers; they notice gaps in their
observation notes and work to correct those gaps next
time; they become more astute at looking underneath
the topical concerns of children’s play, digging out the
deeper meanings and questions that children’s play
holds; they experiment with strategies and practices
to deepen children’s thinking, growing a repertoire of
possibilities; they engage in passionate discussion
with each other, relaxing into the challenge of deep
collaboration as they take up meaningful research
with each other. This cycle of observation, meaningmaking, and planning weaves our professional development into the fabric of daily teaching.
At the same time, with each round of the cycle, indepth, long-term investigations grow. This emergent
■ What changes could we make to the classroom environment to invite children to look
at their pursuit from a new perspective?
■ What materials could we add to the
classroom?
■ How could we participate in the children’s
play?
■ How could we invite the children to use
expressive and representational media to
deepen or extend their thinking?
PHOTOGRAPH BY ANN PELO
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PHOTOGRAPH BY ANN PELO
Beginnings Workshop
PHOTOGRAPH BY ANN PELO
Beginnings Workshop
crossed, unengaged during staff meetings and
classroom team meetings now lean into our discussions: they have observation stories to share, insights
to offer, questions to ask. Classroom team meetings,
once a tedious listing of housekeeping and logistical
details, have become animated discussions about
teaching and learning; teachers are quick to work
through the dry and mundane details of classroom life
so that they can dive into the stimulating and sustaining work of teacher research. Talk of our core values
and our vision for our work is a regular part of our staff
meetings, as we seek to locate our observations and
planning in our school’s larger purpose. Our curriculum
involves everyone — children, teachers, families — in
long-term investigations, as the cycle of inquiry for
teachers launches cycles of inquiry for children and
families.
curriculum, anchored by observation and study, stays
closely linked to children’s questions and pursuits,
because it unfolds one step at a time. Teachers
carefully observe what happens with each step,
constantly adjusting and refining their planning in
response to what they observe. In this way, children
and teachers construct curriculum together.
Observation as a strategy
for transformation
When we put observation at the heart of our
professional development at Hilltop, everything
changed. Teachers who’d typically sat back, arms
This transformation required strong institutional
support; we created my half-time mentor teacher
position to organize and facilitate our professional
development. And it required willingness by teachers
to take risks, to see their work in new ways — to
become researchers, observing closely, making
meaning with each other, anchoring themselves in the
revelations of each moment. A year into our effort to
put observation at the heart of our teaching and
learning, one of the teachers at Hilltop commented
that “This is making me a better teacher, for sure —
but more than that, it’s making me a better person.
This is how I want to live in the world — paying
attention, staying connected to what I see, thinking
about big ideas with other people.”
Culture of inquiry?: The idea of early childhood programs as incubators of inquiry for
children, families, and teachers is a new concept for some teachers. Open the discussion
with teachers about what such a culture might look like, feel like, and then begin.
This emergent
curriculum,
anchored by
observation and
study, stays
closely linked
to children’s
questions and
pursuits,
because it
unfolds one
step at a time.
Using Beginnings Workshop
to Train Teachers
by Kay Albrecht
The cycle continues: Creating a cycle of observation, study, and planning allowed Pelo and
her colleagues to make their observation and thinking visible. Explore these ideas by setting
up a pilot project to get started. See where the exploration leads and learn from the process.
Ask questions: Focusing across an entire program on research questions was powerful and
apparently cumulative. Gather teachers together to begin your inquiry process by zeroing in
on some questions that deserve program-wide consideration for focusing teachers’
observation and study.
Typed, scribbled, or scrawled: Collaborative study of observations confirmed that
observation notes are dynamic and not always perfectly prepared. Don’t let the fear of getting
it perfect prevent teachers from getting started. Start somewhere — and support teachers in
making meaning out of their observations through dialogue and sharing.
November/December 2006
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