建立持续观察机制
Setting Up Systems for Ongoing Observations
原文图片说明 / Original image description：一位女士躺在地板上，看着一个仰躺着玩耍的婴儿。 / a woman laying on the floor watches a baby on her back playing
婴幼儿通常不会“按要求”展示自己知道什么、能够做什么，也就是说，不会恰好在观察者希望的时候展示出来。不过，教育工作人员仍然可以通过建立一套观察机制，有目的地捕捉和记录孩子的言语与行动。
Infants and toddlers typically do not demonstrate what they know and can do "on demand" (i.e., when the observer wants them to). However, education staff can still be intentional about capturing and recording what children do and say by setting up a system for carrying out observations.
建立观察机制并没有唯一正确的方法。配有两位教师的机构班级，其观察机制可能不同于一人独立工作的家庭式托育服务提供者。它们也很可能不同于家访人员在家访和社交活动中采用的方式。此外，观察机制并非一成不变；随着工作人员的观察能力提升，以及孩子不断成长发展，应当重新审视和调整观察机制。
There is no one right way to do this. An observation system in a center-based classroom with two teachers may look differently from the system that a family child care provider who works alone uses. These systems will likely be different from those used by home visitors during home visits and socialization experiences. Also, observation systems are not static; they should be revisited as education staff become more proficient in observing children and as children grow and develop.
建立观察机制时，可以考虑以下通用策略：¹
Here are some general strategies to consider when developing a system:¹
安排观察孩子的时间
Plan times to observe a child
为了了解儿童技能、能力和兴趣的丰富程度及范围，应在一天中的不同时间、不同情境下观察。例如，可以在以下情况下观察儿童：
To capture the depth and breadth of children's skills, abilities, and interests, observe at different times of the day and in different settings. For example, observe children:
在不同环境中（如室内和室外）和一天中的不同时段（如上午和下午）。
Across settings (e.g., indoor and outdoor) and times of the day (e.g., morning and afternoon)
在一日生活环节中，如进餐、换尿布和如厕、午睡、穿衣、入园和离园。
During routines (e.g., mealtimes, diapering and toileting, naptime, dressing, arrival, and departure)
在参与游戏，以及从一种游戏转向另一种游戏时。
As they engage in play experiences and move from one play experience to another
在与其他儿童和成人互动时。
As they interact with other children and adults
制订计划，确保定期观察每个孩子，例如每天或每周一次，并关注儿童的个别化目标，以及适用时的项目入学准备目标。如果使用需要暂时退后观察的方法，如连续记录，应与另一位成人协调观察时间，以确保儿童得到看护，并维持工作人员与儿童的比例。
Develop a plan to make sure each child is observed regularly (e.g., once a day or week) and that individual child goals, and program school readiness goals as appropriate, are addressed. When using an observation method that requires stepping back for a period of time to observe, such as a running record, coordinate that observation time with another adult. This ensures children are supervised and staff-child ratios are maintained.
应在一段时间内反复观察。对于许多技能与行为，尤其是认知、社会性与情绪、语言与读写，以及学习品质方面，仅凭一次观察，不足以全面判断孩子知道什么、能够做什么。儿童的行为并不总是一致。许多因素，例如生病、睡眠不足、饥饿、家庭变化、一日作息变化、工作人员变动，以及发展过程本身，都可能影响孩子每天、甚至每个时段的言语与行动。因此，需要多次观察。
Repeat observations over time. For many skills and behaviors—especially cognitive, social and emotional, language and literacy, and approaches to learning—a single observation does not provide enough information to fully determine what a child knows and can do. Children's behaviors are not always consistent. Many factors (e.g., illness, lack of sleep, hunger, changes at home, changes in the daily schedule, changes in staff, the developmental process) can influence what children do and say from day to day, and even from hour to hour. So, multiple observations are needed.
不过，一次观察也可以提供多个发展领域的信息。例如，下面这段观察同时提供了与大动作、社会性与情绪，以及语言技能有关的信息：
However, one observation can provide information about more than one area of development. For example, the following observation provides information related to gross motor, social and emotional, and language skills:
5月5日，户外游戏场地，下午2点30分：
5/5, outdoor play space, 2:30 p.m.:
Jorge（13个月）坐在骑乘玩具上，握住转向把手，用双脚推着玩具直行。他在 Wendall（13个月）面前停下，身体前倾，拍了三下 Wendall 的手臂，说“Da, Da”。Wendall 移开了。Jorge 继续用双脚推动骑乘玩具，操控它直行到硬质地面的远端边缘，没有碰到任何物体或人。
Jorge (13 months) on riding toy, holds steering handles, pushes it straight using his feet. Stops in front of Wendall (13 months), leans forward, pats Wendall's arm three times, says "Da, Da." Wendall moves. Jorge continues pushing riding toy with his feet and steers straight to far edge of pavement without bumping into anything or anybody.
为随机出现的观察机会作准备
Plan for spontaneous observation opportunities
虽然为随机观察作计划听起来可能有些矛盾，但其实并不矛盾。婴幼儿常常会说出、做出新的、意料之外的事情。这些行为可能出现在计划观察时间之外。工作人员可以通过以下方式，为这些时刻做好准备：
Although this may sound like a contradiction, it is not. Often, infants and toddlers do and say things that are new and unexpected. These behaviors may occur during unplanned observation times. Staff can prepare for these moments by:
把记录材料，例如书写工具、索引卡、便利贴、邮寄标签、便笺本、写字夹板和纸，放在室内便于取用的位置、罩衫或围裙口袋里，或家访人员的随身包中。
Putting note-taking materials (e.g., writing tools, index cards, sticky notes, mailing labels, note pads, clipboards, and paper) in strategic places around the room, in the pocket of a smock or apron, or in a home visitor bag
确保相机、录音和录像设备工作正常、电量充足，并且便于取用。
Making sure cameras and audio and video recording devices are in working order, are fully charged, and are easily accessible
确定如何整理和保存观察资料
Decide how observations will be organized and stored
整理和保存观察资料有很多方法，工作人员应选择最适合自己的方式。例如：²
There are many ways this can be done. Staff should choose what works best for them. For example:²
为每个孩子建立一个文件夹，放入文件柜、大箱子或筐中的悬挂式档案夹。
Folder for each child kept in hanging files in file cabinet, large box, or crate
把索引卡存放在卡片盒中，为每个孩子分出各自的区域。
Index cards in file box with a section for each child
为每个孩子准备一本三孔活页夹。
Three-ring binder notebook for each child
为每个孩子准备一个风琴式文件夹。
Accordion folder for each child
使用悬挂式鞋袋，在每个口袋上标注对应孩子的名字。
Hanging shoe bag, with pockets labeled for each child
使用在线儿童评估系统。
Online child assessment system
许多早期开端计划（EHS）和流动及季节性务工家庭开端计划（MSHS）要求工作人员建立成长档案，以支持基于观察的评估。成长档案汇集儿童的作品、家庭提供的笔记和照片、核对表及其他纸质记录工具，以及其他能够记录孩子知道什么、能够做什么的材料。书面观察记录、照片、录音和录像也可以纳入其中。成长档案可以采用实体形式、电子形式，或两者结合。有些在线评估工具允许用户为每个孩子输入观察记录，上传照片、视频和音频文件。为了发挥作用，成长档案中的材料应当：³
Many EHS and MSHS programs ask staff to create portfolios to support observation-based assessment. Portfolios are collections of children's work, notes and photographs from families, checklists and other print recording tools, and other items that document what children know and can do. Written observation notes, photos, and audio and video recordings may be included as part of the portfolio. Portfolios may be physical, virtual, or a combination of both. Some online assessment tools allow users to input observation notes and upload photos, videos, and audio files for each child. To be useful, portfolio items should:³
注明日期，并按顺序归档。
Be dated and filed in order
反映一天中的不同环节，例如一日生活环节、游戏活动和过渡环节。
Represent various parts of the day (e.g., routines, play experiences, transitions)
均衡呈现孩子在 ELOF 所有核心领域中的成长。
Present a balanced view of the child's growth in all ELOF central domains
随着时间推移，成长档案中的材料会成为孩子朝着个别化目标，以及适用时的项目入学准备目标发展的具体记录。因此，应定期与家庭共同回顾。工作人员应解释档案包含哪些材料，以及为什么纳入这些材料，还应积极鼓励家庭为孩子的档案提供信息和材料。
Over time, the portfolio collection serves as a concrete record of the child's progress toward individual goals, and program school readiness goals as appropriate. So, it should be reviewed regularly with families. Staff should explain what they include in the portfolio and why. They should also actively encourage families to contribute information and items to their child's portfolio.
请注意，观察信息和儿童成长档案必须保密。EHS 和 MSHS 项目应遵循自身关于资料存储、访问权限和查阅许可的保密政策。家庭应仅获准查看自己孩子的观察信息和成长档案。
Note that observation information and children's portfolios must be kept confidential. EHS and MSHS programs should follow their confidentiality policies regarding storage and who has access and permission to view the information. Families should have permission to see only their child's observation information and portfolio.
安排时间归档观察资料
Find time to file observations
可以在午睡时间、计划时间、一天开始或结束时，或每周结束时归档。不要拖延太久；在忙碌的一天或一周中，观察资料很容易堆积或遗失。
This could be at naptime, planning time, beginning or end of the day, or the end of each week. Do not wait too long; observations can quickly pile up or get lost during a busy day or week.
确定回顾观察资料的频率
Decide how often to review observations
工作人员回顾观察资料越频繁（例如每天、每周，或按 bimonthly 的频率），就越早获得恰当回应每个婴幼儿、并据此制订计划所需的信息。很小的孩子发展迅速，因此工作人员可能需要更频繁地回顾观察资料。
The more frequently staff review observations (e.g., daily, weekly, bimonthly), the sooner they have the information they need to respond appropriately to each infant and toddler, and plan accordingly. Very young children develop quickly, so staff may need to review observations more often.
译注：bimonthly 可指每月两次或每两个月一次，原文未明确。 / Translator’s note: “Bimonthly” can mean twice a month or every two months; the source does not specify which.
EHS 和 MSHS 的管理人员可以通过确保为归档与回顾留出专门时间，支持工作人员完成这些任务。
EHS and MSHS management staff can support staff with filing and reviewing observations by ensuring there is dedicated time for these tasks.
邀请家庭参与观察过程
Include families in the observation process
请看下面一位家访人员讲述的故事。
Consider the following story from a home visitor.
一次家访中，我看到 Troy 和 Celeah 试着让18个月大的女儿 Jasmine 玩匹配相似物品的游戏，材料是两个黄色球和一个黄色木制圆柱体。第一次，Troy 举起一个圆圆的黄色球，请她找一个相似的，Jasmine 拿起了另一个黄色球。Troy 和 Celeah 都拍起手来说：“做得好，你找到球了！”随后，Troy 放下球，也请 Jasmine 把她的球放下。Jasmine 把球滚向 Celeah。Celeah 接着拿起球，请 Jasmine 找一个相似的。
During a home visit, I watched Troy and Celeah try to get their daughter, Jasmine (18 months old), to play a game of matching similar objects (two yellow balls and one wooden yellow cylinder). The first time Troy held up a round, yellow ball and asked her to find one like it, Jasmine picked up the other yellow ball. Both Troy and Celeah clapped and said, "Good job, you found the ball!" Troy then put the ball down and asked Jasmine to put her ball down, too. Jasmine rolled the ball to Celeah. Celeah then picked up the ball and asked Jasmine to find one like it.
Jasmine 没有拿起另一个球，而是把圆柱体横放下来，滚向妈妈。Celeah 马上说：“不，不。找一个看起来和我的一样的球。看，它是圆的、黄色的。”Jasmine 坐了一会儿，然后爬到妈妈身旁，伸手拿过圆柱体，滚向爸爸。Troy 看着 Jasmine，摇摇头，叹了口气，说：“哦，好吧。你想滚东西。好，我把球滚给你。”接下来的几分钟里，Troy、Celeah 和 Jasmine 把球和圆柱体互相滚来滚去。看到这一幕，我很高兴。这是我第一次看到 Troy 和 Celeah 顺着 Jasmine 的兴趣活动，而没有因为她不听指令而责备她。
Instead of picking up the other ball, Jasmine laid the cylinder on its side and rolled it toward her mom. Celeah quickly said, "No, no. Find the ball that looks like mine. See, it's round and yellow." Jasmine sat for a moment and then crawled over to her mom, reached for the cylinder, and rolled it toward her dad. Troy looked at Jasmine. He shook his head, sighed, and said, "Oh, okay. You want to roll things. Okay. I'll roll the ball to you." For the next few minutes, Troy, Celeah, and Jasmine rolled the balls and cylinder back and forth to each other. I was delighted by this. It was the first time I had seen Troy and Celeah follow Jasmine's lead rather than fuss at her for not following their directions.
游戏结束后，我和他们分享了自己的观察，并问他们留意到了与 Jasmine 互动的哪些情况。Troy 笑着说：“嗯，这比非要她按要求玩游戏，然后她开始哭、我感到沮丧，要轻松多了。我不知道她能这样集中注意力。我甚至觉得挺好玩！”下一次家访时，Troy、Celeah 和 Jasmine 向我展示了家里其他能够滚动的物品。
After the game was over, I shared my observation with them and asked what they had noticed about their interaction with Jasmine. Troy smiled and said, "Well, it was a lot easier than making her play the game and having her start crying and me feeling frustrated. I didn't know she could pay attention like that. I even had fun!" At the next home visit, Troy, Celeah, and Jasmine showed me other household objects that roll.
与家庭交流项目为什么进行观察，以及如何观察。教给他们“观察、提问、调整”等观察策略。使用家庭的常用语言，以口头和书面两种方式提供相关儿童发展信息，帮助他们更清楚地理解自己观察到的情况。邀请家庭通过口头交流、图画和照片，或书面形式分享对孩子的观察，例如在家庭与项目之间往返传递的记录本上写笔记，或按照项目沟通政策允许的方式使用电子邮件、短信交流。
Talk with families about why and how observations are made in the program. Teach them observation strategies such as, "watch, ask, adapt." Provide relevant information—both verbally and written in the families' home languages—about child development so families have a clearer understanding of what they observe. Invite them to share what they observe about their children verbally, through pictures and photographs, or in writing (e.g., notes in journals that go back and forth between home and the program, email, or text exchanges as allowed by program communication policies).
原文脚注 / Source notes
1. Koralek、Dombro 与 Dodge：《婴幼儿照护》，第374页。
1. Koralek, Dombro, and Dodge, Caring for Infants & Toddlers, 374.
2. Jablon、Dombro 与 Dichtelmiller：《观察的力量》，第88—90页。
2. Jablon, Dombro and Dichtelmiller, The Power of Observation, 88–90.
3. Koralek、Dombro 与 Dodge：《婴幼儿照护》，第376、378页。
3. Koralek, Dombro, and Dodge, Caring for Infants & Toddlers, 376, 378.