Aspects of Structured Observation in Learning

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Introduction

Structured observation was opted for in this assignment. This method of observation provides an opportunity to examine various components of early childhood learning. It allows one to assess both the nature of interaction the child has with the teacher and how the child uses the available learning materials. It also assists to evaluate specific activities that support the child learning and development.

Structured observation is both a qualitative and quantitative method of measuring a childs classroom behavior; a well-structured rubric was employed to record specified events and behaviors. The records provided concise data of the frequency and duration with which a particular behavior or event was witnessed in the child. The outcomes of these observations were objective and did not actually need inferences or judgments on the part of the observer with regard to the behavior or event observed.

Structured observation has a number of advantages and limitations. It is important to note that, this method of observation provides detailed and highly reliable data. Since the method is systemic and uses structured rubric, the evidence gathered is often precise on a particular event or behavior. The other notable advantage is that this type of observation may aid in the stimulation of change. Being the observer, I was able to make note of the changes firsthand and make on spot verification. This method equally compared to other techniques is relatively less expensive in the short ran, however, many resources were put in place in the period preceding the observation event particularly in training. Data collected using this method is very reliable. The data gathered in this instance was measured and compared with data collected from other similar settings. Structured observations also lead to improved instruction events by the teachers and indeed improve the teaching.

There are also a number of limitations to the use of this method. Firstly, the observer should be cautious to ensure they do not make the child and the teacher uncomfortable by the virtue of them being watched. There is an increased tendency of the child and/or teacher not acting naturally, when they are aware that they are being observed. This would essentially lead to inaccurate data being recorded. The other limitation of this method involves the variability of the event or behavior being monitored. In most cases, the occurrence of this event may not reflect the daily occurrence due to a variation in the condition at the time of the observation. The other notable disadvantage of using this method is the timings of performing this task, in most cases there is a likelihood of the observation task interfering with the school program and may therefore be subjected to interruption. Lastly, observation particularly in a preschool set up is time consuming and hence requires a lot of preparation.

Conclusion

Structured observation can effectively be used to strengthen various aspects of preschool education programs. However, clear guidelines should be followed to help the observation fulfill its goals and overcome the limitations that may be present. The observer should prepare adequately to observe, clarify goals, survey the setup of the classroom and cautiously engage the child.

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Aspects of Structured Observation in Learning

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