引言
Introduction
观察是以观察为基础的幼儿持续性评估体系中的关键要素。¹ 它为回应性照护与教学实践、学习体验、环境、一日生活环节和作息安排的个别化提供依据。个别化，是指在持续评估的循环中运用观察信息，调整课程，以支持每个孩子的兴趣、技能和需要。
Observation is a key element of an observation-based ongoing child assessment system.¹ It informs the individualization of responsive care and teaching practices, learning experiences, environments, routines, and schedules. Individualization is the process of using observation information as part of the ongoing assessment cycle to tailor the curriculum to support each child's interests, skills, and needs.
为婴幼儿提供能够建立关系、支持依恋并促进大脑健康发展的个别化、回应性照护，第一步就是观察。个别化离不开观察，因此，这份技术支持文件着重介绍观察的关键要素，包括：
Observation is the first step in providing the kind of individualized, responsive care for infants and toddlers that builds relationships, supports attachment, and promotes healthy brain development. Because individualization cannot happen without observation, this technical assistance paper focuses on the key elements of observation, including:
什么是观察
What it is
观察为什么重要
Why it is important
观察什么
What to observe
怎样观察与记录
How to observe and document
怎样建立观察机制
How to set up observation systems
回顾与反思观察信息
Reviewing and reflecting on observation information
案例：Jermiez 与蚂蚁
Jermiez and the ants
本节标题为编者添加；正文来自引言。
在下面的例子中，Early Head Start（早期开端计划）的教育工作人员* Rosa 正在进行一项重要的工作：观察 Jermiez。
In the example below, Rosa, part of the Early Head Start education staff*, engages in an important process. She observes Jermiez.
连续几天，23个月大的 Jermiez 在户外的大部分时间里，都是一会儿蹲下、一会儿站起，目光始终看着地面。他的老师 Rosa 对他的行为感到困惑，尤其是因为他没有参与其他户外活动。
For several days in a row, 23-month-old Jermiez spent much of his time outdoors moving back and forth between squatting and standing, all the while looking at the ground. His teacher, Rosa, became puzzled by Jermiez's behavior, especially because he did not participate in any other outdoor experiences.
一天，她决定先退到一旁，观察他，看看能否弄明白他在做什么。过了一会儿，她走近他，发现让他如此着迷的原来是蚂蚁！她坐在他身旁，说：“我看到蚂蚁了。好多好多蚂蚁。”他低头看着，笑着说：“蚂蚁。”Rosa 若有所思地说：“不知道蚂蚁要去哪里呢？我们得看看。”Jermiez 看着 Rosa，又笑了。
One day, she decided to step back, observe him, and see if she could figure out what he was trying to do. After a while, she moved closer to him and saw what had fascinated him so—ants! Sitting very close to him, she said, "I see ants. Lots and lots of ants." He looked down, smiled, and said, "Ants." "I wonder where the ants are going?" mused Rosa. "We'll have to watch." Jermiez looked at Rosa and smiled again.
Rosa 坐在地上时，另外几个幼儿也走了过来。Jermiez 指着蚂蚁说：“蚂蚁。蚂蚁回家。”
With Rosa on the ground, several other toddlers wandered over. Jermiez pointed at the ants and said, "Ants. Ants go home."
Jermiez 的父亲来接他时，Rosa 告诉了他孩子对蚂蚁的兴趣。父亲说：“我们家里正为蚂蚁的问题头疼呢。但我妻子不忍心杀死任何活物，所以我们花了不少时间跟着蚂蚁走，试着把它们进来的地方堵上。”
When Jermiez's father came to pick him up, Rosa told him about Jermiez's interest in ants. His father said, "We're having a terrible problem with ants at home. But my wife can't stand killing any living thing, so we spend a lot of time following them around and trying to close off the place they enter."
那天收拾整理时，Rosa 想着 Jermiez 对蚂蚁的兴趣。她决定给他读 The Ants Go Marching（《蚂蚁行进》），并教他唱这首歌。她还考虑，如果他的兴趣持续下去，就在沙盘里添一些大型塑料蚂蚁，也可以把放大镜带到户外，邀请他用放大镜近距离观察蚂蚁。
As Rosa cleaned up that day, she thought about Jermiez's interest in ants. She decided that she would read The Ants Go Marching to him and teach him the song. She considered adding large, plastic ants to the sand table, if his interest continued, and maybe bringing a magnifying glass outside and inviting Jermiez to use it to see ants up close.
Rosa 与 Jermiez 的父亲分享观察时，获得了更多有价值的信息。她反思自己通过观察了解到的情况，并用这些信息为 Jermiez 安排有意义的体验。也就是说，Rosa 通过观察提供了个别化、回应性的照护。
When Rosa shares her observation with Jermiez's father, she receives further valuable input. She reflects on what she learned through observation and uses the information to plan meaningful experiences for Jermiez. In short, Rosa uses observation to provide individualized, responsive care.
尽管本文着重讨论对婴幼儿的观察，其中的信息对服务学龄前儿童的教育项目也有参考价值。
Although it focuses on observing infants and toddlers, the information in this paper is also useful for programs serving preschoolers.
*本文所说的教育工作人员，包括教师、家访工作人员和家庭式托育服务提供者。
*In this paper, education staff refers to teachers, home visitors, and family child care providers.
原文脚注 / Source notes
1. 美国卫生与公众服务部，儿童与家庭管理局，开端计划办公室：《幼儿持续性评估：项目负责人指南》，华盛顿特区，2019年。（书目中文为译名；此处保留原文参考文献，未将其作为已另行查阅的研究。）
1. U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, Ongoing Child Assessment: A Guide for Program Leaders, (Washington, DC, 2019).