Method 1- Anecdotal Records



Methods of Recording

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SAMPLES

Method 1- Anecdotal Records

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© 2007 Microsoft Corporation

An anecdote is a story. When used for observing, it is a story about a child’s behaviour. Similar to how we might recount a story to family and friends, it is told in the past tense. It has its beginning when a child starts to participate in an activity and its conclusion when the child leaves/completes/exits the experience.

Anecdotes are the most commonly used tool in gathering information about children.

One of the main reasons for this is because they are quick to record. It is a good idea to carry a notebook and pen with you at all times. Quickly jot down some brief notes to jog your memory. Later when time permits refer to your notes and write them up as an anecdotal observation.

It is a good idea to develop your own style of shorthand or short note taking to assist you with this task. Make sure to be close to the action. Sit where you can see and hear the children clearly. This will help with the accuracy of your recording.

Example 1

|Date: 22nd March 2008 |Observer: Claire |

|Time: 10:00 am |Background information: |

|Child: Hannah (3.8 yrs) |Hannah has been spending much more time outdoors. |

|Place: Playground |Other children: Tom (4.1 yrs), |

|Setting: Obstacle course |Jake (3.6 yrs), Beth (3.10 yrs) |

|Hannah walked confidently towards the climbing frame. She placed her right foot on the first step then stopped. Tom, Jake |

|and Beth lined up behind her. She stood back and waved them on. ‘You go,’ she said. When they had passed she stepped up |

|again but backed away when more children arrived for their turn at the climbing frame. Hannah stood at the base of the frame |

|for a moment looking toward the painting easels. She walked towards them. |

Example 2

|Date: 5th February 2008 |Background information: Josh attends the centre five days a week, |

|Time: 10:00 am |Josh enjoys playing outside with his older sister Rosie (4.1 yrs). |

|Child: Josh (2.3 years) |At morning tea we have found him to be reluctant to join his group |

|Place: Long Day Care Centre |indoors for morning tea. |

|Setting: Outdoor area, sandpit Observer: Nikita |Others involved: Rita (Group Leader), Rosie (4.1 yrs) |

|Josh sat in the sand pit with his sister, making sandcastles and small hills with sand. They had been playing outside for two |

|hours and it was time to go indoors for morning tea. Rita had instructed Josh in a kind manner that it was time to finish |

|playing, dust off the sand, walk up to the door and sit on the mat. Josh heard Rita, looked towards her and gave her a blank |

|stare then continued on with his game. Rita then repeated her instruction, this time Josh gave out a cry and buried his head |

|in his hands. Rosie then stood up, took hold of his hand and said, ‘Come on Josh, you have to go up’. Josh then lifted his |

|head, sniffled and stopped crying. He stood up and allowed Rosie to lead him up to the mat. Rita thanked Rosie for her help. |

|Rosie gave a smile then ran off to play. Josh seemed to be happy to go inside and sat down with the other children. |

Example 3

|Date: 26/07/07 |Observer: Zara |

|Time: 9:30 am – 10:00 am |Children involved: Jamie (4 yrs), |

|Location: Book corner |John (4.3 yrs), Liam (3.9 yrs) |

|Jamie and John were building with the blocks. Liam asked ‘What are you doing?’ Jamie said, ‘We’re making a road and theses are|

|the trees’. |

|He pointed to the cylinders balancing on top of each other beside the road. Liam asked, ‘Can I help?’ |

|‘Yes,’ replied John. |

|They all continued building the road until Michelle called ‘Jamie, can you come here for a moment please?’ |

|Jamie went to Miss Michelle to do a drawing. When Jamie returned he leant in the doorway and said ‘Oh no’. John had knocked |

|down the trees while he was away and Kayleigh had broken some of the road. Jamie then began to rebuild it and Liam helped him.|

|John and Kayleigh left. This time Jamie built a road that went under the bridge and back around. Once he had finished he |

|began to drive his car over the road until it was time to pack up. |

|Date: 24/11/07 |Setting: Undercover area, sitting on the ground. |

|Time: 11:30 am |Background information: Finished playing getting ready for morning |

|Child: Michael |tea. |

|Age: 7.2 years |Others involved: Jacqui (Observer), Sandy (Assistant) |

|Observer: Jacqui | |

|Michael was sitting on the floor by himself putting on his shoes and socks. He put on one sock, slipped his foot in hard and |

|pulled on the little tag at the back of his shoe. He did this 2 or 3 times, then started stamping his foot on the ground and |

|said ‘Ooh! Can’t get me shoe on’. |

|Jacqui told him to undo his shoelace but he managed to get his foot in. She walked over to another group of children and spoke|

|to them. |

|Jacqui heard Michael crying and went back to see what was wrong. He was still sitting on the floor with one foot out in front |

|of him with a shoe half on it. Sandy who was closer said to him said, ‘If you need some help, you can ask me to help’. |

|He sat back putting both hands behind him on the ground and looked at her, raised his cries and stamped his foot again. |

|Sandy said to him, ‘If you are having trouble all you need do is ask for help’. |

|He got his foot in his shoe, jumped up and wiped his eyes with the back of his arm and skipped off to his bag. |

Example 4

Method 2- Running Records

A running record is a very detailed description of behaviour or an event, which is recorded as it happens. It is a bit like a sport commentators running commentary at a football match. That is the commentator describes in detail what is exactly happening. In a similar way a running record records exactly what a child is doing and saying within a particular time-frame. Running records are used mainly to provide very objective information about a particular situation.

Running records are a useful tool and worth the time involved, especially when you are specifically looking for a child’s skill acquisition, how a child initiates interactions with others, or discussions the children have with each other

This method of observation can be difficult to use on a regular basis because of the time element involved. It is one reason why running records are not used as frequently as other forms of documentation.

Devising your own fast method of note taking can be helpful in getting the information down quickly. You may need to write using a form of shorthand, for example:

• K - kneeling,

• RH – right hand,

• i – with,

• chn – children,

• prog – program

Missing words can be filled in later so that others will be able to understand the observation also.

When writing running records it is a good idea to use a clipboard on which to write. Quickly jot down the description of what is happening paying particular attention to the dialogue that is exchanged and the language that is used – both verbal and non-verbal.

Because you are writing a description of behaviour as it happens, the running record will be written in the present tense, e.g. Claire holds onto the string with one hand.

Example 1

|Date: 05.07.07 |Observer: Jane |

|Time: 9:30 am – 9:33 am |Background information: For the past week Karly has spent the |

|Child: Karly (3.2 years) |majority of her free play time at the puzzles. |

|Place: On the puzzle mat |Others involved: N/A |

|Setting: Karly is at the puzzle mat during indoor free | |

|play. | |

|Time Observation |

|9.30 am Karly kneeling, reaches across the mat with her right hand. Slowly and still using one hand, she brings the puzzle |

|toward her. She places her left hand onto the puzzle mat. Dropping her right knee, then her left, Karly crosses her legs, |

|bending slightly over the puzzle in front of her. ‘There, this one’s easy,’ she says to herself with a smile. |

|9.31 am Very slowly, Karly turns the puzzle upside down and the pieces fall to the mat. Using her right hand, Karly turns |

|each puzzle piece over carefully. Still sitting cross-legged, Karly turns her attention to a group of girls giggling loudly|

|as they run past the puzzle mat. She shifts her focus back to the puzzle. |

|9:32 am She looks intently at the pieces. Choosing the four corner pieces, Karly places one in each corner of the puzzle |

|frame. Using two fingers of the right hand, Karly switches two of the pieces from the top to the bottom of the frame. |

|‘There’, she states and hits both her hands on her knees. |

Example 2

| | |

|Date: 15/07/2004 |Observer: Donna |

|Time: 10:45 am – 10:48 am |Background information: Narita’s play is centred around dramatic |

|Child: Narita (1.11 years) |play. Narita is the middle child. She has a baby sister at home|

|Place: Baby section indoor area |and an older brother in care. |

|Setting: Narita moving from morning tea to play area. |Others involved: Saya (Assistant) |

|Time |Observation |

|10:45 am |As Narita enters play room, she places her left hand on the gate and looks around the room. Turning |

| |to her right she lets go of the gate and walks over to home area. She bends over and picks up a |

| |small doll with her right hand saying ‘Baby.’ Narita then turns around as she continues to hold the |

| |doll in her right hand. She walks across to the toy trolley. |

|10:46 am |Narita stops in front of soldier peg frame, drops the doll onto cushion beside her as she squats down|

| |in front of soldier pegs. With her left hand she holds the frame as she proceeds to pull one soldier|

| |peg out with her right hand. Still holding the peg in her right hand, Narita manipulates the peg in |

| |her fingers as she pulls out another peg. Lifting her left hand off frame, Narita takes the two pegs|

| |from her right hand with her left hand and sits them on floor next to her. Looking up at Saya |

| |smiling, she then holds the frame with her left hand again and pulls another peg out with her right |

| |hand. |

|10:47 am |Narita stops playing with pegs and looks at another child who walks past pushing a doll’s pram. She |

| |drops pegs and frame. She quickly pushes to her feet using both hands in front of her for support. |

| |Narita then grabs the doll from the cushion with both hands and runs across room to another pram. |

| |She drops doll into pram then moves her right hand to the handle of pram pulling it towards her |

| |stomach. Gripping with both hands, and pushing the pram, she walks across the room quickly and out |

| |onto the veranda saying, ‘Baby, baby,’ as she joins other children playing near the gym. |

|Date: 12 February, 2008 |Setting: Inside classroom on carpet |

|Time: 9:43 am – 9:50 am |Background information: Small group – Maths activity – concepts |

|Child: Eve |of weights Others involved: Demi (7.1 yrs), Olivia (8.0 yrs), |

|Age: 7.11 years |Nathan (8.5 yrs), Connor (7.5 yrs) |

|Observer: Nicole | |

|Place: Outside School Hours Care – Vacation Care | |

|Time |Running record |

|9:43 am |‘Children, today we are going to experiment with weighing things around our classroom,’ the observer|

| |says, ‘I would like each one of you to choose two things we can weigh and bring them back to me’. |

|9:44 am |Eve is the first one to return with her lunch box and a pencil. |

| |Demi returns to the carpet with her coloured pencil case and small pencil sharpener. Nathan brings |

| |the large pencil sharpener and stapler. Connor brings white board eraser and white board marker. |

| |Olivia has a small box of bears (sizes and colours) and a CD. |

|9:46 am |‘We now will take turns to see which ones are heavy and which are light.’ Eve picks up the lunch box|

| |and puts it in front of her. She then picks up the pencil case, large pencil sharpener and box of |

| |bears and places each one with the lunch box. She looks at the observer and smiles. |

|9:47 am |‘What are you doing there Eve?’ the observer enquires. ‘I’ve put lunch box, pencil case, pencil |

| |sharpener and bears all here’, she replies. ‘I see. Why have you grouped those over there?’ the |

| |observer asks. ‘They are all the heavy things, the ones left will be the light ones,’ Eve replies as|

| |she points to the piles. |

|9:48 am |‘Well, who thinks she is right?’ the observer says and they all put their hands up. ‘We’ll remember |

| |this group,’ She adds as she points to them, ‘and see at the end if you were right. First, lets |

| |start with you Olivia,’ the observer prompts, and she places the CD on one side of the scales. |

|9:49 am |‘Now Connor what will you put on this side?’ the observer asks and Connor places the white board |

| |eraser on the other side. |

| |‘Which one is the heaviest?’ asks the observer. |

|9:50 am |‘The white board eraser’, says Olivia. |

Example 3

Method 3- Diary Writing

Reproduced with permission

Diary writing is useful in helping the carer to construct a child profile. When behaviour is recorded in a diary over a period of time, the tracking of development and growth can occur.

Diary entries are recorded from memory at a later time of day and are therefore written in the past tense. Because of this, the detail which is present in anecdotal and running records is usually not found in a child’s diary entries. Shorter in length, they are a quick method of observation useful in adding to an overall picture of the child. As a form of observation this diary may lack detail and neglect the context of the behaviour. It is, however, a quick method of recording changes and, when combined with other methods, can add valuable information regarding the child’s development.

This type of diary may be shared with parents, and parents may be encouraged to write their own observations also. Again, this can add to the richness of the information the children’s service has about the individual child through traditional observation techniques. A photocopy of work, or photograph of the incident recorded, may also be included in the diary.

Examples of diary entries

6.4.04

Tim (7.5 yrs) sat alone in the book corner when he arrived today.

He appears to do this most days. He didn’t look at a lot of the books but seemed happy just to be sitting there.

7.4.04

When Tim arrived today he proceeded straight to the book corner again.

Michael (6.5 yrs) and Greg (7 yrs) were already sitting on the cushions, reading and laughing. Tim hesitated as though he was reluctant to go into the area. He chose a book off the shelf and took it to a spot on the edge of the mat. He didn’t acknowledge the other boys that were present.

8.4.04

Tim arrived later than usual today. He seemed flustered.

He went to the book corner. Michael said hello but he didn’t respond. He didn’t choose a book. He just sat on a cushion and looked at the other children.

Method 4 Checklist

Checklists can be useful when observing a particular skill or a certain aspect of a child’s behaviour. In a checklist, children are ‘checked off’ against a list of skills or behaviours. Checklists are available in text books and diagnostic kits but it is usually in the best interests of the children in your care to develop your own. In this way they relate specifically to your situation or assist you to gather the specific information you require.

Checklists usually look at the skill level of a particular age group and consider developmental norms. They provide a typical/average approximation of development to assist in measuring development across an age range. Checklists can also be valuable in helping staff to evaluate their own program and level of service on certain issues, for example, safety.

There are disadvantages in the use of checklists. The major disadvantage is the disregard for the context within which the behaviour has occurred. Children’s actions are shaped by what is happening around them. They are influenced by their environment and by the actions of others. Many checklists do not account for this, nor do they cater for individual difference among children.

Checklists tend to be based on the developmental norms determined by child development theorists and neglect to describe how the behaviour occurs, as well as individual differences and in what context.

Another problem with checklists is that staff may focus on the skills children have not yet demonstrated, rather than on the accomplishments of children. This can lead to planning only for what the child has not yet demonstrated by looking/using only the deficits of the child as a basis for planning.

If a checklist is not administered well, a child can be left feeling as if they have failed if they cannot achieve a skill expected of them and shown by others, for example, cutting along a line.

Checklists should be used after gathering information about a child using a variety of methods. When used in connection with other observations you may find that a checklist gives you an overall snapshot of the child’s strengths, and interests.

Adding a comments column to your checklist, as well as using a cross or a tick, can assist in forming a more rounded scenario. Checklists are useful within a balanced folio of observations.

Example1

|Checklist for 0 - 12 months: Gross motor development |

|Child: Date: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Sits without support | | | |

|Crawls | | | |

|Pulls self to standing and stands| | | |

|unaided | | | |

|Walks with aid | | | |

|Rolls ball in imitation of adult | | | |

|Checklist for 0 - 12 months: Self-help skills |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Feeds self with biscuit: | | | |

|munching, not sucking | | | |

|Holds drink with two hands | | | |

|Drinks with assistance | | | |

|Holds out arms and legs while | | | |

|getting dressed | | | |

| |

|Checklist for 0 - 12 months: Understanding language |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Looks at people who speak | | | |

|directly to self | | | |

|Responds differentially to | | | |

|variety of sounds: e.g. phone, | | | |

|vacuum, closing doors, familiar | | | |

|adults | | | |

|Responds to simple directions | | | |

|accompanied by gestures: e.g. | | | |

|come, get, give | | | |

|Checklist for 0 - 12 months: Oral language |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Makes different vowel sounds | | | |

|Makes different consonant-vowel | | | |

|sound combinations | | | |

|Vocalises to the person who has | | | |

|spoken to self | | | |

|Uses intonation patterns that | | | |

|sound like phrases: e.g. | | | |

|intonations that sound like | | | |

|asking, telling | | | |

|Checklist for child 5 - 6 years: Social/emotional development |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Maintains friendship in play | | | |

|Plays cooperatively in larger | | | |

|groups | | | |

|Begins to apply rules in games | | | |

|Directs other children in play | | | |

|Works with others on a project | | | |

|Uses feeling and emotion words | | | |

|appropriately | | | |

|Judges behaviour as right or | | | |

|wrong | | | |

|Accepts responsibility for simple| | | |

|tasks | | | |

|Tidies/replaces materials | | | |

|Enjoys telling jokes | | | |

|Checklist for child 5 - 6 years: Cognitive development |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Names a range of shapes | | | |

|Names a range of colours | | | |

|Sorts objects easily into alike | | | |

|groups | | | |

|Orders objects according to size | | | |

|Counts up to 10 objects, touching| | | |

|each one (rational counting) | | | |

|Retells events in sequence with | | | |

|detail | | | |

|Completes complex | | | |

|mosaic/interlock puzzles | | | |

|Listens to told story without | | | |

|props | | | |

|Understands ordinal concepts of | | | |

|first, second, last etc. | | | |

|Understands simple fractional | | | |

|concepts of part, whole, half | | | |

|Checklist for child 5 - 6 years: Speech/language development |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Relays messages correctly | | | |

|Can listen without interrupting | | | |

|Asks about meaning of new words | | | |

|Uses adult like sentences | | | |

|Can recite own name and personal | | | |

|details | | | |

|Uses language to plan play | | | |

|activities | | | |

|Recognises familiar symbols, | | | |

|simple words | | | |

|Prints own first name | | | |

(Nixon & Aldwinkle, 2003)

|Checklist for child 8 - 9 years: Developmental checklist |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Does the child … |

|Have energy to play, continuing | | | |

|growth, few illnesses? | | | |

|Use pencil in a deliberate and | | | |

|controlled manner? | | | |

|Express relatively complex | | | |

|thoughts in a clear and logical | | | |

|fashion? | | | |

|Carry out multiple four to five | | | |

|step instructions? | | | |

|Become less easily frustrated | | | |

|with own performance? | | | |

|Interact and play cooperatively | | | |

|with other children? | | | |

|Show interest in creative | | | |

|expression – telling stories, | | | |

|jokes, writing, drawing, singing?| | | |

|Use eating utensils with ease? | | | |

|Have a good appetite? Show | | | |

|interest in trying new foods? | | | |

|Know how to tell time? | | | |

|Have control of bowel and bladder| | | |

|functions? | | | |

|Participate in some group | | | |

|activities – games, sports, | | | |

|plays? | | | |

|Want to go to school? Seem | | | |

|disappointed if must miss a day? | | | |

|Demonstrate beginning skills in | | | |

|reading, writing and math? | | | |

|Accept responsibility and | | | |

|complete work independently? | | | |

|Handle stressful situations | | | |

|without becoming overly upset? | | | |

|Checklist for child 10 - 11 years: Developmental checklist |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Does the child … |

|Continue to increase in height | | | |

|and weight? | | | |

|Exhibit improving coordination: | | | |

|running, climbing, riding a bike,| | | |

|writing? | | | |

|Handle stressful situations | | | |

|without becoming overly upset or | | | |

|violent? | | | |

|Construct sentences using | | | |

|reasonably correct grammar: | | | |

|nouns, adverbs, verbs, | | | |

|adjectives? | | | |

|Understand concepts of time, | | | |

|distance, space, volume? | | | |

|Have one or ‘two best friends’? | | | |

|Maintain friendships over time? | | | |

|Approach challenges with a | | | |

|reasonable degree of | | | |

|self-confidence? | | | |

|Play cooperatively and follow | | | |

|group instructions? | | | |

|Begin to show an understanding of| | | |

|moral standards: right from | | | |

|wrong, fairness, honesty, good | | | |

|from bad? | | | |

|Look forward to, and enjoy | | | |

|school? | | | |

|Appear to hear well and listen | | | |

|attentively? | | | |

|Enjoy reasonably good health, | | | |

|with few episodes of illness or | | | |

|health-related complaints? | | | |

|Have a good appetite and enjoy | | | |

|mealtimes? | | | |

|Take care of own personal hygiene| | | |

|without assistance? | | | |

|Sleep through the night, waking | | | |

|up refreshed and energetic? | | | |

|Checklist for child 12 - 13 years: Developmental checklist |

|Child: |

|Observer: |

|Skill |Present/ |Not Yet Observed |Comments |

| |Observed (Date) | | |

|Does the child… |

|Appear to be growing: increasing | | | |

|height and maintaining a healthy | | | |

|weight (not too thin or too | | | |

|heavy)? | | | |

|Understand changes associated | | | |

|with puberty or have an | | | |

|opportunity to learn and ask | | | |

|questions? | | | |

|Complain of headaches or blurred | | | |

|vision? | | | |

|Have an abnormal posture or | | | |

|curving of the spine? | | | |

|Seem energetic and not | | | |

|chronically fatigued? | | | |

|Stay focused on a task and | | | |

|complete assignments? | | | |

|Remember and carry out complex | | | |

|instructions? | | | |

|Sequence, order and classify | | | |

|objects? | | | |

|Use longer and more complex | | | |

|sentence structure? | | | |

|Engage in conversation; tell | | | |

|jokes and riddles? | | | |

|Enjoy playing organised games and| | | |

|team sports? | | | |

|Respond to anger-invoking | | | |

|situations without resorting to | | | |

|violence or physical aggression? | | | |

|Begin to understand and solve | | | |

|complex mathematical problems? | | | |

|Accept blame for actions on most | | | |

|occasions? | | | |

|Enjoy competition? | | | |

|Accept and carry out | | | |

|responsibility in a dependable | | | |

|manner? | | | |

|Go to bed willingly and wake up | | | |

|refreshed? | | | |

|Take pride in appearance; keep | | | |

|self reasonably clean? | | | |

Method 5 Sociograms

A sociogram is a map or diagram of friendships and interactions within a group of children. It can be used across a range of age groups and can reflect a pattern of social interaction for a child. It should provide a clear indication of who children prefer to play with and identify children who may be socially isolated, need assistance, or are socially adept with forming friendship groups. Older children may be interviewed about which children they like to play with in their peer group. Each child may be asked to name a best friend and this information may be represented by a sociogram.

The frequency of interactions, whether they be verbal or non-verbal, and with whom the interactions occur, are obvious through the use of a sociogram. Initiation of interactions and responses to others’ initiations can be recorded.

Sociograms will indicate the children who interact most regularly and with whom they are most likely to interact.

Try questions such as:

• What do you like best here?

• Is there an activity you like to do?

• Who do you like to do it with?

Example1

|Date: 14/10/07 |Setting: After Morning Tea the children have begun outdoor |

|Time: 9:35 am |play. Rod had just suggested to others in the group that they|

|Child: Rod |play hide and seek. |

|Age: 3.8 years |Background information: Rod is an extremely social child. |

|Observer: Meg | |

| |

|[pic] |

|-------- |= |Verbal |Key: | |

| | | |James 3.6 yrs |Michael3.2 yrs |

| | | |Susan 3.11 yrs |Carl 3.5 yrs |

| | | |Peter 3.7 yrs |Sean 3.6 yrs |

| | | |Sarah 3.11 yrs |Claire 3.8 yrs |

|______ |= |Non-verbal | | |

| |= |Initiated | | |

| |= |Responded | | |

Example 2

|Name: Sarah |Setting: S was involved in skipping games played on the climbing |

|Date: 14/3/08 |equipment. |

|Time: afternoon tea |Background information: Sarah has a select group of friends. For the |

|Age: 7.7 years |last two weeks she has excluded Mark. |

|Observer: Celeste | |

| |

|[pic] |

|Key: | |---------- |= |Verbal |

|S = Sarah |T = Tika | | | |

|C = Casey |M = Mark | | | |

|F = Flavia |N = Naomi | | | |

|J = Jessica | | | | |

| | |_______ |= |Non-verbal |

| | | |= |Initiated |

| | | |= |Responded |

Method 6 Time Samples

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© 2007 Microsoft Corporation

A time sample provides a snapshot of a child’s day. It is used to record the occurrence of a child’s behaviour at particular times of day, for example group time or meal times. It is often used when a carer is concerned about a particular behaviour and needs to know how often it occurs. Time samples can be taken every half hour over a day or for shorter time intervals of five or ten minutes.

You may find this a useful method of observing a quiet child who you may seem to overlook, or if you want to get an overall picture of what experiences a child may be involved in during a specific period of the day.

A table needs to be drawn up with regular time intervals marked on it. For example, the observation may run for 30 minutes with five minute intervals recorded on the table. Comments or tally marks are recorded every five minutes to track the frequency of the behaviour being observed.

When writing a time sample:

• Focus on the situation, e.g. A particular child gets very loud around mid morning.

• Determine the skill, area of development, or the interactions the child is engaged in that you want to find out more information about.

• Think about what time of day would be the most appropriate to obtain this information.

• Once you decide on the information you require, and the best time of day to observe, pick your time frame.

Example 1

|Date: 12/3/08 |Background information: Jessica has started to show signs of |

|Name: Jessica |walking. |

|Age: 11 months |Frequency: Every five minutes |

|Observer: Ken |Time: 9:00 am – 9:30 am |

|Time |Behaviour |

|9:00 am |J is standing upright holding onto a table with two hands. |

|9:05 am |J is sitting on the ground by the table looking toward the block corner. |

|9:10 am |J is holding a block in her right hand. |

|9:15 am |J is lying on the floor in the block area holding the block. |

|9:20 am |J is moving from the block area. She is standing upright and holding onto the table for support as|

| |she moves. |

|9:25 am |J is sitting quietly on a chair. |

|9:30 am |J is holding her carers hand as they walk across the room. |

Example 2

|Date: 2/7/07 |Background information: Ben has started to cry around |

|Name: Ben |midmorning for the past three days. |

|Age: 2.5 years |Focus: Emotional development. |

|Time: 10:50 am – 11:20 am | |

|Frequency: every five minutes | |

|Time |Behaviour |

|10:50 am |Ben sitting in the sandpit with Charlie and David. |

|10:55 am |Ben hiding behind the bush. |

|11:00 am |Ben is sitting alone on the rocks watching three children riding the bikes. |

|11:05 am |Ben at his bag. |

|11:10 am |Ben in the bathroom with the assistant, complaining about Jack. |

|11:15 am |Ben crying outside the bathroom. |

|11:20 am |Ben at his bag sucking his dummy and holding his ‘lamby’. |

Example 3

|Date: 13.02.08 |Observer: Angela |

|Child: Patrick |Focus: Social development |

|Age: 10 years |Background information: Patrick is a very quiet child. |

|Settings: During indoor play | |

|Time |Solitary |Parallel |Group/ |

| | | |Cooperative |

| | | | |

|9:00 am | |( | |

| | |(Mick) | |

| | | | |

|9:10 am | |( | |

| | |(Mick) | |

|9:20 am |( | | |

| | | | |

|9:30 am |( | | |

| | | | |

|9:40 am | |( | |

| | |(Leonard) | |

|9:50 am | |( | |

| | |(Kim) | |

|10:00 am | | |( |

| | | |(Mick, Henry, Mary) |

|10:10 am |( | | |

| | | | |

|10:20 am | |( | |

| | |((Mick) | |

|Total times each behaviour | | | |

|observed |3 |5 |1 |

Method 7 Event Sample

An event sample can give an indication of the reasons why a particular behaviour occurs. It can help assess what sparks a certain reaction in a child. Nixon & Gould (2000, p. 205) suggest event samples allow you to identify the possible causes or consequences of concerning behaviour. When more information is gathered about what triggers certain behaviour, strategies may be planned to alter the behaviour. This can be recorded using the ABC format:

• A for Antecedent behaviour (what happened just before the event).

• B for Behaviour (a short record of the event itself).

• C for Consequence (what happened immediately after the event).

Event and time samples are less frequently used than anecdotes, checklists and running records, however, it is important to be aware of these methods and their use.

Example 1

|Date: 13.3.08 |Observer: June |

|Child: John (4.3 years) |Background information: |

|Setting: Block Corner |John has been exhibiting aggressive behaviour in small group |

|Others involved: Chris (5 years) |situations. |

|Blake (4.10 years) | |

|Time |Antecedent Event |Behaviour |Consequent |

| | | |Event |

|9:45 am |In solitary play J constructed a complex |J yelled at C and B and told them|J knocked the tower to the |

| |block tower. C and B asked if they could |they could not play. |ground. C and B left the |

| |join in. | |block area. |

This event sample isolates one incident of John’s behaviour. It allows for some interpretation of the cause of his aggressive behaviour. You will need to take a number of event samples to determine the accuracy of your findings. Used with other observational tools, it can help to provide a balanced, professional analysis of the child’s behaviour.

Below is the second event sample of John in a small group situation.

|Date: 14.3.08 |Observer: June |

|Child: John (4.3 years) |Background information: |

|Setting: Sandpit |John has been exhibiting aggressive behaviour in small group |

|Others involved: Elliot (5 years) |situations. |

|Leon (4.10 years) | |

|Time |Antecedent Event |Behaviour |Consequent |

| | | |Event |

|10:45 am |In solitary play John is digging with the |John yells at Elliot and Leon, |John stands up and kicks Leon |

| |trowel and spade. He fills the bucket |‘Get away from my sand castle!’ |in the shins. |

| |using the spade and pats down the sand | |Leon turns to Elliot and says,|

| |using the trowel. He turns the bucket |Leon turns, kicks the sand and |‘He’s not our friend anyway.’ |

| |upside down and pulls the bucket up slowly.|the sand castle falls down. |Elliot echoes, ‘We’re not your|

| |Elliot and Leon step into the sandpit. | |friend’ in a sing song voice. |

| | | | |

| | | |John stomps off. |

Method 7 Work Samples

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An assortment of work samples collated over a period of time can help trace the child’s development. Work samples can include drawings, paintings, collages, writing samples, and photographs of construction projects. Dated examples of children’s work reflect creativity and provide specific examples to share with parents.

Children’s original work samples are hard evidence of the child’s developing cognitive and creative abilities. Over time, as you view the child’s collection of work samples, you are able to physically see the growth and development that has occurred. It enables the adult to learn something new about the child’s emerging abilities and interests.

Work samples can include a comment from the child about their work. These work samples can be displayed in scrap books or folders as a record to share with family and friends as a method of documenting creative growth. Adding additional information, observations or brief comments to children’s work samples enhances the meanings behind the work created by the child. These could include adding children’s interpretations, ideas, theories or brief comments on the setting or circumstances surrounding the event.

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Method 8 Photographs

Photographs of the child at work, play or on an outing are very valuable. For the parent they are an excellent medium in providing insights into a child’s day. Photographs can be taken of children climbing on the obstacle course, sitting in a high chair, dancing or gardening. They are suitable for any aspects of a child’s day. Photographs capture a glimpse of a child’s day that otherwise would not be seen.

Mounted and accompanied by captions or narratives, photographs reflect a record of the child at work. They are a valuable means of recording the stages of a child’s development. They make an excellent display within the educational setting and are a useful tool for parent/carer communication.

Photographs complement your program by providing a visual representation of what occurs during the day. Photographs capture emotions or can be used to demonstrate routines. Looking at photographs with your colleagues during planning is useful when developing projects of children’s work. They can also be used for professional development within your service. Digital cameras can be extremely useful when copying photographs for a variety of uses, or copying for a number of children’s records, as you can select only those you want to print.

It is good practice to always seek parental permission for the use of their child’s photograph in any publication.

Examples of Photographic Portfolios

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An example of a wall display.

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Method 9 Audio & Video

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© 2007 Microsoft Corporation

Although it is an expensive way to record children’s behaviour, video recording can capture the child in a unique way and provide a different perspective of the child’s day.

Forward planning for the effective use of this observational tool needs to be considered as filming can be intrusive. Children will feel more comfortable if they are familiar with this happening. Explain the purpose of what you are doing to the children. Include them in the process of when and why they are being recorded. The more children see this method being used the more relaxed they will become about it. Video footage makes an ideal presentation at a parent gathering, information night or further professional development for staff. Families appreciate seeing a recording of their children interacting with other children and staff members. Audio taping or the use of a cassette player can capture a child’s conversational language. This is also a useful tool to observe and interpret your own interactions with children. Time needs to be set aside later in the day to carefully analyse the tape and make full use of its educational contents.

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Example 2

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