Observing the Class Observing the Children - Research Institute for ...

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Interviewer: How would one imagine a child observation?
AS: There are many forms. For example, a class teacher can describe the
child to his colleagues in a faculty meeting. It is much better, however, when
the other teachers can observe the child for themselves. This can happen in a
classroom, with other teachers sitting in on a class, or the child can be observed
on the playground. One way that has been particularly fruitful is to invite a
group of students to report on something or perform something for the circle of
teachers. Then each teacher has the opportunity to observe the child who will
be the subject of the child study, and to see him along with students of the same
age. Again and again it is astonishing to see with what liveliness, accuracy, and
diversity are the perceptions brought together, often even surprising the class
teacher.
Interviewer: So it starts with observation?
AS: Yes. This is followed by the attempt to put oneself in the child’s shoes, to
feel one’s way into what one has observed in the child. Not immediately to come
to interpretations or judgments, but rather to bring oneself into alignment with
the child.
Interviewer: To go back to observation: What exactly is observed?
AS: Some people see more of the outer aspects of the child: the face, the
head, the hands, the arms, the form and posture of the body, in other words,
everything through which the child expresses himself through his body. Then
there are the more habitual aspects: how a child acts, whether he participates,
what kind of tendencies the child has, and which temperament. Next is the field
of the soul: how the child relates to the world through his thinking, his feeling,
and his will activities, how he relates to other people and to other living beings.
This is also expressed in his movements and his entire demeanor. Lastly there is
the realm of the will, of intentionality. For example, how does the child approach
certain tasks? How does the child follow a train of thought, or on his own plan
and carry out his work, step by step? A further aspect is the destiny of the child.
There are significant events in one’s biography that can have an effect on the rest
of one’s life. Details of the child’s birth should also be included in these.
Interviewer: It’s not only a matter of describing what one has observed, but
other knowledge about the child is brought into the picture?
AS: Yes. Here the report from the parents can be a great help for the
process. But it should be about what is real, not about assumptions, speculations,
interpretations, or theories, but rather about observations and perceptions.