1. Article Review
ETR 520
Fall, 2011
Charles E. Cain
Dawin Wu
2. The Effects of Observation Coaching
on Children's Graphic
Representations
H. A. Vlach
S. M. Carver
3. For each drawing…
1. Do you think a boy or girl drew it?
2. How old is the child?
3. What kind of background experience do you think
the child has?
4. Answer:
The drawings were both done by
the same 5 year old male child. The
drawings were examples of a pre
and post- test testing the effect of
observation coaching.
5. Summary
• As children mature, the detail and accuracy of
their graphic representations improve
• Study to investigate the effects of
observational coaching
6. Participants
22 full day kindergarten students
Lab-school classroom
Mixed gender, ethnicity, some with special
needs
7. Design
• Experimental group – coached
• Control group – not coached
• Animate objects – stuffed animals
• Inanimate objects – small appliances
10. Activity
• Now switch your picture with a person seated near you
• Follow the scoring guide and give points for each
detail/feature.
Cord/Plug
Does the toaster oven have a cord or plug? 1 = Yes, 0 = No __________
0 POINTS - The
plug is 1 POINT - The POINTS - The
represented by plug is plug is 3 POINTS - The
a scribble. represented represented by a plug is
by a long thick line and box represented by
Detail Rating: rectangular shape, perhaps a thick cord
____ (0, 1, 2, or 3 points) shape with with incorrect and square
little or no detail. ted by a plug shape.
detail. scribble.
11. Activity
Round Knobs
Does the toaster oven have a round knob?
1 = Yes, 0= No ________
0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The
knob(s) are knob(s) are knob(s) are knob(s) are
represented by represented by represented by represented by
a scribble. an oval shape, a circular a circular shape
with the shape, with the with the
presence of presence of presence of
only one knob. only one knob. two knobs.
Detail Rating:
____ (0, 1, 2, or 3 points)
12. Activity
Rectangular Knob
Does the toaster oven have a square knob?
1 = Yes, 0= No ___________
0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The
knob(s) are knob is knob is knob is
represented by represented by represented by represented by
a scribble. an incorrect a square shape. a rectangular
shape. shape.
Detail Rating:
____ (0, 1, 2, or 3 points)
13. Activity
Glass Door/Inside Rack
Does the toaster oven have a glass door and/or inside rack?
1 = Yes, 0= No ___________
0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The
door is door is door is door is
represented by represented by represented by represented by
a scribble.. a lines of the a square or
square/rectang inside rack. rectangular
ular shape. shape with the
inside rack.
Detail Rating:
____ (0, 1, 2, or 3 points)
14. Activity
Handle
Does the toaster oven have a handle?
1 = Yes, 0= No_______
0 POINTS - The 1 POINT - The 2 POINTS - The 3 POINTS - The
handle is handle is handle is handle is
represented by represented by represented by represented
a scribble. a line. a square. with correct
shape and
detail.
Detail Rating:
____ (0, 1, 2, or 3 points)
15. Activity
Other Distinguishing Features:
• Does the toaster oven have words? _______
• (1 = Yes, 0 = No)
• Does the toaster oven have an inside (other than
rack)? _______ (1 = Yes, 0 = No)
• Does the toaster oven have numbers? _______
• (1 = Yes, 0 = No)
• List all additional parts of the toaster oven and/or
setting:
________________________________________
• Total # of other parts: _______
16. Activity
• Total up all your ratings for the details and any
extra features.
17. Results
• Entire process was filmed
• Amount of observation was quantified
• Amount of detail was scored
20. Discussion
1. Was the criteria/scoring guide complete and
accurate? What did you think when using it?
2. How would you transfer this model to
implement/use in teaching?
3. Do you think the results opened any new
ideas or lead into new research?
21. Discussion
1. Was the criteria/scoring guide complete and
accurate? What did you think when using it?
• Liked the opportunity to score more points by
adding details
• Quantified details and results well – showed
amount of improvement
22. Discussion
2. How would you transfer this model to
implement/use in teaching?
• Importance of scaffolding/modeling in
teaching
• Use of modeling in sports, dance
• Good for visual learners
23. Discussion
3. Do you think the results opened any new
ideas or lead into new research?
• Thought results were obvious
• Proves teaching works
• Overall, procedure and methods were detailed
and consistent, but did it really open new
ideas and discussion?
24. References
Vlach, H. A., & Carver, S. M. (2008). The Effects
of Observation Coaching on Children's
Graphic Representations. Early Childhood
Research & Practice, 10(1). Retrieved from
http://ecrp.uiuc.edu/v10n1/vlach.html
