ECE 354 Assessment & Intervention During Early Childhood/ week 2 discussion 1 and discussion 2
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ANECDOTAL RECORDS
What Is an anecdotal record?
An anecdotal record (or anecdote) is like a short story that educators use to record a significant incident that they have observed. Please see the Observing section for a short discussion of what educators might consider significant. Anecdotal records are usually relatively short and may contain descriptions of behaviours and direct quotes.
Why use anecdotal records?
Anecdotal records are easy to use and quick to write, so they are the most popular form of record that educators use. Anecdotal records allow educators to record qualitative information, like details about a child’s specific behaviour or the conversation between two children. These details can help educators plan activities, experiences and interventions. Because they can be written after the fact, when an educator is on his break, for example, or at the end of the day, using anecdotal records allows the educator to continue to work (this is often referred to as the “participant-observer role”) without having to stop to write down his observations.
How do I write an anecdotal record?
Anecdotal records are written after the fact, so use the past tense when writing them (click here to see an Exercise that will help you – the 3rd set of questions will help you practice your verb tenses).
Being positive and objective , and using descriptive language are also important things to keep in mind when writing your anecdotal records. Click here for related exercises.
Remember that anecdotal records are like short stories; so be sure to have a beginning, a middle and an end for each anecdote.
Sample anecdotal records
Anecdotal record - see clip
Caitlyn sat on the big white chair looking at a board book. She pointed to a picture of a train, and chirped, “Choo choo!”
Anecdotal record – see clip
Phoenix and Rory each piled up a mound of snow in front of them on the picnic table. The girls began to sing, “Happy birthday to me, happy birthday to me.” When they finished singing, both girls puffed out their cheeks and pretended to blow out the candles on top of their snow cakes.
Click here for exercises to help practise writing anecdotal records.
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RUNNING RECORDS
What is a running record
Writing a running record requires the educator to act like a video camera, recording all significant behaviours and interactions as they happen. Whereas anecdotal records are written after the fact, running records are written as the action is unfolding. If you were to read one out loud, it might sound a bit like the running commentary of a sports event: “Cournoyer passes the puck to Savard. Savard carries the puck down the boards, over the blue line. He winds up, he shoots, he scores!”
Why use running records?
A running record involves writing down everything that is happening, in the order that it happens. Observers limit the amount of editing they do as they record. Instead, the idea is to record as much raw data as possible. Using this rather open-ended method means that educators can gather a lot of information in a relatively short period of time. As such, these are a popular choice for professionals in the field.
How do I write a running record?
Running records are written as the action is unfolding in front of you, so use the present tense when writing them (click here to see an Exercise that will help you – the 3rd set of questions will help you practice your verb tenses).
Being positive and objective , and using descriptive language are also important things to keep in mind when writing your anecdotal records. Click here for related exercises.
Give yourself a tentative time frame for writing a running record. For example, decide ahead of time that you will observe the children at the sand box for the first 15 minutes of Free Play. The process of writing a running record can be quite tiring. It also requires the educator to step out of her active role in order to record her observations on the spot. This is referred to as the spectator-observer role. Getting organized ahead of time is key.
Sample running record - see clip
Annette kneels down next to Maya and begins wiping her face with a wet cloth. As Annette starts to wipe Maya’s right hand, Maya grabs the cloth with her left hand and yanks it away from Annette. Annette asks, “You wanna do it?” Maya starts wiping her mouth and tongue, clutching the cloth tightly in both hands. Annette smiles, claps her hands together and exclaims, “OK! Good job!” Annette reaches out and begins to lift Maya’s bib over her head. Maya transfers the wet cloth to her right hand, then, as the bib is lifted up and over her head, grabs it with both hands again. She wipes the cloth across her cheek and mouth, then vigorously swipes at her tongue four times.
Click here for exercises to help practise writing running records.
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TALLY SAMPLING RECORDS
What Is tally sampling?
Tally Sampling is a quantitative method that allows observers to record how often a targeted behaviour or list of behaviours occurs. Observers often use a specific grid format (see below) to record their observations.
Why use tally sampling?
Clear, objective information about how often certain behaviours occur can be very useful to educators. Using this type of quantitative data, educators can look for patterns and identify factors that in turn can help with planning activities, experiences and interventions.
How do I use a tally sampling grid?
The first step is to design the grid you will be using. You have a variety of options here – you can record information about one child or a group of children. The key is to choose the categories for both the columns (listed vertically down the left-hand side) and the rows (listed horizontally across the top). By adjusting these categories, you can custom-design your grid to help you record the specific data you are interested in.
Being positive and objective , and using descriptive language are also important things to keep in mind when when creating your categories . (click here to see some related Exercises).
Once your grid is ready, you may begin recording your observations, marking a tick (or some other symbol) in the appropriate boxes.
Sample tally record
In this example, the observer is looking for quantitative information about one child and 5 specific behaviours. At the top of the form, it is a good idea to record the purpose of your observation, in the form of a “How often…” question. So, your recording grid might look like this:
How often does Flavio do the following behaviours?
Date(s):
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
TOTAL |
|
Hits another child |
|
|
|
|
|
|
|
Bites another child |
|
|
|
|
|
|
|
Pushes another child |
|
|
|
|
|
|
|
Takes a toy from another child |
|
|
|
|
|
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|
Yells at another child |
|
|
|
|
|
|
|
TOTAL |
|
|
|
|
|
|
When you have finished observing, your grid could look like this:
How often does Flavio do the following behaviours?
Date(s): February 12- 16, 2012
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
TOTAL |
|
Hits another child |
|
|
|
|
|
9 |
|
Bites another child |
|
|
|
|
|
1 |
|
Pushes another child |
|
|
|
|
|
14 |
|
Takes a toy from another child |
|
|
|
|
|
2 |
|
Yells at another child |
|
|
|
|
|
6 |
|
TOTAL |
6 |
2 |
6 |
8 |
10 |
|
At the end of the time period you have set (e.g. a week), you will have collected quite a lot of quantitative data. Now, you are ready to start to analyze the information. A good place to start is to add up the totals for each row and column – these totals give you an important initial starting point for your analysis. A helpful next step might be to then summarize your data, noting any overall patterns or specific trends.
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©INFANTS & TODDLERS 2014. All rights reserved. Contact us
· VIDEOS
· ABOUT
Top of Form
Bottom of Form
Top of Form
Bottom of Form
· CHECKLISTS AND RATING SCALES
· ANALYSIS
TALLY SAMPLING RECORDS
What Is tally sampling?
Tally Sampling is a quantitative method that allows observers to record how often a targeted behaviour or list of behaviours occurs. Observers often use a specific grid format (see below) to record their observations.
Why use tally sampling?
Clear, objective information about how often certain behaviours occur can be very useful to educators. Using this type of quantitative data, educators can look for patterns and identify factors that in turn can help with planning activities, experiences and interventions.
How do I use a tally sampling grid?
The first step is to design the grid you will be using. You have a variety of options here – you can record information about one child or a group of children. The key is to choose the categories for both the columns (listed vertically down the left-hand side) and the rows (listed horizontally across the top). By adjusting these categories, you can custom-design your grid to help you record the specific data you are interested in.
Being positive and objective , and using descriptive language are also important things to keep in mind when when creating your categories . (click here to see some related Exercises).
Once your grid is ready, you may begin recording your observations, marking a tick (or some other symbol) in the appropriate boxes.
Sample tally record
In this example, the observer is looking for quantitative information about one child and 5 specific behaviours. At the top of the form, it is a good idea to record the purpose of your observation, in the form of a “How often…” question. So, your recording grid might look like this:
How often does Flavio do the following behaviours?
Date(s):
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
TOTAL |
|
Hits another child |
|
|
|
|
|
|
|
Bites another child |
|
|
|
|
|
|
|
Pushes another child |
|
|
|
|
|
|
|
Takes a toy from another child |
|
|
|
|
|
|
|
Yells at another child |
|
|
|
|
|
|
|
TOTAL |
|
|
|
|
|
|
When you have finished observing, your grid could look like this:
How often does Flavio do the following behaviours?
Date(s): February 12- 16, 2012
|
|
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
TOTAL |
|
Hits another child |
|
|
|
|
|
9 |
|
Bites another child |
|
|
|
|
|
1 |
|
Pushes another child |
|
|
|
|
|
14 |
|
Takes a toy from another child |
|
|
|
|
|
2 |
|
Yells at another child |
|
|
|
|
|
6 |
|
TOTAL |
6 |
2 |
6 |
8 |
10 |
|
At the end of the time period you have set (e.g. a week), you will have collected quite a lot of quantitative data. Now, you are ready to start to analyze the information. A good place to start is to add up the totals for each row and column – these totals give you an important initial starting point for your analysis. A helpful next step might be to then summarize your data, noting any overall patterns or specific trends.
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©INFANTS & TODDLERS 2014. All rights reserved. Contact us
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