{"id":45,"date":"2022-06-22T05:47:01","date_gmt":"2022-06-22T05:47:01","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accece1045\/chapter\/conclusion\/"},"modified":"2025-07-15T19:09:56","modified_gmt":"2025-07-15T19:09:56","slug":"conclusion","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accece1045\/chapter\/conclusion\/","title":{"raw":"Conclusion","rendered":"Conclusion"},"content":{"raw":"To become a skilled observer takes time and practice (Gronlund & James, 2013). You will need to figure out your rhythm so that you can incorporate observation and documentation into your regular routine. As an intentional teacher, you will want to plan systematic observations so that you can document each child\u2019s unique qualities, interests, developmental strengths and needs, as well as uncover their cultural practices, approaches to learning and play preferences throughout the school year. As you gather evidence you will want to be as objective as you can be, and you will have to recognize your biases. As you collect your documentation on each child, you will want to organize it in a chronological manner and store it safely. Lastly, be sure to observe every child in your class, be aware that some children may catch your attention more than others for one reason or another. In the next chapter, we will examine several observation tools and techniques that you will want to use as part of your regular observation routine to ensure high-quality practices.\r\n
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Check Your Knowledge<\/p>\r\n\r\n<\/header>\r\n

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