Learning to Observe--Observing to Learn

In this address, Dorothy H. Cohen admonishes teachers to remain aware that in the classroom they are both teachers and observers trying to find clues to understanding and interaction. Because teachers are human beings with attitudes and beliefs of their own, it is difficult to be objective in making observations of children. An open mind ready to accept anything that there is to see, without judgment, is a prerequisite. Observations of children must begin without any preconceived notions of what one ought to find or will find. Perceptions of children can be influenced by the observer's personal associations, moral judgments, age, and physical well-being. Adults must learn to perceive children's behavior first as it is meant, and only secondarily as it is interpreted by adult standards. Body movement is the major language of expression in early childhood and tells more about the meaning of children's behavior than their words. Teachers must learn to read body language to interpret children's developmental stages of competence, experimentation, testing, and general attitudes toward self. (Author/AJ)