Observation In Early Education

Observation and assessment are one of the key components in early education. Observation and assessment is implemented to successfully identify the weaknesses and strengths of the students. There are many ways which observation is conducted. Three techniques to observe are event sampling, time sampling, and narrative.
Narrative writing are used daily and could be one of the difficult techniques to observe in classrooms. Narrative have been widely used throughout the history of early child education. The class book describes that “Narratives are the oldest and often most informative kind of report.” (Gordon & Williams-Browne, 2015) Narratives are still being used by many educators as a way to record the events that occur during class. “In the case of a young child, this means all that the child does, says, gestures, seems to feel, and appears to think about.” (Gordon & Williams-Browne, 2015) There are many details a teacher has to note using the narrative technique, but one of the disadvantages to narratives is being biased, this does not occur in time sampling.
Time

Some teachers will find it difficult to make observations because their observation skills haven’t been advanced. Event sampling makes it easier to observe, a teacher prepares for an event to happen and then the teacher notes what happen during the event. “As soon as it does, the recorder moves into action. Thus, the behavior is recorded as it oc-curs naturally.” (Gordon & Williams-Browne, 2015) A positive feature of event sampling is while expected behavior is occurring the teacher’s writes down what is happening. In addition, writing while the behavior is occurring, helps the notes become precise since sometimes if recorded later some details could be forgotten by the teacher and omitted from the observation. Moreover, just like event sampling, time sampling is another technique of