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Methods of

Recording
Information
SAMPLES

Method 1- Anecdotal Records

2007 Microsoft Corporation

An anecdote is a story. When used for observing, it is a story


about a childs 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:
Hannah has been spending much more time
outdoors.

Child: Hannah (3.8 yrs)


Place: Playground
Setting: Obstacle course

Other children: Tom (4.1 yrs),


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
Time: 10:00 am
Child: Josh (2.3 years)
Place: Long Day Care Centre
Setting: Outdoor area, sandpit
Observer: Nikita

Background information: Josh attends


the centre five days a week, Josh enjoys
playing outside with his older sister Rosie
(4.1 yrs). At morning tea we have found
him to be reluctant to join his group
indoors for morning tea.
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, Were 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
Time: 11:30 am
Child: Michael
Age: 7.2 years
Observer: Jacqui

Setting: Undercover area, sitting on the


ground.
Background information: Finished
playing getting ready for morning tea.
Others involved: Jacqui (Observer),
Sandy (Assistant)

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! Cant 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 childs 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 nonverbal.
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 majority of her
free play time at the puzzles.

Child: Karly (3.2 years)


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 ones 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: Naritas play


is centred around dramatic play. Narita
is the middle child. She has a baby
sister at home and an older brother in
care.

Child: Narita (1.11 years)


Place: Baby section indoor area
Setting: Narita moving from
morning tea to play area.
Time

Others involved: Saya (Assistant)


Observation

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.
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.
Narita stops playing with pegs and looks at another child who
walks past pushing a dolls 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


Time: 9:43 am 9:50 am
Child: Eve
Age: 7.11 years
Observer: Nicole
Place: Outside School Hours Care
Vacation Care
Time

Setting: Inside classroom on carpet


Background information: Small group
Maths activity concepts of weights
Others involved: Demi (7.1 yrs), Olivia
(8.0 yrs), Nathan (8.5 yrs), Connor (7.5
yrs)
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.
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.
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.
What are you doing there Eve? the observer enquires. Ive 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.
Well, who thinks she is right? the observer says and they all put
their hands up. Well 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.
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.
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 childs 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 childs 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 childrens 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 didnt 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 didnt 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
didnt respond. He didnt 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 childs 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. Childrens 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 childs 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/
Observed
(Date)

Not Yet
Observed

Comments

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/
Observed
(Date)

Not Yet
Observed

Comments

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

Looks at people who


speak directly to self
Responds
differentially to
variety of sounds:
e.g. phone, vacuum,

Present/
Observed
(Date)

Not Yet
Observed

Comments

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/
Observed
(Date)

Not Yet
Observed

Comments

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
Comments
Observed
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/
Observed
(Date)

Not Yet
Observed

Comments

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
Comments
Observed
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

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
Example
games, sports,2plays?

Present/
Observed
(Date)

Not Yet
Observed

Comments

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
Comments
Observed
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 selfconfidence?

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 healthrelated 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
Comments
Observed
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 angerinvoking 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
Time: 9:35 am
Child: Rod
Age: 3.8 years
Observer: Meg

Setting: After Morning Tea the children


have begun outdoor play. Rod had just
suggested to others in the group that
they play hide and seek.
Background information: Rod is an
extremely social child.

-------______

Key:
James
Susan
Peter
Sarah

=
=
=
=

Verbal
Non-verbal
Initiated
Responded

3.6 yrs
3.11 yrs
3.7 yrs
3.11 yrs

Michael3.2 yrs
Carl
3.5 yrs
Sean 3.6 yrs
Claire 3.8 yrs

Example 2
Name: Sarah
Date: 14/3/08
Time: afternoon tea
Age: 7.7 years
Observer: Celeste

Key:
S = Sarah
C = Casey
F = Flavia
J = Jessica

T = Tika
M = Mark
N = Naomi

Setting: S was involved in skipping games


played on the climbing equipment.
Background information: Sarah has a
select group of friends. For the last two
weeks she has excluded Mark.

----------

Verbal

_______

Non-verbal

Initiated

Responded

Method 6 Time Samples

2007 Microsoft Corporation

A time sample provides a snapshot of a childs day. It is used to


record the occurrence of a childs 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
Name: Jessica
Age: 11 months
Observer: Ken
Time

Background information: Jessica has


started to show signs of walking.
Frequency: Every five minutes
Time: 9:00 am 9:30 am
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
Age: 2.5 years

Background information: Ben has


started to cry around midmorning for
the past three days.

Time: 10:50 am 11:20 am

Focus: Emotional development.

Name: Ben

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

9:50 am

(Leonard)

(Kim)

10:00 am
10:10 am

(Mick, Henry,
Mary)

10:20 am

((Mick)

Total times each


behaviour
observed

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 situations.

Others involved: Chris (5 years)


Blake (4.10 years)
Time

Antecedent Event

Behaviour

Consequent
Event

9:45 am

In solitary play J
constructed a complex
block tower. C and B
asked if they could join in.

J yelled at C and B
and told them they
could not play.

J knocked the
tower to the
ground. C and B
left the block
area.

This event sample isolates one incident of Johns 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 childs 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 situations.

Others involved: Elliot (5 years)


Leon (4.10 years)
Time

Antecedent Event

Behaviour

Consequent
Event

10:45
am

In solitary play John is


digging with the trowel and
spade. He fills the bucket
using the spade and pats
down the sand using the
trowel. He turns the
bucket upside down and
pulls the bucket up slowly.
Elliot and Leon step into
the sandpit.

John yells at Elliot


and Leon, Get
away from my sand
castle!

Leon turns, kicks


the sand and the
sand castle falls
down.

John stands up
and kicks Leon in
the shins.
Leon turns to
Elliot and says,
Hes not our
friend anyway.
Elliot echoes,
Were not your
friend in a sing
song voice.
John stomps off.

Method 7 Work Samples

Reproduced with permission

An assortment of work samples collated over a period of time can


help trace the childs development. Work samples can include
drawings, paintings, collages, writing samples, and photographs of
construction projects. Dated examples of childrens work reflect
creativity and provide specific examples to share with parents.
Childrens original work samples are hard evidence of the childs
developing cognitive and creative abilities. Over time, as you view
the childs 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 childs 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 childrens work samples
enhances the meanings behind the work created by the child.
These could include adding childrens interpretations, ideas, theories
or brief comments on the setting or circumstances surrounding the
event.

Reproduced with permission

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 childs 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 childs day.
Photographs capture a glimpse of a childs 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 childs 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 childrens 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 childrens 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 childs photograph in any publication.

Examples of Photographic Portfolios

Reproduced with permission

Reproduced with permission

An example of a wall display.


Reproduced with permission

Method 9 Audio & Video

2007 Microsoft Corporation

Although it is an expensive way to record childrens behaviour,


video recording can capture the child in a unique way and provide
a different perspective of the childs 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 childs
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.

Reproduced with permission