Appendices A - B

APPENDIX A

CHILD-ADULT ACTIVITY COUNT

A. COUNT WAS TAKEN . . .

B.IS FOCUS CHILD PART OF THE COUNT?

APPENDIX B

THE CHILD-CAREGIVER OBSERVATION SYSTEM
CODING MANUAL

I. INTRODUCTION

The Child-Caregiver Observation System (C-COS) was developed for the Early Head Start national evaluation project with funding from the U.S. Department of Education, Office of Educational Research and the Improvement, and the U.S. Department of Health and Human Services, Administration on Children, Youth and Families. 1  It was developed by Kimberly Boller and Susan Sprachman of Mathematica Policy Research, Inc. C-COS is based on instruments developed by the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (Observational Record of the Caregiving Environment) and by Carollee Howes (Adult Involvement Scale).

This manual is designed for observers who will be using the C-COS in child care settings. The information in the manual supplements information to be presented during training and on the training videotapes.

We use the term “focus child” or FC to designate the child whose interactions and activities you will be observing. “Direct provider of care” or DP is used to describe the caregiver with primary responsibility for the focus child throughout the day. During training and on the reliability test tapes, you will hear the term “Child-Focused Observation” used to describe the activity you are performing as you do the observation.

A. OBSERVER ACTIVITIES

You will be observing and recording the behavior of the focus child, as well as any caregiver behavior directed toward the child. Once you begin an observation/record period, attend to the focus child. If the child leaves the room, follow her/him. If the group goes outside, go with them. During this observation, try not to let the focus child know that she or he is being observed. This means looking at the group and avoiding eye contact with the child. As behaviors occur, make mental notes of those you know are on the coding sheet. For most of the behaviors, you will be noting all the behaviors that apply. This means you do not have to remember whether the caregiver directed two requests for language toward the focus child; all you have to do is record that the behavior occurred.

We recommend that each observation period start with a Child-Adult Activity Count (C-COS Instructor’s Manual, Appendix A) to provide the context for the C-COS that follows. A C-COS that reflects minimal interaction and activity is better understood when put in the context of the focus child napping. Similarly, documenting that the child is being fed--then, in the C-COS, having minimal talking or interaction with a provider--helps the analyst understand what is or is not happening to the child when he or she is in child care. Your instructor will inform you if you will use a count procedure and what it will entail.

Immediately after you have completed the count, begin a five-minute observation/recording period. Start your observation at a time that ends in 00. For example, begin the observation at 9:14:00, not at 9:14:15. This will make it easier to keep track of when observations should be done. You will be wearing a tape recorder and an earphone that will signal when to observe and when to record. Bring along a timer, in case the tape recorder malfunctions; if the tape recorder is not working, you will have to time the observe and record periods yourself. The tape will signal you when to start watching the child by telling you: “Observe.” It will then signal when to start recording what you have seen and heard by telling you: “Record.”

During each five-minute observation/recording period, you will observe the focus child for 20 seconds and then look down at your coding sheet and record what you saw for 10 seconds. Then you observe again for 20 seconds. Make sure you code only the behaviors that occurred in the 20-second observe period. During this period, give the child your undivided attention--make mental notes but no written ones. Do not record anything on your coding sheet during the observe periods; record only what you have observed during the record periods. Continue the cycle of 20 seconds of observation and 10 seconds of recording until you have filled one coding sheet (five minutes will have elapsed). Because you will be making the child-focused observations every 20 minutes, you will complete six 5-minute observation/coding periods during your two-hour visit to the child care setting.

Use the record periods to check systematically through the list of behaviors from top to bottom to make sure you have noted everything that happened. For most of the scales, either the behavior occurred (mark it), or it did not (leave it blank). Even if the behavior occurred more than once in the interval, mark it only once. With rare exceptions (discussed below and in training), do not double count any behaviors.

B. PREPARING FOR THE OBSERVATION

When you arrive at the child care setting, it is very important that you confirm whether the focus child’s primary caregiver is present. Note the primary caregiver’s appearance and clothing, so you can distinguish this person from the other caregivers. On the C-COS form, the focus child’s primary caregiver is called the “direct provider of care.” If no primary caregiver is assigned, or if the focus child’s primary caregiver is absent and you cannot return on a different day, use the lead teacher as the direct provider of care for your observation. Although we are interested in the behavior of all the caregivers toward the focus child, for some items we want to take a more intensive look at how the focus child’s primary caregiver interacts with the child.

Code the behavior of all adults who provide care for children in the setting you are observing. For example, if the center director visits the classroom and interacts with the focus child, code the director’s behavior. Do not code the behavior directed toward the focus child of a parent who is dropping off another child. However, if a parent stays in the classroom as a volunteer and provides care for the children, code his or her behavior, because the parent’s presence is part of the child care experience for our focus child.

C. CODING USING THE C-COS

The next section of this manual presents an overview of the C-COS form. It then defines the categories of talk and interaction you will be coding. Review the C-COS form (Exhibit 1).

The form contains five categories of behavior and interaction, which are coded 10 times over the course of a five-minute observation. There are also three overall quality ratings that are coded once at the end of the five minutes. The five categories of behavior and interaction are:

1. The type of talk any caregiver engages in with the focus child
   
2. Who the focus child talks to
   
3. Who the focus child is interacting with or attending to
   
4. The focus child’s affect and whether or not he was being annoyed or was annoying others
   
5. Who the main caregiver was who was interacting with the focus child or who was attempting to interact with the child

The three overall quality ratings examine the overall behavior of caregivers toward the focus child, the behavior of the focus child toward any caregivers, and the behavior of the focus child toward other children.

1. Type of Caregiver Talk

For these codes, you are listening and watching to see whether any caregivers speak to the focus child or to the focus child in a group or if caregivers respond to the focus child’s speech or attempts to speak. Language not directed toward the focus child or the focus child as part of a larger group is not coded. For example, if the focus child is sitting at the art table with a caregiver and a few other children, and the caregiver asks one of the children if he needs more paint, this would not be coded because the language was not directed at the focus child. However, if at the end of art time, the caregiver says, “Start cleaning up,” then the language would be coded because the caregiver’s directive was meant for all the children.

For this category, you may code multiple types of talk. As discussed below, if you code that the caregiver responded to a child’s talk, you will always code the type of talk the caregiver used. In addition, it is possible, in a 20-second segment, for caregivers to use various types of talk.

a. Responds to Focus Child’s Talk

Code this if the caregiver listens to the child’s words or attempts to say words and the caregiver responds verbally. To receive credit for this, the caregiver must respond to what the child has said, not what the child is doing. If the child articulates specific words, the caregiver can use the same words, correct the child’s pronunciation, extend the child’s utterance, or answer the child’s question; however, simply imitating the child’s nonverbal vocalization is not coded. This is supposed to be a measure of “high-quality” caregiving, in that the caregiver is responding to the child’s talk in a way that might conceivably extend, enhance, or encourage the child’s language. The child may grunt and point meaningfully, rather than clearly articulate a word; to be coded on this item, however, the caregiver has to speak back to the child, not grunt back. “Responds” is not coded if the caregiver’s response to the child’s talk is “Shaddup!” This would not encourage the child’s speech--quite the contrary. A response like this, that inhibits or stops the child from talking, is not coded as “Responds,” even though, literally, it is a response to the child’s speech.

Caregiver responses are always double coded, meaning that the adult’s response is coded as a response, then also as the type of language it is. For example, if the focus child says to the caregiver, “My ball,” and the caregiver responds by saying, “Yes, that’s your ball,” you would check “Responds to Focus Child’s Talk ” as well as “Other Talk/Singing.”

Examples: The child says “Uh, uh,” pointing to a toy dog and the adult says,“Doggie. That’s a doggie.” The child says “Uppy,” and the caregiver responds “Shall I pick you up?” The child says “Me go,” and the adult says, “You want to go out?”

b. Language or Communication Requested

To receive credit in this category, the caregiver says something to the child that invites or prompts language or communication on the part of the child. Often, but not always, this will be in the form of a question. Whether alone or part of a group, the child must at least potentially have the opportunity to respond.

Examples: “Are you hungry now?” “Are you excited to see Daddy?” “Do you want me to tickle your tummy?” “Who is that?” “Is that your mommy?” “Where are your socks?” “What do you have?” “Do you want a turn on the swing?” “Tell me what that is.”

c. Action Requested

Code this when the caregiver asks a question or makes a statement that prompts the child to do something but does not require a communicative response. You will usually use this code when the caregiver tells the child to do something or not do something, or she gives an order, demand, command, or prohibition or she makes a request. The demand may be for an action the child is willing to do or unwilling to do; the child may comply with the request or not comply. Do not code commands that are in songs (for example, “If You’re Happy and You Know It, Clap Your Hands”); this is coded as “Other Talk/Singing.”

Examples: “Sit down.” “Would you put that on the shelf?” “Stop talking!” “Can you put the crayons back?” “Please eat your snack.”

d. Reads

The caregiver reads from a book, magazine, paper, or any other written material to the child or to the group that the focus child is part of. This can be reading single sentences or a complete story, but it is definitely reading, not just pointing at pictures in a book. The child may or may not be listening and learning; the point is only that the caregiver is reading, and the child is there.

Examples: Reading a story at circle time, reading as the child falls asleep, reading a poster on the wall to the focus child.

e. Other Talk/Singing

The caregiver directs an utterance to the child individually or as part of a group that has not already been coded as “Reads,” “Language or Communication Requested,” or “Action Requested.” The utterance should contain words, not just sounds. A single sentence will do. Also included as “Other Talk/Singing” are requests to the child to change his or her emotional state--requests that an upset child cannot decide to comply with. Examples of this are requests to a child: “Smile” or “Don’t be sad.” Singing also is “Other Talk/Singing.” If the caregiver is singing along to a record, this would be coded as “Other Talk/Singing” only if it is directed to the target child. The caregiver would have to be looking at the child, possibly holding the child, not vacuuming or doing the dishes or looking out the window. If the observer cannot hear what is being said clearly, code it as “Other Talk/Singing.”

Examples: “That’s red.” “The bottle’s empty--no more.” “Your mom will be coming soon.” “This is Johnny.”

e. Practice Exercise

Complete the exercise (Exhibit 2) to check your understanding of the rules for determining type of caregiver talk. The answer key for the exercise will be distributed during training.

2. FOCUS CHILD TALKS TO . . .

This category complements the first, in that you are coding the person or persons, if any, to whom the child is talking. For this category, code all the different people the child talks to during the 20-second observation period.

The child must say something in words or in sounds that are clearly communicative. If the utterance is directed at more than one person--for example, another child AND a caregiver--you should check all that apply. However, you would not code the same utterance as “Self or Unknown” and one of the other categories.

a. Self or Unknown

The child is talking or singing to herself, or you cannot tell to whom her utterance is directed.

b. Other Child(ren)

The child is talking or singing to another child or to a group of children.

c. Direct Provider

The child is talking or singing to the direct provider of care.

d. Other Caregivers

The child is talking or singing to another caregiver(s), but not to the direct provider of care.

3. FOCUS CHILD INTERACTION WITH OR ATTENDING TO . . .

The preceding category, “ Focus Child Talks to. . .,” was designed to capture to whom the focus child is speaking. This category was designed to identify whether the child is interacting with or attending to other children or groups of children or caregivers, playing with or exploring materials, watching television or a video, or wandering/unoccupied. The interaction can go both ways--from the child to others, or to the child from caregivers or other children. Every time the child attends to a caregiver or other child, that is coded here. We define “attending” as looking at or orienting to a person (for example, turning around, tilting the head toward the person). If the group that includes the focus child is being instructed by a caregiver who is standing behind the focus child, and the focus child does not turn around to look at the caregiver, do not code the focus child as interacting with/attending to the caregiver.

a. Other Child(ren) or Group

The focus child talks to, listens to, looks at, touches, or is touched by another child. You should use this code also if the child is a passive member of a group. What we want to measure here is whether the child is socially isolated or gravitates toward being in proximity with other children.

b. Caregiver

The focus child talks to, listens to, looks at, touches or is touched by a caregiver.

c. Material

The focus child touches, carries, or plays with materials (including toys, play equipment, or other materials the child spends time attending to or interacting with). To qualify as interacting, the child must actively engage in playing with or exploring the material. For example, swinging on a swing would count, sitting on a chair would not. Thus, if a child picks up a crayon or block and idly holds it, or if the child simply touches a table, this would not be checked. If the child twirls around the crayon, chews on it, or bangs on the table, this would be coded. Because the child’s intentions may not always be clear, some judgment is required on the part of the observer. The key is to look for some intention on the part of the child in his interaction with the material.

d. Television or Video

Use this category to code the watching of television or a video. It may be coded in conjunction with other activities.

e. None: Wandering/Unoccupied

The focus child is not interacting with or attending to any person or material for a period of at least five seconds. Walking across the room to play with someone or to get a toy is not “Wandering/Unoccupied.” Note that a child may be unoccupied for 5 or 10 seconds but occupied during the rest of the time. In this case, code “Wandering/Unoccupied” as well as any other appropriate interactive codes.

4. FOCUS CHILD WAS . . .

This category captures the child’s affect and whether or not he was engaged in aggressive activity with another child.

a. Smiling/Laughing

The focus child smiles or laughs.

b. Upset/Crying

The focus child has a tantrum, yells in anger/frustration, looks sad or hurt, or is crying. Do not code this category if the child is momentarily upset but quickly moves on to a positive or neutral affect.

c. Being Hit/Bit/Bothered by Other Child

The focus child is hit, pushed, kicked, bit, or bothered by another child. This includes pulling hair, pinching, and any other form of aggression.

d. Hitting/Biting/Bothering Other Child

The focus child hits, pushes, kicks, bites, or bothers another child. This includes pulling hair, pinching, and any other form of aggression.

5. THE MAIN ADULT INTERACTING OR ATTEMPTING TO INTERACT WITH FOCUS CHILD WAS . . .

To help us determine how much time caregivers devote to interacting with the focus child, and, in particular, how much time the direct provider of care spends compared to everyone else, this scale asks you to determine who spent the most time interacting with or trying to interact with the focus child. There is also space for noting whether all the caregivers interacted equally or if there was no caregiver interaction with the focus child. Because children do not always attend to the caregivers, here, we will give the caregivers credit for trying to interact with the focus child even if the focus child is not listening. For example, if, for almost the entire 20 seconds, the caregivers are busy with other children, the focus child is playing alone, and then the direct provider of care tells the entire group to clean up, but the focus child is still playing with a toy, here, the caregiver would “get credit” for her attempt at interaction. You would code the direct provider of care as the main caregiver interacting with the focus child. Only one response should be coded for this scale.

a. Direct Provider of Care

The direct provider of care has been the main caregiver interacting or attempting to interact with the focus child or the focus child as part of a group.

b. Other Caregiver

A caregiver other than the direct provider of care is the main caregiver who has interacted or attempted to interact with the focus child or the focus child as part of a group.

c. All Caregivers Roughly Equal

There has been caregiver interaction with the focus child or the focus child as part of a group, but no single caregiver has interacted more than the others; they have all interacted for approximately the same length of time.

d. No Interaction

None of the caregivers has interacted with the focus child or attempted to interact with the focus child.

D. OVERALL QUALITY RATINGS

At the end of each five-minute observation and recording cycle, complete the three items at the bottom of the coding sheet. For these items, you are asked to judge the quality of the caregiver behavior toward the focus child, the focus child’s behavior toward the caregivers, and the focus child’s behavior toward the other children. The ratings are:

• (0) Ignoring or no interaction
  
• (1) All negative interaction
  
• (2) Mostly negative interaction, but some positive or neutral
  
• (3) Mostly positive or neutral interaction, but some negative interaction
  
• (4) All positive or neutral interaction.

1. Caregiver Behavior Toward Focus Child

Ignoring/None (0)

None of the caregivers has interacted with the focus child or the focus child as part of a group for the entire five-minute observation. It would still count as “Ignoring/None” if the caregivers were in proximity to the focus child but were engaged in adult conversation or watching television.

All Negative (1)

The caregiver interaction with the focus child or the focus child as part of a group has been negative for most of the five-minute observation. The caregivers have been speaking in harsh or angry tones to, yelling at, or punishing the focus child. The focus child has been allowed to harm herself/himself or others.

Mostly Negative or Mostly Positive (2 or 3)

Use codes 2 or 3 if there is a combination of negative and positive interaction, choosing 2 or 3, depending on which type of interaction is predominant over the five minutes.

All Positive/Neutral (4)

The caregiver interaction with the focus child or the focus child as part of a group has been positive or neutral for most of the five-minute observation. The caregivers have been speaking in pleasant/neutral tones to the child; there have been no incidents of yelling at the focus child, punishing the focus child, or allowing the focus child to harm herself/himself or others.

2. Focus Child Behavior Toward Caregivers Ignoring/None (0)

The focus child has not interacted with any of the caregivers for the entire five-minute observation. It would still be coded as “Ignoring/None” if the focus child was in proximity to the caregivers but engaged in another activity such as watching television or playing with a toy.

Negative (1)

The focus child’s interaction with the caregivers has been negative for most of the five-minute observation. The child has not complied with requests and has caused problems. The focus child has repeatedly been aggressive toward the caregivers (for example, hit, kicked, bit, pulled hair).

Mostly Negative or Mostly Positive (2 or 3)

Use codes 2 or 3 if there is a combination of negative and positive interaction, choosing 2 or 3, depending on which type of interaction is predominant over the five minutes.

Positive/Neutral (4)

The focus child’s interaction with the caregivers has been positive or neutral for most of the five-minute observation. The child has spoken to or touched a caregiver in a calm, loving way. The child has complied with requests and has not caused any problems. The focus child has not been aggressive toward the caregivers (hit, kicked, bit, pulled hair).

3. Focus Child Behavior Toward Other Children Ignoring/None (0)

The focus child has not interacted with any of the other children for the entire five-minute observation. It would still be coded as “Ignoring/None” if the focus child was in proximity to the other children but engaged in another activity such as watching television or playing with a toy.

Negative (1)

The focus child’s interaction with the other children has been negative for most of the five-minute observation. The focus child has repeatedly been aggressive toward the other children (hit, kicked, bit, pulled hair).

Mostly Negative or Mostly Positive (2 or 3)

Use codes 2 or 3 if there is a combination of negative and positive interaction, choosing 2 or 3, depending on which type of interaction is predominant over the five minutes.

Positive/Neutral (4)

The focus child’s interaction with the other children has been positive or neutral for most of the five-minute observation. The child has spoken to or touched another child in a calm, loving way. The focus child has shared toys/materials with another child. The focus child has not repeatedly been aggressive (hit, kicked, bit, pulled hair) toward the other children.