Common Ways of Recording Observations
Increasingly, teachers are using technologies to record aspects of children’s learning and behaviour. However, it can be productive to practice the skill of observation using pen and paper techniques to capture in-the-moment actions and reflect on them as they are happening. The following table describes some common types of observation records.
Table 9.1 Types of observations
Type of Observation Record
| Description
| When it might be used
|
Running Record
| Record
A running record observation typically focuses on a single child. The observer watches and records everything the child says and does during a specific period of time using as much detail as possible. The purpose of the observation might be to simply learn more about the child, or it might be focused on one particular aspect of the child’s learning, behaviour, or development. The observer should record the times, descriptions of actions, speech (if possible), and a bit of information about the context.
| The running record provides a detailed description of the child’s actions over a short period of time. The data from the observation can be useful for writing a learning story, sharing information with the family, or simply coming to understand the child better. This information can be used for planning and assessment purposes as well for enhancing one’s relationship with the child.
|
Anecdotal
| Like a running record observation, an anecdotal observation includes some information about the context, a description of the child’s behaviour, and the time period. However, the anecdotal is often focused on a single event or interaction of significance. It is written in past tense after the event has occurred and can focus on one or more children.
| This type of observation is more common than a running record observation in early childhood classrooms because the teacher is still able to fully engage with the children and experiences. The teacher might then jot down what happened during a quiet time or at the end of the day. In this sense, anecdotal records are easy and quick to record and provide documentation for assessment. They do not capture the same detail as a running record as they rely on the teacher’s own memory.
|
Sampling Observations
| According to Martin (2014) behaviour might be recorded either as it occurs or at previously decided upon time intervals in order to determine patterns of behaviour. Sampling observations can also include collecting samples of the child’s work. Event samplings usually focus on a particular behaviour with the goal of finding out more about triggers, patterns, and when, where and how often a behaviour occurs. The teacher records what happens before and after the behaviour occurs and the consequence. A time sampling involves recording one or more children’s behaviours at pre-specified time intervals (such as every fifteen minutes). The observer records all behaviours occurring at that time interval.
| An event sampling gives the teacher information about a specific behaviour or event and the triggers and context for that behaviour. It is often used to support the child in changing negative or challenging behaviours. Time samplings show patterns in a range of behaviours and interactions, though the context for the behaviour is lacking. Sampling observations are quick and easy to record so they can be used even when the classroom is busy. While sampling observations have traditionally been used to understand negative behaviours, they can also focus on the child’s competencies and achievements. For example, when assessing children’s learning the teacher might record every instance when a child engages in mathematical thinking.
|
Checklists
| Checklists are used to record whether a particular skill, attribute, competency, trait or behaviour is present in a child. The teacher simply checks off the skill or competency when it is observed (Martin, 2014). Developmental checklists focus explicitly on the child’s development. Some teachers use standardized checklists while others develop their own. Standardized or prepared checklists can limit the possibility for recording a diverse range of competencies. When the teacher develops their own checklists, then, these are more responsive to the local context.
| Checklists are often used for assessment purposes. For example, a kindergarten teacher might complete a checklist to assess each child’s fine motor skills. They are an efficient means of gathering information about each child.
|
Think about your own experiences in the early childhood classroom. Identify some additional benefits and challenges related to using each of these means of recording observations.
Asset-based Observation
Teacher candidates may be asked to practice using various observation tools and then relate what they have seen to the theories taught in their coursework. As explained in previous chapters, the dominant child development theories marginalize the developmental assets of children from diverse backgrounds by assessing them according to narrowly defined norms and standards. When one’s observations are compared to developmental milestones or stage theories, it limits the teacher’s understanding of the child; the information is sorted into what the child can and cannot do. Strength or asset-based observations, however, focus explicitly on developmental assets with analyses focusing on questions such as these:
- What does this child know? What theories, concepts, and understandings of the world have they developed?
- What is this child already capable of doing? What competencies have they developed?
- What knowledges or understandings might this child be constructing? What are they trying to figure out? What meanings are they creating?
- What relationships is the child forming with others in the human and non-human world?
Learning stories, pedagogical narrations, and pedagogical documentation all ask questions such as these both about and with young children. Therefore, observation can be used as a tool for learning from children and assessing what they know. The teacher also engages in reflection and research---asking questions about their own practice and seeking possible answers.
