Explain two types of informal observation methods that a practitioner might use and when they would be useful

Question

What will be an ideal response?

Answer 1

Informal observation methods include narrative observation techniques (running records and anecdotal records); structured observation techniques (time samplings, event samplings, checklists and rating scales; and electronic observation techniques (photographs, audio and video recordings).
a . Running Records (also referred to as specimen records). Running records are a technique for recording where a teacher observes and records everything observed as it unfolds. This is an open-ended and detailed narrative of behavior and events that is written in the present tense. After noting observations, comments may be added to note feelings or impressions in a separate column. Running records are rarely used because they demand total concentration and are hard to do while supervising a group of children. Outside assistance is required in order to be able to complete a running record. A teacher may need to do a running record if information is needed on a particular child for the purpose of doing an in-depth study.
b. Anecdotal Records. In contrast, anecdotal records are brief narratives written in the past tense. They present a "snapshot" in time of what happens to a child in a particular situation and are generally a few sentences long. A separate comment underneath may note developmental milestones or interpretations. Anecdotal records are also written in the past tense, or after the fact.
c. Time Samples. Time samples are a structured observation technique for tracking behaviors that occur at regular intervals and in rapid succession. They collect information on the frequency of a predefined behavior or set of behaviors displayed by an individual or groups. Teachers create a grid and codes to quickly tally how often a targeted behavior occurs within a set time period. A time sample is an efficient way to gather data and can be used to help gather information on the frequency and relative importance of a particular behavior.
d. Event Samples. Another type of structured observation technique is an event sample, which records what happens during a particular behavior that is being targeted as well as what precedes and follows the event. An event sample is used to find the relationship between the targeted behavior and the possible reasons why it is occurring.
e. Checklists and Rating Scales. Checklists and rating scales are lists of traits, behaviors, concepts, and skills important to a program. They are a simple and efficient structured observation technique where the observer checks an item to indicate if it is observed. They generally cover skills or knowledge in different areas of development. Rating scales and checklists provide a quick informal profile of each child in a class. They are similar. However, rating scales provide a way to show the degree to which a particular behavior or characteristic is present in a person or situation; checklists just show if the behavior or characteristic is present or not.
f. Electronic Observation Techniques. Photographs and video and audio recordings are ways to use media to capture information on a child. They are used for the same purposes as written observations. Photographs can quickly and accurately show something that is difficult to describe clearly. They capture individual images that demonstrate what the child is able to do. Audio and video recordings, in contrast, also document nuances in a child's movement and language and the subtleties of interactions in an objective manner. They may reveal dialogue or gestures that may be missed in a narrative observation and are not subject to the bias of the observer. In all media, it is important to make sure that what is recorded or photographed is meaningful, and not just a "cute" photo opportunity. They must record behavior that shares a child's important information on what the child is like and capable of doing.