Game Lab Observation Protocol
Child Observation Practice
Game Lab Observation Sheet
Student Sheet
Your Name
Date
Game You Are Watching
Lab Games: Monopoly • Checkers • Chutes and Ladders • Hoot Owl Hoot • Don't Break the Ice • Yeti in My Spaghetti
The Camera Rule: Record Facts, Not Guesses
Good teachers write down only what a video camera can see and hear. Write down exact words spoken, hands moving, posture, and facial looks. Never guess what someone feels inside.
Don't Write (Guess): "Sam was mad because he had to slide down the chute."
Do Write (Fact): "Sam pushed his pawn down the chute, groaned loudly, and crossed arms."
Quick Check: Fact vs. Guess
Check the box next to the sentence that is a pure fact (what a camera sees):
A. "Alex was nervous while pulling out the noodle in Yeti in My Spaghetti."
This guesses what Alex felt inside instead of describing physical actions.
B. "Alex pinched the red noodle with two fingers, held his breath for 5 seconds, and slowly slid it out."
This tells exact finger grip, breath, time, and physical movement.
C. "Taylor was being very nice and helpful during Hoot Owl Hoot."
"Nice" and "helpful" are opinions, not direct words or actions.
Before You Start Watching
Players at Your Table:
What skills does this game test? (Steady hands, waiting, teamwork, planning):
Page 1 of 3 • Getting Ready Child Observation Lab
Step 2: Watch Silently
Game Observation Notes
15-Minute Watch
Circle the skill area for each note:
Feelings (SE) Thinking (COG) Hands/Body (MOT) Words (LANG)
Time:
Player:
Area: SE COG MOT LNG
What did they do? (Exact words spoken, physical moves, facial looks):
Time:
Player:
Area: SE COG MOT LNG
What did they do? (Exact words spoken, physical moves, facial looks):
Time:
Player:
Area: SE COG MOT LNG
What did they do? (Exact words spoken, physical moves, facial looks):
Time:
Player:
Area: SE COG MOT LNG
What did they do? (Exact words spoken, physical moves, facial looks):
Page 2 of 3 • Watching & Taking Notes Child Observation Lab
Step 3: What Does This Mean for Teachers?
Connecting Games to Kids
Reflection
Teachers observe children at play so they can help them learn and grow. Now connect what you saw during the game to a preschool classroom (ages 3 to 5).
1. Adults vs. Preschoolers
Pick ONE moment from your notes (like the Yeti falling, ice cracking, sliding down a chute, going to Jail in Monopoly, losing a checker piece, or cooperating in Hoot Owl Hoot). How would a 4-year-old child act in that same kind of moment?
What the Adult Did (From your notes):
What a 4-Year-Old Child Would Do:
2. How Can a Teacher Help?
If a preschool child has trouble with this during playtime, how can a teacher help them? (Think about picture timers, taking deep breaths together, or having enough toys so they don't have to wait too long. Avoid time-outs or punishments).
3. Checking Your Own Guesses
Did you find yourself guessing what someone felt (like thinking someone was "bored" or "mean")? How can you remind yourself to look only at what they actually do and say?
Page 3 of 3 • Connecting to the Classroom Child Observation Lab
Board Game Detectives Slides
Child Observation Workshop
Step-by-Step Guide
Board Game Detectives
Learning how to observe young children by watching adults play board games.
Today's Games: Monopoly, Checkers, Chutes & Ladders, Hoot Owl Hoot, Don't Break the Ice, Yeti in My Spaghetti 60 Min
Why This Activity?
Why Watch Board Games?
Games bring out real feelings fast. Adults show the exact same struggles that young children feel every day in preschool.
Real Feelings
Adults feel real excitement, impatience, and frustration when playing against others.
Heavy Thinking
Players have to wait for turns, remember rules, and plan their next move.
Body Clues
You can see clues in tapping fingers, slumped shoulders, smiles, and sighs.
To understand children's play, it helps to watch how adults handle winning and losing.
The Number One Rule
The Video Camera Rule
Write down only what a video camera can see and hear. Never write your personal guesses.
Don't Write a Guess
"Jordan was mad and acted like a sore loser after landing in Jail."
This is an opinion. You cannot look inside Jordan's brain to prove he was mad.
Do Write the Facts
"Jordan placed pawn in Jail, crossed arms, and exhaled sharply."
This tells exact body moves and sounds that anyone in the room could see and hear.
Remember: If a video camera cannot record it, do not write it!
What to Look For
Four Areas to Watch
Circle one of these areas for every note you take on your sheet:
1. Feelings (SE)
Sliding down a big chute in Chutes and Ladders or getting sent to Jail in Monopoly.
2. Thinking (COG)
Planning double jumps in Checkers or picking matching colors in Hoot Owl Hoot.
3. Hands & Body (MOT)
Tapping mallets in Don't Break the Ice or sliding slippery noodles in Yeti in My Spaghetti.
4. Words & Talking (LANG)
Cheering and helping teammates in Hoot Owl Hoot or negotiating trades in Monopoly.
Every action during gameplay connects directly to one of these four areas.
The Plan
How the Activity Works
Each table plays one game and takes turns playing and writing notes.
Observer Toolkit Teacher Guide
Teacher Guide
Observer Toolkit Teacher Guide
Lesson Guide
Why Do This Activity?
60 Minutes
New teachers often write down guesses instead of facts (for example, writing "Liam was being bad" instead of "Liam turned away and dropped the toy"). By watching classmates play board games, students get to see real frustration, waiting, and excitement happen quickly. This gives them safe practice writing clear facts before working with young children.
Simple Lesson Timeline (60 Minutes)
10 Min Start & Practice
Go over Slides 1-4. Show the difference between facts and guesses.
15 Min Round 1 Play
2-3 play. 1-2 watch silently and write down facts and exact words.
15 Min Round 2 Switch
Switch jobs completely so everyone gets to play and observe.
20 Min Group Talk
Fill out Page 3. Discuss what this means in a preschool room.
Activity Game Roster & Observable Skills
| Game | Skill Area | What You Will See (and Preschool Connection) |
|---|
| Don't Break the Ice | Hands Feelings | Mallet force control, holding breath, gasping when the bear falls. Preschool: Hand-tool control and coping with sudden physical collapses. |
| Yeti in My Spaghetti | Hands Feelings | Two-finger pincer grasp, steady finger pull, laughter when Yeti drops. Preschool: Fine motor finger strength and handling suspense. |
| Chutes and Ladders | Feelings Thinking | One-to-one counting, groaning when sliding down, cheering on ladders. Preschool: Resiliency after bad luck and celebrating friends. |
| Hoot Owl Hoot! | Words Thinking | Cooperative talk ("Let's help this owl!"), planning cards, shared joy. Preschool: Working as a team instead of competing against peers. |
| Checkers | Thinking Feelings | Diagonal moves, planning jumps, staying calm when pieces get taken. Preschool: Planning ahead and learning that losing a piece is okay. |
| Monopoly | Words Feelings | Trading, paying rent, groaning when landing in Jail, negotiating. Preschool: Sharing scarce toys and handling rules that feel hard. |
Page 1 of 2 • Setup & Game Ideas Child Observation Teacher Guide
Teacher Tips & Grading
