Critical Performance Statement: Describe the purpose and importance of observation and pedagogical documentation to the

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Critical Performance Statement:

Describe the purpose and importance of observation and pedagogical documentation to the profession of early childhood education and care.
Apply ethical and professional considerations when observing and documenting young children.
Practice a variety of observation methods to document the experiences and learning of young children.
Identify how relevant legislation, provincial and regulatory documents relate to observation and pedagogical documentation.
pedagogical documentation using a variety of observational methods.
Identify how the various observation methods might be used to inform practice and our relationships with young children and their families.

In order to receive a PLAR credit for this course, students will satisfactorily complete the following requirements:

Title of Assignment	Anecdotal Record Assignment
Description of Assignment	two anecdotal records. Identify developmental skills from the ELECT Continuum of Development in prewritten anecdotal observations. (See attached)
Grade Value of Assignment	30%
Learning Outcome Addressed by Assignment	Outcomes# 2, 3, 6

Title of Assignment	Pedagogical Documentation Assignment
Description of Assignment	Conduct a developmentally appropriate activity, document the experience and reflect on how what you have learned can inform future planning. (See attached)
Grade Value of Assignment	30%
Learning Outcome Addressed by Assignment	Outcomes# 2, 3, 5, 6.

Title of Assignment
Description of Assignment	Assess their cumulative knowledge and skills about observation and pedagogical documentation in early childhood education using multiple choice, matching, true/false questions. (See attached)
Grade Value of Assignment	40%
Learning Outcome Addressed by Assignment	Outcomes# 1-6

Total = 100

Anecdotal Record Assignment (30%)

Objective: To understand the validity and use of anecdotal records.

DESCRIPTION

This assignment is worth 20% of your final grade.
You will need to be familiar with the ELECT continuum of development.
You will write two anecdotal records from an observation of a child (0 - 6 years)
Identify skills/behaviours according to the ELECT continuum of development in relation to assigned anecdotal observations.

REQUIREMENTS/PROCESS

Part A

You will observe a child (age 0 - 6 years).
You will obtain written permission from the parents/guardians. (see attached permission/consent form). Do not use the child's real name.
You are to write two anecdotal records, including an objective observation and an interpretation that includes both your subjective impressions as well as at least one reference to a relevant skill from the ELECT Continuum of Development.
You will transcribe your rough hand-written notes into a typed good copy version, using a word document.
Hand in your rough hand written notes and your typed good copy version; along with Part B of this assignment.

ANECDOTAL RECORD FORMAT

Child: Location:

Date of observation: Observer:

Date of birth:

Child's age:

OBSERVATION

INTERPRETATION

Part B

Review the pre-written anecdotal observations in the attached file.
For each anecdotal observation identify relevant skills/behaviours.
the chart that accompanies the anecdotal observations.
You can select and copy & paste to classify the anecdotal under the appropriate column.
You have 15 anecdotal observations to choose from (only use 10).
Select 2 anecdotal observations for each domain:
- social
- emotional
- communication, language and literacy
- cognition
- physical
Each observation is based on a different child at a different age.
A word of caution: Although the age is identified in the anecdotal, this is not an indicator that you should only look at that age group in the continuum of development to identify the behaviour. Remember, it is more important that you focus on the behaviour and less on the age group.

PLAR - Rubric for Anecdotal Record Assignment

Criteria	F to D	C to B+	A to A+	Mark
Part A Anecdotes written based on observation	< 2 Anecdotes handed in Anecdote not in proper format and/or information missing Many grammar & spelling mistakes Observation is completely subjective Interpretation is not supported by the observation and inferential language is not used,	2 Anecdotes handed in Anecdotes written in proper format and somewhat clear and concise Limited grammar & spelling mistakes Limited subjective words used in observation Interpretation includes subjective impressions, using inferential language OR identifies a relevant skill from the ELECT Continuum of development, but not both.	2 Anecdotes handed in Anecdotes written in proper format and are clear and concise No grammar & spelling mistakes Observation is completely objective Interpretation includes subjective impressions, using inferential language AND identifies a relevant skill from the ELECT Continuum of development.
	0	6	10	/10
Part B Chart of 10 Anecdotes and where the skill or behaviour fits in the Continuum of Development from the ELECT	Chart not completely filled in or not handed in	Chart completely filled in Developmental domain used for each anecdote was somewhat appropriate Skill and indicator of skill used was somewhat appropriate Justification of why the anecdotes fit that specific domain and skill is somewhat clear	Chart completely filled in Developmental domain used for each anecdote was completely appropriate Skill and indicator of skill used was completely appropriate Justification of why the anecdotes fit that specific domain and skill is completely clear
	0	6	10	/10
Confidentiality & References	Pseudonym for child's name not used throughout = zero Permission/consent form not handed in = zero
			Total /20

Pedagogical Documentation Assignment

(30%)

Part 1 Developmentally Appropriate Activity

Prepare a developmentally appropriate activity for the focus child or group of children. Should include name of activity, age range, learning anticipated, material, and description of the activity (beginning, middle, end).
Conduct the activity with the child/children.

Part 2 Documentation

Document the process by taking at least five (5) photographs (make sure to crop pictures to clearly see what the child is doing and how. NO FACE) and at least five (5) supporting anecdotal records of the child's/children's behaviours/communication at various steps in the activity (should include at least two (2) anedcotes with a verbal or non-verbal communication)

Part 3 Pedagogical Documentation

Using your pictures, observations and if relevant a sample of the child's work, create a piece of pedagogical documentation (using Powerpoint, the Sheridan Learning Story App, Pic-collage or Fonto for example) of the process of the activity
- The PPT should include;
  - A chronological description of the activity and the children's reactions and behavior. It should highlight what is most interesting or significant (more like an anecdotal observation than a running record).
  - Your commentary on what you learned about the child(ren) during the activity. This should include your subjective impressions and comments on the developmental significance.
  - A paragraph with at least three concrete ideas for activities, learning materials or pedagogical strategies that would allow children to build on their interests, as identified during your observations.

Criteria	F to D	C to B+	A to A+	Mark
Part 1: Developmentally Appropriate Activity	Activity was not developmentally inappropriate (i.e., individual, age, and culturally appropriate)	Activity was somewhat developmentally inappropriate (i.e., individual, age, and culturally appropriate)	Activity was developmentally appropriate (i.e., individual, age, and culturally appropriate)
	0-1	2	3-4	/4
Part 2 Documentation	Fewer than 5 clear pictures that somewhat represent the child's process. Fewer than 5 detailed anecdotal records, Anecdotal records use incorrect formatting and/or show significant bias.	5 clear pictures provided which somewhat represent the child's process. 5 detailed anecdotal records, written using mostly proper formatting including an observation and an interpretation Anecdotal records do not focus on interesting or significant moments	5 clear pictures provided which strongly represent the child's process. 5 detailed anecdotal records, that highlight significant moments or events written using proper formatting including an observation and an interpretation.
	0-7	8-10	11-14	/14
Part 3 Pedagogical Documentation	Presentation is disorganized, unprofessional and/or incomplete. Fewer than 5 clear and relevant pictures are included. The observation is biased, incomplete and/or difficult to follow. The presentation does not include thoughtful reflection about the significance of what was observed and/or the presentation fails to include ideas for curriculum planning that builds on the child's interests.	Presentation is disorganized and/or contains spelling or grammatical errors. The pictures are unclear or fail to add meaning to the documentation. The observation describes the activity, but fails to capture important, objective data about the child's participation. The presentation includes minimal reflection on the significance of what was observed. The presentation includes at fewer than 3 ideas for curriculum planning that builds on the child's interests.	Presentation is thoughtful and professional The pictures are clear and highlight significant moments. The visual format is engaging and easy for the reader to follow. The child's participation in the activity is clearly documented using objective language. The presentation includes a reflection on the significance of what was observed. The presentation includes at least 3 ideas for curriculum planning that build on the child's interests.
	0-6	7-9	10-12	/12
Confidentiality and References	Consent form not signed and/or submitted. Child pseudonym not used throughout. Information not in text cited/quoted and/or references missing.			= 0
Comments: /30

PRIOR LEARNING ASSESSMENT AND RECOGNITION

Course Code: EDUC12375

Course Name: Observation in Early Childhood Education

Semester/Year Revised: W2023

Critical Performance Statement:

Describe the purpose and importance of observation and pedagogical documentation to the profession of early childhood education and care.

Apply ethical and professional considerations when observing and documenting young children.

Practice a variety of observation methods to document the experiences and learning of young children.

Identify how relevant legislation, provincial and regulatory documents relate to observation and pedagogical documentation.

pedagogical documentation using a variety of observational methods.

Identify how the various observation methods might be used to inform practice and our relationships with young children and their families.

In order to receive a PLAR credit for this course, students will satisfactorily complete the following requirements:

Title of Assignment

Anecdotal Record Assignment

Description of Assignment

Complete two anecdotal records. Identify developmental skills from the ELECT Continuum of Development in prewritten anecdotal observations.

(See attached)

Grade Value of Assignment

30%

Learning Outcome Addressed by Assignment

Outcomes# 2, 3, 6

Title of Assignment

Pedagogical Documentation Assignment

Description of Assignment

Conduct a developmentally appropriate activity, document the experience and reflect on how what you have learned can inform future planning. (See attached)

Grade Value of Assignment

30%

Learning Outcome Addressed by Assignment

Outcomes# 2, 3, 5, 6.

Title of Assignment

Description of Assignment

Assess their cumulative knowledge and skills about observation and pedagogical documentation in early childhood education using multiple choice, matching, true/false questions.

(See attached)

Grade Value of Assignment

40%

Learning Outcome Addressed by Assignment

Outcomes# 1-6

Total = 100%

Pedagogical Documentation Assignment

(30%)

Part 1 Developmentally Appropriate Activity

Prepare a developmentally appropriate activity for the focus child or group of children. Should include name of activity, age range, learning anticipated, material, and description of the activity (beginning, middle, end).
Conduct the activity with the child/children.

Part 2 Documentation

Part 3 Pedagogical Documentation

Using your pictures, observations and if relevant a sample of the child's work, create a piece of pedagogical documentation (using Powerpoint, the Sheridan Learning Story App, Pic-collage or Fonto for example) of the process of the activity
- The PPT should include;
  - A chronological description of the activity and the children's reactions and behavior. It should highlight what is most interesting or significant (more like an anecdotal observation than a running record).
  - Your commentary on what you learned about the child(ren) during the activity. This should include your subjective impressions and comments on the developmental significance.
  - A paragraph with at least three concrete ideas for activities, learning materials or pedagogical strategies that would allow children to build on their interests, as identified during your observations.

Criteria	F to D	C to B+	A to A+	Mark
Part 1: Developmentally Appropriate Activity	Activity was not developmentally inappropriate (i.e., individual, age, and culturally appropriate)	Activity was somewhat developmentally inappropriate (i.e., individual, age, and culturally appropriate)	Activity was developmentally appropriate (i.e., individual, age, and culturally appropriate)
	0-1	2	3-4	/4
Part 2 Documentation	Fewer than 5 clear pictures that somewhat represent the child's process. Fewer than 5 detailed anecdotal records, Anecdotal records use incorrect formatting and/or show significant bias.	5 clear pictures provided which somewhat represent the child's process. 5 detailed anecdotal records, written using mostly proper formatting including an observation and an interpretation Anecdotal records do not focus on interesting or significant moments	5 clear pictures provided which strongly represent the child's process. 5 detailed anecdotal records, that highlight significant moments or events written using proper formatting including an observation and an interpretation.
	0-7	8-10	11-14	/14
Part 3 Pedagogical Documentation	Presentation is disorganized, unprofessional and/or incomplete. Fewer than 5 clear and relevant pictures are included. The observation is biased, incomplete and/or difficult to follow. The presentation does not include thoughtful reflection about the significance of what was observed and/or the presentation fails to include ideas for curriculum planning that builds on the child's interests.	Presentation is disorganized and/or contains spelling or grammatical errors. The pictures are unclear or fail to add meaning to the documentation. The observation describes the activity, but fails to capture important, objective data about the child's participation. The presentation includes minimal reflection on the significance of what was observed. The presentation includes at fewer than 3 ideas for curriculum planning that builds on the child's interests.	Presentation is thoughtful and professional The pictures are clear and highlight significant moments. The visual format is engaging and easy for the reader to follow. The child's participation in the activity is clearly documented using objective language. The presentation includes a reflection on the significance of what was observed. The presentation includes at least 3 ideas for curriculum planning that build on the child's interests.
	0-6	7-9	10-12	/12
Confidentiality and References	Child pseudonym not used throughout. Information not in text cited/quoted and/or references missing.			= 0
Comments: /30

Anecdotal Record Assignment

two anecdotal records. Identify developmental skills from the ELECT Continuum of Development in prewritten anecdotal observations. (See attached)

Pedagogical Documentation Assignment

Conduct a developmentally appropriate activity, document the experience and reflect on how what you have learned can inform future planning. (See attached)

	Use the ELECT continuum of development to complete this part (You may copy and paste from the ELECT Continuum of Development) Remember to reference your work! https://drive.google.com/file/d/1uAWkQBFaPxt7OxuvEMlEOhYmoB6JjaRP/view
Anecdotal selected from list provided	Age group infant, toddler, preschool/Kindergarten, school-age	Domain and skills Include the number preceding the domain and skill	Indicators of the skill Choose only one from this list	Justification of why this anecdotal fits here. (In your own words)
SOCIAL


EMOTIONAL


COMMUNICATION, LANGUAGE AND LITERACY


COGNITIVE


PHYSICAL

ANECDOTAL RECORD FORMAT

Child: Location:

Date of observation: Observer:

Date of birth:

Child's age:

OBSERVATION

INTERPRETATION

	Use the ELECT continuum of development to complete this part (You may copy and paste from the ELECT Continuum of Development) Remember to reference your work! https://drive.google.com/file/d/1uAWkQBFaPxt7OxuvEMlEOhYmoB6JjaRP/view
Anecdotal selected from list provided	Age group infant, toddler, preschool/Kindergarten, school-age	Domain and skills Include the number preceding the domain and skill	Indicators of the skill Choose only one from this list	Justification of why this anecdotal fits here.
SOCIAL


EMOTIONAL


COMMUNICATION, LANGUAGE AND LITERACY


COGNITIVE


PHYSICAL

PLAR - Anecdotes to be used for Anecdotal Record Assignment

EDUC 12375 Observation in Early Childhood Education

Name: Garrett Age: 5 years 1 month Location: Reading in the book corner

Garrett asks me to read "The Hungry Caterpillar". Where it says "That night he had a stomachache" Garrett says "Well, he ate all of the food in the world". I read the part where he built a small house and Garrett says, "It's a cocoon" I reply, "Yes, Garrett, it's a cocoon". After the book is finished, Garrett says, "One time at my grandma's house, I saw a cocoon. But the next night, it did not turn into a butterfly, it stayed a cocoon."

Name: Megan Age: 3 years 3 months Location: Drop off time at Child Care

When Megan saw Ernestina in the doorway crying and clinging to her mother's leg, she walked over and gently touched her cheek to Ernestina's. The girls stood quietly cheek to cheek for a few moments and Ernestina's mom departed.

Name: Noah Age: 3 years 8 months Location: Dramatic play at the child care

At Jeffrey's invitation Noah and Lena joined in dramatic play. Jeffrey directed and Lena cooperated in the feeding and napping of Jeffrey's "babies". Noah dressed up in men's clothes and pretended to wash the dishes.

Name: Justine Age: 18 months Location: Infant room at the child care

Justine sat on the mini couch, on her own, looking at a board book. She pointed to a picture of a train, and said; "Choo choo!" then looked around the room searching for the educator.

Name: Joey Age: 2 years 2 months Location: Toddler room-free play

Alicia walked over to the reading table and sat next to Joey. Joey greeted Alicia with "Hi, Lisha! Wanna weed wif me?" Alicia laughed and said, "I can't weed". Joey replied, "We can wook at the pictures".

Name: Sam Age 5 years 4 months Location: Literacy Group

During literacy group, Sam listened as his educator read the Dinosaur Book. When the educator finished reading, Sam went to the art area and chooses a piece of black cardboard and chose a white piece of chalk and drew a picture of a dinosaur then wrote "T RN O S O RS".

Name: Jill Age: 3 years 2 months Location: Playground-outside time & snack

Jill and Kimberly were pretending to be riding on their unicorns. They galloped around the playground and pretended to feed their unicorns at snack time.

Name: Sarah Age 5 years 2monts Location: Lunchtime at the child care

Sarah is sitting at the lunch table and pats her stomach. She says "I'm hungry, I want food". The educator responds and says, "Please wait, your lunch is coming". Sarah picks up her cup and sips on the water while watching the educator.

Name: Curtis Age: 3 years 6 months Location: During washroom time

Curtis goes to the sink after having gone to the washroom; he begins to wash his hands. He turns on the tap then pumps soap in his hands. He rubs his hands together which makes a lather. He then puts his hands together and with his fingers he creates a diamond shape between his forefingers and thumb. This creates a thin bubble, he says "Hey look a bubble!"

Name Elsa Age 14 months Location: Free play in the child care

Elsa is sitting down on the floor and looks around. She sees the large cheese shaped foam block. She crawls over to the block and begins to climb the block. Half way up she tumbles and falls. She is surprised and looks around for the educator and begins to cry.

Name: Sally Age: 4 years 7 months Location: Magnet wall in the child care

Sally walked over to the magnet wall and started to move letters around on the magnet wall. She found the "S" and said "sssssssssssss, like a snake". Then she chooses the "A" and the "L". She scanned the other letters and said, "There is no "Y". Sally then walked away from the board.

Name: Jeffrey Age: 5 years 4 months Location: Book corner playing with the IPad

Jeffrey is sitting on a cushion on the floor and opens the iPad. He chooses the hungry hippo app. He puts his index finger on the basket of food and the basket opens up with all kinds of food. While holding the iPad with his left hand, he uses his right forefinger to drag food into the hippo's mouth. He smiles and says "He's hungry".

Name: Patrick Age: 2 years 3 months Location: Science area of the child care

Patrick was playing in the sand box, when Justin poured water into the sand. This made the sand wet and Patrick immediately backed away from the sand frantically wiping his hands saying "yuk, yuk" and said "Now it's all yucky". He took off his smock and turned on the tap to rinse off his hands.

Name Jessica Age: 3 years 4 months Location: End of the day pickup at child care

Jessica was playing with the Legos, which are near the door. When she saw her mom come in to pick her up she dropped what she was doing to run towards her mom. Her mom bent down and hugged her. Jessica said "I missed you all day, I love you!"

Name: Isaac Age: 9 months Location: Infant room at the childcare

After nap time, Isaac woke up and started making babbling sounds. The educator went over to his crib and he sat up and raised his arms to get picked up. Once he was picked up, he snuggled into the educator's neck and put his arms around her neck.