Tip sheet: early childhood classroom observations
What is the purpose of classroom observations? What defines a high-quality observation? What is a research-based observation tool? And if observations are so important, why don't most people like being observed? Learn the answers to these questions and more. Download our tip sheet, Introducing It: Early Childhood Classroom Observations.
References
- Tarusha, F. & Bushi Gjuzi, J. (2024). The role of classroom observation, its impact on improving teacher's teaching practices. European Journal of Theoretical and Applied Sciences, 2(2), 718-723. https://doi.org/10.59324/ejtas.2024.2(2).63
- Archer, J., Cantrell, S., Holtzman, S. Joe, J. Tocci C.M., & Wood J. (2017). 6 skills every observer needs—and how to build them. The Learning Professional, 38(3), 46-49. https://learningforward.org/journal/june-2017-vol-38-no-3/6-skills-every-observer-needs-build
- Hamre, B. K., & Maxwell, K. L. (2011). Best Practices for Conducting Program Observations as Part of Quality Rating and Improvement Systems, Research-to-Policy, Research-to-Practice Brief OPRE 2011-11b. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://acf.gov/sites/default/files/documents/opre/program_observation.pdf
- Sharma, Sunaina (2024). Using classroom observations for support as a new teacher. Edutopia. https://www.edutopia.org/article/benefits-classroom-observations-new-teachers
- Pilat D., & Sekoul K. (2021). Dunning–Kruger effect. The Decision Lab. Retrieved October 6, 2025, from https://thedecisionlab.com/biases/dunning-kruger-effect