How Do We Measure Up?

Writing Appropriate Observations for Differently-Abled Children

Susan McBryde, is the director of Campus for Kids Learning Center in Madison, Wisconsin. She is the parent of a typically developing daughter, Makenzie, and a son, Michael, who has been diagnosed with High-Functioning Asperger’s Syndrome.

And whoever welcomes a little child like this in my name welcomes me. (Matthew 18:5, NIV)

Teachers use both the formal and the informal processes of observation and feedback daily. A definition of observation at www.synonym.com is “the act of making and recording a measurement.” The measurements made during classroom observations become a basis for developmental comparisons, effective programming, and selfevaluation of teaching skills and classroom management techniques.

For a program to use observations effectively, the teachers must have support, including training, materials, planning time, and ongoing consultation with local resources. Directors who support high-quality early childhood practices help form the necessary basis for high-quality inclusive programs.

To be effective early educators, we need to remember three basic principles when observing differently-abled children:

• We must know the developmental standards.
• We must know the children in our care.
• We must know appropriate expectations for the children.

Know the Developmental Standards

In high-quality programs we must know what to expect from the children. We must be aware of their developmental norms through various ages and stages. We must ask ourselves first, “What should the children be doing?” We need to incorporate reference tools such as national guidelines on development and developmental histories from the parents into our curricular planning. Through our observations we can create a timeline of growth and development for each child. By measuring the growth of each child through formal observations, we can interpret the success rate of our planned activities and create strategies that are more individualized so that they meet each child’s needs.

Know the Children in Your Care

Interacting with the children at various learning centers gives us the opportunity to observe them closely while intruding minimally into their activities and programming. We can also take the opportunity to create a sense of safety in the classroom so that all the children are valued for their differences and abilities. Through positive role modeling, we instill a sense of acceptance in our
classroom and community. “I believe…that when God brings a child like my son [who cannot learn like other children] into the world, the perfection that He seeks is in not what the child might do, but the way people react to this child” (Kane n.d.).

A variety of methods are currently being used for making authentic classroom assessments. Anecdotal notes, which are the most common way of recording one’s observation of a child’s behavior, are objective accounts of what happens throughout the day. They require minimal preparation, and over time they can give a comprehensive picture of a child’s development. The following chart provides some guidelines for writing anecdotes (Doran 2002):

Developmental checklists, digital photographs, the children’s artwork, and developmentally appropriate assessment systems can also be beneficial as we objectively assess what children can do. These options can also help create portfolios of observations to share with the families, other teachers, and therapists.

Know Appropriate Expectations for the Children

Lastly we must know what expectations and standards are appropriate for the children in our care. We can rely on research, pediatricians, local agencies, parents, and coworkers to help us evaluate our observations, track student progress, and identify special needs that require additional services.

If we understand that we are all created in His image and for a purpose, we can begin to create a high-quality educational philosophy that enables all children to grow, develop, and flourish.

Why did God make you different from every person who’s ever lived? Why did he go to all that trouble? Because he wants you to know how much you matter to him—and because he wanted you to be you. Your uniqueness is what God wants you to offer the world. (Warren 2004)

References and Resources

Beckman, P. J., D. Barnwell, E. Horn, M. J. Hanson, S. Gutierrez, and J. Lieber. 1998. Communities, families, and inclusion. Early Childhood Research Quarterly 13:125–50.

Billman, J., and J. A. Sherman. 1997. Observation and participation in early childhood settings: A practicum guide, birth through age five. Needham Heights, MA: Allyn and Bacon.

Doran, Velma. 2002. Observation, assessment and portfolios in the early childhood classroom. Newsletter. April–June. Kingston, Ontario: Queen’s University Teachers’ Resource Centre.

Hohmann, M. 1991. Observation and feedback: Why they’re so important for you, for children. Extensions Newsletter. Ypsilanti, MI: High/Scope Press.

Kane, A. n.d. God’s perfection: The story of a special needs child. HaLife.   

Lieber, J., K. Capell, S. R. Sandall, P. Wolfberg, E. Horn, and P. J. Beckman. 1998. Inclusive preschool programs: Teachers’ beliefs and practices. Early Childhood Research Quarterly 13:87–106.

Odom, S. L., E. M. Horn, J. Marquart, M. J. Hanson, P. Wolfberg, P. J. Beckman, J. Lieber, S. Li, I. Schwartz, S. Janko, and S. Sandall. 1999. On the forms of inclusion: Context and service delivery models. Journal of Early Interventions 22:185–99.

Warren, Rick. 2004. Use your uniqueness in service to God. Rick Warren’s Ministry ToolBox. November 24.

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