Data Model and Smartphone App in an Observational Research Social

Network

Cristina Mesquita

and Rui Pedro Lopes

1,2

Polytechnic Institute of Braganc¸a, Campus St. Apol

onia, Braganc¸a, Portugal

IEETA, University of Aveiro, Aveiro, Portugal

Keywords:

Observational Research, Children Observation, Smartphone App.

Abstract:

Children observation is a time consuming and complex process that involves time and knowledge. However,

when performed adequately, it is fundamental for both child and professionals development, allowing a sound

basis for reﬂection and action around learning experiences and teaching environments. Following speciﬁc

guidelines and programs can help the teachers reduce inherent subjectivity. The EEL/DQP was developed to

evaluate and improve quality in preschool education. This program is enhanced by using a rigorous observation

process of children and adults. In this paper we propose an uniﬁed data model to structure the information

from the thirteen steps of the EEL/DQP. Moreover, we also describe a smartphone application to assist the

observer, recording notes, sound, photos and video.

1 INTRODUCTION

Children observation is a time consuming and com-

plex process that involves time and knowledge. How-

ever, it provides a valuable tool to support both child

and professionals development, allowing a sound ba-

sis for reﬂection and action around learning expe-

riences and teaching environments (Belﬁeld et al.,

2006; Schweinhart and Weikart, 1997).

There are several programs in which observations

are used to assess children physical, emotional, social,

and intellectual development. Well-planned observa-

tions can give us important information about speciﬁc

areas, such as social interaction, learning experiences,

space management and creations, and others. Obser-

vation can also help to better understand how different

areas of development are interrelated, as well as help-

ing recognizing what behaviors are typical of various

age groups. In turn, this understanding will help the

teacher to improve as a person and as a professional.

Speciﬁc and well-known guidelines allows the

teacher to be more focused in the observation and to

make more objective interpretations. Some initiatives

and projects that provide such guidelines have been

implemented, such as Effective Early Learning (EEL)

(Bertram and Pascal, 2004), known in Portugal under

the designation Desenvolvendo Qualidade em Parce-

ria – DQP (Bertram and Pascal, 2009). These ini-

tiatives deﬁne a systematic and rigorous four stage

process of Evaluation and Development Framework

(Pascal et al., 1997).

This four staged framework includes the Evalua-

tion of Quality of early learning, followed by Action

Planning. In this step, priorities are identiﬁed and an

action plan is generated. The Development phase fol-

lows, during which the quality improvement action

plan is implemented and, ﬁnally, the Reﬂection phase,

focusing on reviewing the impact of the former.

In this paper we propose using a smartphone based

application to record the observation materials di-

rectly in the device. The application is already imple-

mented and fully working, according to the following

sections. This allows recording videos, photos and

sounds, with the possibility of exporting to a speciﬁc

social network for observational research (Lopes and

Mesquita-Pires, 2014). This online, web-based, regu-

lated community, provides a central and secure repos-

itory of observation data, results and annotations that,

together with the smartphone application, mediates

communication between participants and maintains a

memory of observational data.

The next section describes the observation pro-

cess as described in the EEL/DQP initiative. It pro-

ceeds with the design of the smartphone application,

namely the user interface, data model and user input

approach, in section 3. Section 4 closes the paper with

some conclusions.

131

Mesquita C. and Pedro Lopes R..

Data Model and Smartphone App in an Observational Research Social Network.

DOI: 10.5220/0004837701310138

In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 131-138

ISBN: 978-989-758-021-5

 2014 SCITEPRESS (Science and Technology Publications, Lda.)

2 EVALUATION PROCESS IN

EEL/DQP

The evaluation of quality of early learning in the

scope of EEL/DQP requires obtaining a considerable

amount of data through several techniques, includ-

ing detailed observations of children and adults, inter-

viewing parents, practitioners and children, documen-

tary analysis and others. This complex and somewhat

subjective process requires well-trained teachers and

researchers. In particular, the EEL/DQP initiative de-

ﬁnes a four phase/thirteen steps procedure, compris-

ing:

1. Evaluation

1.1. Initial preparation

1.2. Initial data gathering

1.3. Interviews

1.4. Child Tracking Observation Schedule

1.5. Child Involvement Scale

1.6. Adult Engagement Scale

1.7. Development of evaluation report

2. Action planning

2.1. Development of the action plan

3. Development

3.1. Document and support the implementation of

the action plan

3.2. Child Involvement Scale, following the same

procedure from 1.5

3.3. Adult Engagement Scale, following the same

procedure from 1.6

4. Reﬂection

4.1. Reﬂection on the impact of the plan in the fu-

ture

4.2. Final report

Data is gathered and systematically organized in

research portfolios, that will be used in a cyclic pro-

cess of thinking-do-thinking to research and create

change (Mesquita-Pires, 2012). This process is en-

hanced by the utilization of observation techniques

which measure the effectiveness of the learning and

teaching processes, such as the Child Tracking Ob-

servation Schedule (step 1.4), to gain a snapshot of

the childs day and providing information of learning

experiences (Bertram and Pascal, 2006), the Child In-

volvement Scale (step 1.5), an observation technique

which measures the level of a childs involvement in

an activity, the Adult Engagement Scale (step 1.6), to

evaluate the interaction between the practitioner and

the child (Laevers, 1994).

2.1 EEL/DQP Procedure

The EEL/DQP overall procedure follows the four

phases described above. It starts by an initial orien-

tation of the work to be performed, in which all the

process is prepared and all the participants informed

in detail. Initial data gathering follows, where the in-

stitution is characterized, including the interior and

exterior spaces, its education philosophy, the differ-

ent learning activities, and others.

The third step includes performing interviews

with the dean, staff (about 50 %), children (20%), and

parents (20%). It is very important that all the stake-

holders are well informed and have a full understand-

ing of the process. The teacher records the interviews

and take notes of key phrases, to support the written

report. In the end, access to interview transcripts must

be given to participants.

2.1.1 Child Tracking Observation Schedule

The fourth step requires an observation process, using

the Child Tracking Observation Schedule (CTOS),

with the main purpose of understanding the child’s

daily routine. This technique gives information about

the learning experiences, the level of choice, child

involvement, the group organization and interaction

with adults.

In broad terms, this step starts by choosing a set of

children, considering gender, ethnicity, age, and oth-

ers. Each child is observed two sets of two times, with

each session in a different day. In other words, each

child is observed four times, where each observation

should not last longer than 5 minutes. The details are

registered in a speciﬁc form (Figure 1).

2.1.2 Child Involvement Scale

The Child Involvement Scale (CIS) seeks to under-

stand the learning outcomes and the underlying pro-

cesses. Essentially, it gathers information about the

participation in activities and projects, thus giving in-

dicators of concentration and motivation as well as of

satisfaction.

High levels of motivation reveals that the children

are truly interested and driven to engage in the activ-

ity. The impressions and experiences obtained by a

motivated child are very strong, assuming an inﬂu-

ence that will not occur otherwise. High level of in-

volvement also results in a high level of satisfaction.

Children spontaneously take initiatives to get into this

particular state. This is also achieved through the in-

terest that the children have to discover or explore.

The concept of involvement refers to the human

quality (visible in children and adults) characterized

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School:

Date: Child: Age:

Group

Time:

1 GG CA<-->A 1 FPS

CA<-->C

CA<-->GC EP

2 PG 2 ED

CA->A

CA->C

CA->GC

3 P 3 LiNG

A->CA MAT

C->CA

4 I GC->CA 4 CM

->CA<-

CA 5

Project: E'ective Early Learning/Desenvolvendo a Qualidade em Parceria

Child Tracking Observation Schedule

Observer:

Sex:

Initiative

Interaction

Involvement

level

Learning

experiences

Schedule description – 5m each (M) Morning / (A) Afternoon

Total Children:

Present children: Total adults:

EMus

EMot

Figure 1: Child Tracking Observation Schedule.

by intense involvement in activities, being considered

as a necessary condition to carry out a deeper level of

learning and development (Laevers, 2005). Involve-

ment contributes for a deeper way to learn. When

lacking, chances are that the children development

will stagnate, and all the actors in the education pro-

cess should do everything in order to create an envi-

ronment in which children can engage in a wide vari-

ety of activities.

Under the EEL/DQP this step requires to select

50% of the 3, 4 and 5 years old up to a maximum

of 12 children. Each child is observed three times,

with each session in a different day. In other words,

each child is observed in a total of six times, where

each observation should not last longer than 2 min-

utes. The details are registered in a speciﬁc form (Fig-

ure 2).

Figure 2: Child Involvement Scale.

2.1.3 Adult Engagement Scale

The Adult Engagement Scale (AES) evaluates the in-

teraction between the practitioner and the child (Laev-

ers, 1994). It targets the effectiveness of the teaching-

learning process through observation of adult-child

interaction. The quality of the adult’s intervention is

a critical factor for the child’s knowledge building.

Up to a maximum of 5 adults should be observed,

paying special attention to the sensibility, stimula-

tion and autonomy categories. Each adult is observed

twice, with each session in a different day. Each ses-

sion should include ﬁve observations of 2 minutes

each, in a total of 10 minutes. In other words, each

adult is observed four times, 40 minutes total. The

details are registered in a speciﬁc form (Figure 3).

Figure 3: Adult Engagement Scale.

The observation process is translated into an eval-

uation report, to be used in the following (2-4) phases.

2.2 Challenges

The EEL/DQP process is heavily structured around

paper based forms and reports. In this approach,

many details are usually over summarized or even

lost. This also prevents broader studies from being

made, such as inter-school or inter-country assess-

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ment, unless the notes and observation portfolios are

physically shared.

In this paper we propose the design and develop-

ment of an online, web-based, regulated community,

providing a central and secure repository of observa-

tion data, results and annotations. This service al-

lows each teacher to manage each observation pro-

cess, sharing information with authorized colleagues

and improving their experience and knowledge. It is

complemented with the tools to generate PDF reports

and spreadsheet either for individual as for collective

studies.

We also propose using a smartphone based appli-

cation to record the observation materials directly in

the device. This allows storing a portfolio of observa-

tions in a single device, as well as recording videos,

photos and sounds together with written annotations.

3 SMARTPHONE APPLICATION

Smartphones present a set of restrictions that are nec-

essary to consider when developing applications for

these kind of devices. Although processing power,

battery and memory are potentially limiting issues,

the most important aspect to consider is, probably, the

display size. It is used both to present information to

the user and to collect input from him. This charac-

teristic inﬂuences the user interface, designed around

sequences of pages, switched (or ﬂipped) according

to the context.

In the previous section we presented an overview

of the process for quality enhancement in preschool

education, comprising several paper-based forms and

speciﬁc observation techniques. The form occupies

all the available paper space, allowing the observer to

immediately see the whole picture. If the data grows,

it is necessary to move to an additional sheet of paper.

Moreover, each observation is registered in an indi-

vidual sheet, being necessary to organize and archive

all the sheets in a portfolio.

Another limitation of the paper based form is that

it does not allow to record photos, sounds or other me-

dia, requiring additional tools, such as video-camera

or digital sound recorder. The process also requires

that the observer pay rigorous attention to the time

through a stop watch, for example (Mesquita-Pires

and Lopes, 2013; Mesquita and Lopes, 2013).

3.1 User Interface

The design of the user interface has to incorporate

all these aspects, in a small touch screen. Each

form is accessible through a tabbed panel, allowing

switching between forms with a single touch (Fig-

ure 4). The main panel allows the user to switch

to the Child Tracking Observation Schedule (CTOS),

the Adult Engagement Scale (AES), the Child In-

volvement Scale (CIS), and the synchronization tool

(Sync).

Figure 4: Tabbed panel, allowing access to other forms.

In each form, the master-detail interface paradigm

is used to present a tree of contexts and associated

data. This allows organizing all the portfolios and ob-

servations in a drill-down navigation model, in a com-

fortable to use approach (Figure 5).

Figure 5: Observation views: listing, adding and details.

The user creates a child’s portfolio by touching the

‘+’ button, in the screen’s upper right corner. A new

view is shown to allow entering the observation de-

tails. Each entry in the main list shows the child’s

name, in bold, and, below, the observer’s and insti-

tution’s name. Touching an element in this list, will

push a new view with the remaining details. Touching

the child’s name, will advance to the sessions section.

The same paradigm is used throughout the applica-

tion.

Just as in the previous case, the main view presents

the list of sessions, identiﬁed by the date. Below the

date, the number of children adults is shown (Fig-

ure 6).

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Figure 6: Session views: listing, adding and details.

By touching the ‘+’ button, the user will be able to

create new sessions. When selecting a session from

the list, the view is replaced by the session details,

to allow entering the related information. The initia-

tive level, the predominant group and the involvement

level is entered by selecting the corresponding button.

The interactions and learning experiences will present

a new view to the user where he will be able to select

from a list of choices.

3.2 Data Model

As mentioned above, the observation process in the

EEL/DQP project is implemented in three proce-

dures: the Child Tracking Observation Schedule, the

Child Involvement Scale and the Adult Engagement

Scale. Each observation detail are registered in paper

based forms (Figure 1, 2 and 3).

The CTOS form starts by identifying the institu-

tion and the observer name, the date, time, and the

child’s name, sex and age. In addition it also records

the number of children and adults present during the

session. It also registers the child’s level of initiative

(1 to 4), learning experiences, predominant group, in-

volvement (1 to 5) and interaction, either verbal or

non-verbal (Table 1).

There are four levels of child’s initiative:

Level 1. No possibility of choice is given to the child

performing the activity

Level 2. A limited number of possibilities of choice

is offered to the child

Level 3. Some activities are not allowed to be chosen

by the child

Level 4. The child has total freedom of choice

Table 1: Child Tracking Observation Schedule interaction.

CA ←→ A Balanced interaction between tar-

get child and adult

CA ←→ C Balanced interaction between tar-

get child and child

CA → A Target child interacts with adult

CA → C Target child interacts with child

CA → GC Target child interacts with group

of children

A → CA Adult interacts with target child

C → CA Child interacts with target child

→ CA ← Target child talks to himself

CA No interaction

GC → CA Group of children interacts with

target child

CA ←→ GC Balanced interaction between tar-

get child and group of children

The predominant group situation is registered as

follows: Large Group (GG), Small Group (PG), Pair

(P), Individual (I). Learning experiences fall under:

Personal and Social Education (FPS), Physical Ex-

pression (EMot), Representation and Dramatical Ex-

pression (ED), Artistic Expression (EP), Musical Ex-

pression (EMus), Oral Language and Approach to

Writing (LING), Mathematics (MAT), Knowledge of

the World (CM).

Children involvement follows ﬁve levels:

Level 1. Absence of activity

Level 2. Activity frequently interrupted

Level 3. Activity almost continuous

Level 4. Activity with intense moments

Level 5. Maintained intense activity

The CIS form uses the same values from the in-

volvement level and the learning experiences, chang-

ing the way the observations are made. This allows

us to simplify the data model, by reusing the same

entities deﬁned for the CTOS module.

The Adult Engagement Scale has a different

header as well as focus. It deﬁnes three sub-scales,

measured from 1 to 5:

Sensibility: the attention and care the adult demon-

strates towards the feelings and enotional well be-

ing of the child. It also considers the honesty, em-

pathy and affection;

Stimulation: the way as the adult fulﬁlls the learning

process and the content of the intervention;

Authonomy: the degree of freedom the adult con-

cedes the child to experiment, judge, choose

learning activities and express ideas and opinions.

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135

Using the paper based forms as a starting point,

all ﬁelds are collected and corresponding data types

identiﬁed (Table 2). The ﬁelds from the CIS form

is clearly a subset of the CTOS form, allowing some

simpliﬁcation to the data model. On the other hand,

the AES form introduces different ﬁelds, that must be

considered.

Table 2: Data ﬁelds and corresponding data type.

Forms

Data Type Field Name CTOS CIS AES

String school X X X

String observer X X X

Date date X X X

String childName X X

Number childAge X X

String childSex X X

Boolean nes X X

Number nChildren X

Number nTotalAdults X X X

Number nTotalChildren X X X

Number involvementLevel X X

Number initiativeZone X

String[] learningExperiences X X

String group X

String[] interaction X

String adultName X

String adultSex X

Number nTotalNes X

Number sensibilityLevel X

Number stimulationLevel X

Number autonomyLevel X

In complement to the information from the paper-

based forms, we also want to record different media,

such as text, photos, sound and videos. This data is

associated to each observation, so we have to specify

additional data names and types (Table 3). The ﬁelds

are common to all the observations, regardless of the

form structure.

Table 3: Additional ﬁelds and corresponding data type.

Forms

Data Type Field Name CTOS CIS AES

Date timestamp X X X

ActivityType type X X X

String descr X X X

Blob activity X X X

The resulting data is structured in two concep-

tual groups, one for the ﬁelds from the CTOS and

CIS forms and the other for the ﬁelds speciﬁed in

the AES form. Each group will have two one-to-

many associations, starting with the Observation

(AESObservation for AES) entity for it is the most

generic. Each Observation has many Sessions

(AESSession for AES). In turn, each Session

records the child’s behavior acting on a set of

Activities (Figure 7).

addSessionsObject

removeSessionObject

int childAge

String childName

String childSex

String observer

String school

Boolean nes

Observation

addActivityObject

removeActivityObject

Date date

String[] learningExperiences

String group

String[] interaction

int nTotalAdults

int nChildren

int involvementLevel

int nTotalChildren

int initiativeZone

Session

Date timestamp

ActivityType type

String descr

Blob activity

Activity

addSessionsObject

removeSessionObject

String adultSex

String observer

String adultName

String school

AESObservation

addActivityObject

removeActivityObject

Date date

int nTotalNes

int nTotalAdults

nt nTotalChildren

int sensibilityLevel

int stimulationLevel

int autonomyLevel

AESSession

Figure 7: Entity diagram.

The Observation stores general information

about each target child, namely, the institution’s

name (school), the observer’s name (observer), the

child’s name (childName), sex (childSex) and age

(childAge). It also registers if the target child re-

quires Special Education Needs (nes). Objects of this

type are the umbrella to all the information about a

single target child.

The AESObservation stores general information

about each adult, namely, the institution’s name

(school), the observer’s name (observer), the

adult’s name (adultName) and sex (adultSex).

Session entities registers each observation. Re-

member that the procedure require four total ses-

sions per child (six for CIS). Objects of this type

store the summary of the observation details, such

as the date the session took place (date), the set

of learning experiences (learningExperiences),

the predominant group (group), the set of in-

teraction indicators (interaction), the involve-

ment level (involvementLevel), the initiative zone

(initiativeZone). Each session starts by register-

ing the number of children in the group (nChildren)

and in the room (nTotalChildren) and the number

of adults (nAdults).

AESession entities registers each observation to

an adult. Remember that the procedure require

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four total sessions per adult. Objects of this type

store the summary of the observation details, such

as the date the session took place (date), the

sensibility level (sensibilityLevel), the stimula-

tion level (stimulationLevel) and autonomy level

(autonomyLevel). Each session starts by registering

the total number of children with special education

needs in the group (nTotalNes), the total number of

children (nTotalChildren) and the number of adults

(nTotalAdults).

Each Observation has multiple Sessions

which, in turn, can have several Activity. The latter

represent all the media than can be registered, such as

text notes, audio, photos and video. The remaining

AESObservation and AESSession are speciﬁc of the

Adult Engagement Scale. The Activity is the same

format, since the type of media does not change.

3.3 User Input

In the paper form, each activity is described textu-

ally by the observer. We tried to maintain the same

approach although allowing the user to take pictures,

make videos and record sounds from the observation

(Figure 8). The combination of photos, videos and

text allow associating the observation to the opinion

of the observer for latter assessment. It also can be

used to train new observers.

Figure 8: Activities: listing, adding and removing.

This is the view that the observer will depend the

most. During the observation session, the user will

write in the smartphone, take pictures and, eventually,

make videos of all or pieces of the session. All these

information is associated to the session that, in turn,

is under an observation, thus organizing the data in an

easy to browse, top-down approach – from the more

general information to the more speciﬁc.

The top of the screen show a record button, to start

and stop recording the video, previewed in the small

window besides it. When clicking in the preview im-

age, a photo is taken and added to the list of activities.

Further to the right, there is a timer, to allow observers

to keep track of the time at the same time they are pay-

ing attention to the child or adult. We added a timer

(countdown) that can be set between 1 and 5 minutes.

It is always visible, thus allowing for better time and

observation control.

Moreover, there is also the possibility for the ob-

server to select template phrases, thus reducing the ef-

fort of typing in the smartphone screen. The user can

customize template phrases and add placeholders, to

quickly type one or two words. A template phrase has

the following structure:

The c h i l d walked t o t h e ### an d g r a bbe d t h e # # # .

The user can jump between placeholders (###)

and type, transforming the template phrase into some-

thing like:

The c h i l d walked t o t h e t a b l e and g rab b e d t h e book .

Template phrases are appended to the text area by

touching it. The text is added to the activity list after

pressing the ‘+’ sign in the tool bar (Figure 9).

Figure 9: List and usage of template phrases.

The other tabs, in the main screen, allow the user

to use different observation forms, as well as synchro-

nizing with his area on the server. The data is stored

and cyphered, so that it is protected at all times.

4 CONCLUSIONS

Observational research is a non-experimental re-

search method in which the ongoing behavior is ob-

served. This allows for a high degree of ﬂexibility,

because the subjects are in their natural setting. Care-

ful and rigorous observation procedures can provide

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137

valuable data to assess and improve quality in the pro-

cesses at hand. In particular, the area of preschool

education allow the professionals to improve the in-

tentionality of their actions, the learning experiences

of children and, consequently, the whole pedagogical

process.

In this paper we described the adaptation of paper-

based forms and methodologies to electronic format.

The form ﬁelds are translated into a data model, struc-

turing an electronic observation record. We also de-

scribed a smartphone application to be constantly ac-

cessible to the professional to quickly make a note or

to register a video or even photos. This data is stored

in a tree structure and is later used to build observation

reports.

The data can also be exported to the user personal

area in a speciﬁc social network, fostering the partic-

ipation of members and the maintenance of previous

knowledge, that can be used for training and further

studies.

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