Direct observation

This chapter focuses on the issues that arise when observational techniques are applied in early childhood research. It considers why a researcher might choose observation, rather than other methods of data collection; what is needed to achieve reliable observational data; and what considerations guide choice of one observational technique over another. The chapter focuses specifically on direct observation . Most direct observation is of behaviour: children’s behaviour, parents’ behaviour, the behaviour of early childhood staff. The technique that practitioners use most is the running record , otherwise called a specimen record or descriptive narrative. Another technique is the checklist . Rating scales are also relatively simple to use to study people, programmes, settings and environments. Techniques of direct observation include both qualitative and quantitative measures. For the purposes of the discussion of direct observation, two major sampling considerations will be considered—sampling of behaviours and selection of observational settings. Direct observation is also an important tool in laboratory-based research.