Kids Watching
Introduction
Kid watching is an informal assessment of kids aimed at monitoring they learn and interact with others and how they make judgments. It involves watching how they read, write, do mathematical and scientific problems and how they interact with group members. It goes further into monitoring how they participate in games and other sport activities. Learning the child’s behavior and interaction helps in knowing the child’s ability, strengths and weaknesses. This helps in having a clear and perfect method of helping the child to learn and enjoy performing tasks and assignments given to them. The person carrying out the process should be one who the child is comfortable working with. The Childs’ parent and teacher are among the trusted people to carry out the task. The information gathered is important in determining the learning style that will be effective to the kid. It also helps in developing a thoughtful problem solving capabilities which is reasonable and sensible. Collection of data is the first step in achieving required outcome. Various ways are employed in collecting the data and are dependent on the prevailing conditions under which tasks are being performed.
Data collection is done through the following methods. The choice of the method is very important in maintaining the accuracy and integrity of the data. They include the following:
Observation– This is where the kids’ way of doing things is monitored to analyze his level and duration of concentration, emotional control, body language, level of commitment and his interaction with group members.
Checklists– This is a form of collecting data in which the teacher or parent check the achievement of the child against a predetermined list of activities tasked to the kid. The achieved tasks are noted and the levels of accuracy and completion time are noted. Activities that are not achieved are also noted and the reason for their failure determined.
Casual conversations with the child– This is a friendly conversation with the child under ordinary circumstances. It involves an open talk in which participation from both parties is encouraged. It helps to gather information on the kids reasoning and memory of events.
Conferencing/interviews with teachers– The teacher interacts with the kid on academic and sport fields. Having a honest interview with the teacher provides information on the Childs’ ability and weakness. The kids’ participation in class activities, art, physical exercise and sport are better known by the teacher.
Conferencing/interviews with parents– Parent have real time information about the social progress of the kid. Although the parent may not provide accurate information about the weakness of the child, Interaction with the parent will give information on how the kid behaves outside classroom.
Anecdotal notes-Anecdotal record is method of observing and recording the development of a child used by teachers or trainers in early childhood education in a classroom. It helps the teachers to identify the strengths and the weaknesses of the child, skills and interests.
This paper investigates the abilities of three kids from data collected from kid watching process. The kids have been named; kid S, kid M and kid R. These three kids have distinct abilities based on Anecdotal notes as observed in three categories. The categories under study are; social and cognitive interaction and emotional coordination. It also classifies the kids on their ability on reading and writing skills and math solving capabilities. The paper categorizes the kids on their perspective about how they perform activities and their view about performing of group tasks. The kids’ body language and nonverbal communication while performing activities or playing with others has also been observed.
Anecdotal records for student S
Cognitive development of student S
S’s average developmental age under cognitive development is 8.
The criteria for this determination are the milestones for cognitive development. Cognitive development of a child is the development of the brain which deals with information processing, critical thinking and language learning. At the age of eight a child is able to logically think, he should also be able to ignore minor destruction with so much ease. The kid should also be in a position to learn through hands on experience and participate in group activities; this forms the basis of judgment on the capabilities of the kid. I make this determination because most of the items were checked off in the 8 year old age category.
Category: Sometimes does not listen carefully
Anecdotal record # 1
| Date: Time: Setting: Literally activity
Description: The children were supposed to copy the objects in a different book and using their color pens, make the same coloring of the objects as they appear in the charts. Interpretation: The student S had a bit of problems in interpreting information |
Anecdotal record # 2
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The teacher gave the children charts to identify shapes and colors. Interpretation: Student S is a struggling student, does not listen carefully, the child asked many questions. |
| Date: Time: Setting: Literally activity
Description: The teacher gave the children charts to read the names of the objects in the charts loudly. Interpretation: Student S was not confident in reading out the charts and kept hesitating. |
Social development of student S
S’s average developmental age under social development is 7.
Social development involves learning skills on how to relate other children in the classroom, the school and at home. The procedure used to determine social development for the kid was based on the ability of a child at the age of eight. The criteria for this determination are the milestones for social development (checklist).I make this determination because most of the items were checked off in the 7 year old age category.
Category: turns activities into challenges (I can run faster to the corner than you can.)
Anecdotal record # 1
| Date: Time: Setting: literally development
Description: The teacher arranged the students to work in groups and gave them text to read together at the same time. Interpretation: Student S is very good in relating to others, is not a disturbing student only that he likes challenging for everything. |
Anecdotal record # 2
| Date: Time: Setting: literally development
Description: The students were rearranged in other new groups and were required to read simultaneous. Interpretation: Student S wants to be the one to read most of the times without willing to give others an opportunity to take part. |
| Date: Time: Setting: literally development
Description: The teacher arranged the students to read the charts in turn. Interpretation: Student S would not give the others an opportunity to take their turn read. |
Anecdotal record # 3
Emotional development of student S
Emotional development of a child is the ability of a child to manage anger so that he/she can relate well with others in an environment. It is how the child expresses him/herself, understands and manages emotions from birth up to late adolescence. At the age of eight the kid has developed self-conscious emotions. The child is able to get embarrassed. They have developed coping strategies in which most of them will seek support of their caregivers. They also have developed increased reliance evident problem solving. Kids at this age are able to coordinate their own social skills with those of others.
S’s average developmental age under affective/emotional development is 7.
The criteria for this determination are the milestones for emotional development (checklist). I make this determination because most of the items were checked off in the 7 year old age category.
Category: Likes to be “teacher’s helper”.
Anecdotal record # 1
| Date: Time: Setting: Literally activity
Description: The children worked in groups in reading the charts and coloring. Interpretation: The child is very good in managing his emotions, does not get angry at other children and is always positive towards every activity he undertakes. |
Anecdotal record # 2
| Date: Time: Setting: Literally activity
Description: The children were put into playing groups and common games were conducted. Interpretation: Child S always looked cheerful, wants to take part in every part of the playing activity. |
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The student were made to play the same game in turns Interpretation: The child does not get angry at other children and is always positive towards every activity he undertakes. |
Mathematics activity
S’s average grade level for math is at 3rd grade level.
The criteria for this determination is the core curriculum for math.
Standard: OA.M.3.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7).
I make this determination because through the three times that I observed the child, S could interpret products of whole numbers.
Anecdotal record # 1
| Date: Time: Setting: mathematics activity
Description: Having seven groups of five objects each, they were allowed to use sets to count numbers. Interpretation: Child S was able to get the solution of the task of these whole numbers and get a solution. |
Anecdotal record # 2
| Date: Time: Setting: Literally activity
Description: Students were tasked with number line in skip counting in solving multiplication through modeling. The task was to interpret 5×7 Interpretation: Child S was able to get the solution of the task of the multiplication problem |
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The student were tasked to interpreting the product of whole numbers Interpretation: Child S was in a position understand and interpret the product |
Anecdotal notes analysis of student (R)
According to my observation student R is an average student who shows fair ability in math and science problem solving. He is eight years of age and in 3rd grade level of education.
R’s Development across the Domains
The domains that I analyzed for kid R are; cognitive development, social development and economic development
Cognitive Development
R’s average developmental age under cognitive development is 7.
The age of kid R under average cognitive development is eight years. At this age the kid has checked off most of the items and has come into interaction with nearly all of the items under study. At the age of eight the milestone benchmarks for a child is that the child is able to logically think, he should also be able to ignore minor destruction with so much ease. The kid should also be in opposition to learn through hands on experience and participate in group activities; this forms the basis of judgment on the capabilities of the kid.
The criteria for this determination are the milestones for cognitive development. I make this determination because most of the items were checked off in the 7 year old age category.
Category: Wants to “do things right”; will erase and try again and again. This kid wants to do things right and will struggle to do the correct thing. The student will at times erase the assignment and rewrite it until he is able to satisfactorily provide the correct answers
Anecdotal record # 1
| Date: Time: Setting: Literally activity
Description: The children were supposed to copy the objects in a different book and using their color pens, make the same coloring of the objects as they appear in the charts. Interpretation: The student R is comfortable in interpreting information |
The kid has fairly developed cognitive skills. The kid recognizes the difference between objects. The kid is able to realize he hasn’t done the correct thing and will struggle to find the correct answer. This will meek the kid believe she can find the correct thing but it takes time to develop it. She rubs and repeats the assignment over again until he is convinced that she has the correct answers.
Anecdotal record # 2
| Date: Time: Setting: Literally activity
Description: The teacher gave the children charts to identify shapes and colors. Interpretation: Student R is an average student; her listening skills are good and are able to concentrate longer. |
The child wants to do things right. This shows that she is confident about herself, but doesn’t believe he can achieve result after one trial. The child has developed fairly longer concentration time and is able to ignore minor destruction that may divert his attention.
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The teacher gave the children charts to read the names of the objects in the charts loudly. Interpretation: Student R was confident in reading out the charts and kept hesitating. |
Social Development
R’s average developmental age under social development is 7.
The procedure for determining the social development is reached at by comparing with the general requirements of eight year old kids. At the age of eight a kid is able to relate with fellow peers according to set rules without any difficulty. He should also show progress from an open free play which may have a defined rule of play and gain interest in formal teamwork play. At this age the kid is able to master reading, arithmetic’s and social studies. At this age the kid has high ability that they want to show about themselves.
The criteria for this determination are the milestones for social development.
I make this determination because most of the items were checked off in the 7 year old age category.
Category: Enjoys organized play & organized time with others.
Anecdotal record # 1
| Date: Time: Setting: literally development
Description: The teacher arranged the students to work in groups and gave them text to read together at the same time. Interpretation: Student R is very good in relating to others. |
Student R wants to be the one to read most of the times. Student R is very good in group work but likes taking the responsibility of other student in that she could even help them in their homework
Anecdotal record # 2
| Date: Time: Setting: literally development
Description: The students were rearranged in other new groups and were required to read simultaneous. Interpretation: Student R wants to be the one to give others an opportunity to take part. |
Anecdotal record # 3
| Date: Time: Setting: literally development
Description: The teacher arranged the students to read the charts in turn. Interpretation: Student R would give the others an opportunity to take their turn read easily. |
Affective/Emotional Development
R’s average developmental age under affective/emotional development is 8.
The determination of the kids’ ability is based on the acceptable abilities of a kid at eight years. At the age of eight the kid has developed self-conscious emotions. The child is able to get embarrassed. They have developed coping strategies in which most of them will seek support of their caregivers. They also have developed increased reliance evident problem solving. Kids at this age are able to coordinate their own social skills with those of others.
The criteria for this determination are the milestones for emotional development.
I make this determination because most of the items were checked off in the 8 year old age category.
Category: Likes to help when in the mood.
| Date: Time: Setting: Literally activity
Description: The children worked in groups in reading the charts and coloring. Interpretation: The child is not good in managing her emotions, she easily gets moody. |
Anecdotal record # 1
The kid has developed emotion self-awareness, he has also developed a sense to recognize other people emotions and relate events to a particular emotion e.g. tears means sadness, the kid cannot manage his emotions and cannot hide the emotional feeling
Anecdotal record # 2
| Date: Time: Setting: Literally activity
Description: The children were put into playing groups and common games were conducted. Interpretation: Child R has mixed emotions, wants to take part when in the moods. |
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The student were made to play the same game in turns Interpretation: The child gets angry at other children easily. |
Language arts
Language is analyzed taking into consideration the students’ ability to read a context and determining their level of understanding. This is interpreted from the way the student asks and answers questions. It involves the ability of the student to analyze particular text according to the context used and answer question without referring to the text for answers. Language also involves writing skills. This involves the ability of the student to write a general interpretation of the read text or write a flowing composition.
Reading-Student R is an average grade level for reading is at 3rd grade level. This involves the interpretation of character and their role in the text. Personality of the characters and their relation with other characters is the bench mark for the analysis of the reading skill. Ability to analyze vocabularies as used in the text and putting them into context is also important in analyzing the students’ ability.
The standard I used is: RL.3.1 RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This standard requires that the student asks question that are related to the text and whose answers can be traced back to the story. While answering questions they are required to give answer that are direct to the text and avoid personal interpretation of the story.
I make this determination because through the three times that I observed R, she could ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
The children were put the students in group and required them to read out a story. The story is simple with few characters. I them required them to ask questions about the story and answer particular questions that I asked them. These questions were directly related to the text.
Anecdotal record # 1
| Date: Time: Setting: literacy activity
Description: The teacher put the students in group and required them to read out a story. Interpretation: Student R asked questions that were consistent with the text for the three times I made the observation. |
This indicates that the student understood the text. The student also answered the questions quite satisfactorily within the context. She could ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
The teacher put the students to individually describe characters in the story and explain their traits and role in the story. It was required that the students explain the interaction and the relationship between the characters.
| Date: Time: Setting: literacy activity
Description: The teacher put the students to individually describe characters Interpretation: The student was able to comfortably tell the characters in the text and their relationship. This shows that the student has good reading skills |
Anecdotal record # 3
Anecdotal notes analysis of student (M)
Cognitive development of student M
The age of kid M is eight years. At this age the kid has the ability to identify most of the items and has come into interaction with nearly all of the items under study. At the age of eight the milestone benchmarks for a child is that the child is able to logically think, whereby they are able to distinguish between facts and fiction. The kids should also be able to ignore minor destruction that they may encounter with so much ease. The kid should also be in a position to learn through hands on experience and participate in group activities; this forms the basis of judgment on the capabilities of the kid.
M’s average developmental age under cognitive development is 8.
The criteria for this determination are the milestones for cognitive development.
I make this determination because most of the items were checked off in the 8year old age category
Category: Concerned with reasons behind things or uses reasoning. (We have to go to school to learn new things).
Anecdotal record # 1
| Date: Time: Setting: Literally activity
Description: The children were supposed to copy the objects in a different book and using their color pens, make the same coloring of the objects as they appear in the charts. Interpretation: The student had no of problems in interpreting information |
The kid has fully developed cognitive skills. The kid recognizes the difference between objects without any difficulty. The kid is confident and understands the distinction between the different shapes.
Anecdotal record # 2
| Date: Time: Setting: literally development
Description: The teacher arranged the students to read the charts in turn. Interpretation: Student M would give the others an opportunity to take their turn read easily. |
| Date: Time: Setting: Literally activity
Description: The teacher gave the children charts to identify shapes and colors. Interpretation: Student M is a good listener. |
Anecdotal record # 3
Social development
M’s average developmental age under social development is 7.
The criteria for this determination are the milestones for social development.
I make this determination because most of the items were checked off in the 7 year old age category. A kid at this age is able to relate with fellow peers according to set rules without any difficulty. He should also show progress from an open free play which may have a defined rule of play and gain interest in formal teamwork play. At this age the kid is able to master reading, arithmetic’s and social studies. At this age the kid has high ability that they want to show about themselves.
Category: May have “best” friend or enemy.
| Date: Time: Setting: literally development
Description: The teacher arranged the students to work in groups and gave them text to read together at the same time. Interpretation: Student M is very good in relating to others. |
Anecdotal record # 1
Anecdotal record # 2
| Date: Time: Setting: Literally activity Description: The teacher gave the children charts to read the names of the objects in the charts loudly. Interpretation: The student was confident in reading out the charts. |
Anecdotal record # 3
| Date: Time: Setting: literally development
Description: The students were rearranged in other new groups and were required to read simultaneous. Interpretation: Student M wants to be the one to give others an opportunity to take part. |
Emotional development of student M
M’s average developmental age under affective/emotional development is 9.
Emotional development of a child is the ability of a child to manage anger so that he/she can relate well with others in an environment. It is how the child expresses him/herself, understands and manages emotions from birth up to late adolescence. The determination of the kids’ ability is determined from the set abilities of a kid at the age of eight. A kid at this age has developed self-conscious emotions. The child is able to get embarrassed. They have developed coping strategies in which most of them will seek support of their caregivers. They also have developed increased reliance evident problem solving.
The criteria for this determination are the milestones for emotional development.
I make this determination because most of the items were checked off in the 9 year old age category.
Category: Acts with confidence; tends to “know everything”.
| Date: Time: Setting: Literally activity
Description: The children worked in groups in reading the charts and coloring. Interpretation: Child M always looked cheerful and very active |
Anecdotal record # 1
Anecdotal record # 2
| Date: Time: Setting: Literally activity
Description: The students were rearranged in other new groups and were required to read simultaneous. Interpretation: Child M always looked cheerful and wants to lead in every aspect |
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The students were made to play the same game in turns Interpretation: The child is very good in managing his emotions, does not get angry at other children and is always positive towards every activity he undertakes. |
Language and art
Reading- M’s average grade level for reading is above 3rd grade level. The procedure for determination of the ability of the kid is based curriculum of Language Arts at this level. The process of evaluation involved interpretation of character and their role in the text and the ability to distinguish each of the characters. The children were also supposed to explain the interaction of the characters. Personality of the characters and their relation with other characters is the bench mark for the analysis of the reading skill. Ability to analyze vocabularies as used in the text and putting them into context is also important in analyzing the students’ ability.
The standard I used is: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. It is a requirement according to this standard that the student asks question that are related to the text and whose answers can be traced back to the story. While answering questions they are required to give answer that are direct to the text and avoid personal interpretation of the story.
I make this determination because through the three times that I observed M, he could ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Anecdotal record # 1
| Date: Time: Setting: literacy activity
Description: The teacher put the students in group and required them to read out a story. Interpretation: Student M asked questions that were consistent with the text for the three times I made the observation. |
This indicates that the student understood the text. The student also answered the questions quite satisfactorily within the context. She could ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
For the second task, the teacher put the students to individually describe characters in the story and explain their traits and role in the story. It was required that the students explain the interaction and the relationship between the characters
| Date: Time: Setting: literacy activity
Description: The teacher put the students to individually describe characters Interpretation: The student was able to comfortably tell the characters in the text and their relationship. This shows that the student has good reading skills |
Anecdotal record # 2
Mathematics activity
M’s average grade level for math is above the 3rd grade level.
The criteria for this determination is the core curriculum for math.
The standard I used is: Standard: OA.M.3.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7).
I make this determination because through the three times that I observed the child, M could interpret products of whole numbers. He also could make a connection between repeated addition and multiplication
Anecdotal record # 1
| Date: Time: Setting: mathematics activity
Description: Having seven groups of five objects each, they were allowed to use sets to count numbers. Interpretation: Child M was able to get the solution of the task of these whole numbers and get a solution. |
| Date: Time: Setting: Literally activity
Description: Students were tasked with number line in skip counting in solving multiplication through modeling. The task was to interpret 5×7 Interpretation: Child M was able to get the solution of the task of the multiplication problem |
Anecdotal record # 2
Anecdotal record # 3
| Date: Time: Setting: Literally activity
Description: The students were tasked to interpreting the product of whole numbers Interpretation: Child M was in a position understand and interpret the product |
Lessons for S, R and M Students
What I should teach
I noticed that when handling child S, I should have special attention to this child he is struggling child. I should teach the student listening skills because the child is a bit below average in taking instruction, he does not conceive and interpret information but all this is due to his poor listening skills. I should teach child S that all activities are not challenges because the child. Child S sometimes jokes too much even in a serious task he will assume that you are challenging him so he should also challenge you. I you tell him to run he will tell you to run together to gauge that is faster than the other. I should teach child S to do his own work, he likes helping others too much to the extent that he forgets to do his own work.
Student R is an average student who has the ability to improve and become a strong student but lessons on management of emotions are important in determining the growth of the child. Self-confidence should also be natured to avoid the instances where the student rubs her work over again.
Student M is a strong student and is a quick and aggressive leaner. I have to teach the student to understand that he does not possess all the knowledge.
Why I will teach it
I will teach student S to be to be a good listen, I will teach student R to reduce his emotions and student M that nobody knows everything and that he should also listen to others. This will help the children to get and understand the information passed to them thereby understanding their subjects well .Teaching child S that every activity is not a challenge will help him to concentrate on the tasks assigned to him and to work on them instead of taking the people who give him assignments for a challenge. Teaching R will help the child to relate with others and work well in group work .Teaching M will help him respect opinions of others.
Standard I will use
I will use models in teaching mathematics will also use assignments and group work to encourage improve each other’s strengths and weaknesses. These group discussions helps students learn from each other and improve the weak students. I will introduce group activities like physical exercises and common enjoyable tasks that are well known to each of them e.g. singing.
Materials I will use
I will use charts, teaching aids to draw the attention of students. This will make all students to be focused and thereby not lose concentration in class. Use of technology e.g. keyboard to demonstrate letters and numbers will be or great help.
How I will teach it
I will always involve all of my students in class activities and make sure thatall the student is focused. Keeping close inspection what the child is doing every time during the class work. I will dedicate close monitoring to struggling students so as to closely monitor their progress.
What I learned
I learned that different children have different capacities of learning, different strengths and weaknesses, but if well-handled each child can reach his/her full potential. I also learned that children react to situations different but as a teacher I have to reach every child in class to improve his/her strength. Kid watching is a process which is very important in determining the abilities, strengths, weaknesses of the child and is more effective than formal education which uses examination to gauge the Childs ability. As a teacher I learned that I should be patient even with the weakest students in my class to be able to improve the children strengths. My perspective toward teaching, learning and children is that for somebody to be teachable, be able to learn should be flexible like a child such that you are ready to listen and take instructions. I learned that my approach and methods of teaching were effective because my children that I observed were all able to learn. I learned that education has a very big connection with research and theories of nature since knowledge is power. Teachers should always research on their teaching aids handle challenges in handling children with varying strengths and weaknesses in class.
Conclusion
In conclusion, learning the child’s behavior and interaction helps in knowing the child’s ability, strengths and weaknesses. This helps in having a clear and perfect method of helping the child to learn and enjoy performing tasks and assignments given to them. Kid watching is an important part of learning a kid development. Different kids have different abilities that must be natured to ensure that all of them regardless of their learning speed and ability benefit from the learning process.
Work Cited
Owocki, Gretchen, and Yetta M. Goodman. Kidwatching: Documenting Children’s Literacy
Development. Portsmouth, NH: Heinemann, 2002. Print.