![\"\"](\"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-content\/uploads\/sites\/199\/2022\/06\/notes.jpg\")
Figure 3.4.1: Notetaking is one of the oldest forms of recording observations. Image credit: Running Record<\/h2>\nOne of the oldest observation methods used in early child education is the Running Record. Running Records are considered by some as an \u201cinformal method\u201d of observation as compared to Narrative Description or Specimen Records which are considered to be a more \u201cformal method\u201d of collecting data. The primary difference between the two methods is that with a Running Record, evidence is gathered in a more spontaneous (informal) manner as it occurs, whereas with a Narrative Description a (formal) plan would be arranged in advance, prior to the observation. More specifically, you would schedule a day, time and setting, you would select a specific child or group of children, and you would decide on the purpose, reason or focus of your observation (e.g. cognitive skills, social interactions, play patterns). Both methods provide rich, detailed evidence and both methods provide written accounts of everything you see and hear a child doing during a specific timeframe [footnote]Bentzen (2009), Seeing Young Children: A Guide to Observing and Recording Behavior. Thomson Delmar Learning, Clifton Park, NY[\/footnote].\n\nFor the purpose of this text, we will use the term Running Record and recommend that you, as an intentional teacher, conduct Running Records (whether spontaneous or planned, informal or formal) as part of your regular or routine observations. The primary goal for using a Running Record is to \u201cobtain a detailed, objective account of behavior without inference, interpretations, or evaluations\u201d [footnote]Ibid.[\/footnote]. You will know you have gathered good evidence when you can close your eyes and you can \u201csee\u201d the images in your mind as they are described in your Running Record [footnote]Ibid.[\/footnote].\nCollecting Your Data<\/h2>\nAll you need is time, paper and a pen to gather your observation evidence. The goal with a running record is to write down everything you see and hear - exactly as it occurs, without adding any comments or attaching any opinions. As the saying goes, \u201cjust the facts, ma\u2019am!\u201d With the Running Record format, not only will you highlight children\u2019s behaviors, you will record the \u201csetting, situation and sequence\u201d in which the behavior occurred. Be as descriptive as possible and yet be as concise as possible. Children move quickly, so you must write quickly. When conducting a running record, you need to be out of ratio. You are to step back and observe from a distance. Do not interfere with the child\u2019s natural play, do not ask questions and do not run after them. Be as invisible as possible.\nOrganizing your Data<\/h2>\nAs you collect rich, detailed data throughout the school year, you will begin to recognize patterns of development, and you will see each child\u2019s unique attributes, personalities, and abilities as they emerge. Be sure to date all your running records; having 12-24 children in your classroom can add up to a lot of running records. You will need to store your running records safely in a portfolio or file folder. When it comes time to assess a child\u2019s development, you will be able to look back and review all the evidence you have collected and to monitor the child\u2019s progress over time.\n\nNote: A Running Record is an ideal observation method for \u201cstudents\u201d. Teachers may not always have the time or staff coverage to conduct a Running Record.\nRunning Record<\/h2>\nAdvantages<\/h3>\n\n \t- Provides detailed data about the who, what, where, and when<\/li>\n \t
- Evidence is documented as it occurs, in a sequence<\/li>\n \t
- Provides objective and descriptive evidence<\/li>\n \t
- Appropriate for gathering baseline information about the child\u2019s interests, abilities and skill level<\/li>\n \t
- Ideal for tracking a child\u2019s development over time<\/li>\n \t
- Less structured, more free flowing<\/li>\n \t
- Evidence can be gathered formally or informally<\/li>\n \t
- Interpretations and reflections can be added later<\/li>\n<\/ul>\n
Disadvantages<\/h3>\n\n \t- Time consuming<\/li>\n \t
- May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\n \t
- Not a practical technique for teachers who are in ratio<\/li>\n \t
- Behaviors may not be typical for that observation day as compared to other days<\/li>\n<\/ul>\n
Let\u2019s Practice Gathering Evidence<\/h2>\n\nExample 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
\nExample 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n\nRunning Record Template #1<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n
\nRunning Record Template #2<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"]![\"\"](\"https:\/\/pressbooks.ccconline.org\/accece1045\/wp-content\/uploads\/sites\/199\/2024\/08\/noting.jpg\")
Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\nCollecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n\n \t- Sue has been hitting a lot lately and displaying other challenging behaviors . You will want to track how many times she hits in a typical day, along with any other challenging behaviors. You will also want to track where the incidents are occurring \u2013 are there more incidents while inside the classroom or are things happening during outside play? You will want to look at when the incidents are occurring most often\u2013 are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?<\/li>\n \t
- Thomas is a new student and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.<\/li>\n \t
- You and a child in your class are constantly butting heads . How can you create a supportive environment and provide a \u201cgoodness of fit?\u201d You may need to track the child\u2019s temperamental traits and observe how the child approaches activities and how they respond to social situations.<\/li>\n<\/ol>\n
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
Organizing your Data<\/h2>\nAs you collect rich, detailed data throughout the school year, you will begin to recognize patterns of development, and you will see each child\u2019s unique attributes, personalities, and abilities as they emerge. Be sure to date all your running records; having 12-24 children in your classroom can add up to a lot of running records. You will need to store your running records safely in a portfolio or file folder. When it comes time to assess a child\u2019s development, you will be able to look back and review all the evidence you have collected and to monitor the child\u2019s progress over time.\n\nNote: A Running Record is an ideal observation method for \u201cstudents\u201d. Teachers may not always have the time or staff coverage to conduct a Running Record.\nRunning Record<\/h2>\nAdvantages<\/h3>\n\n \t- Provides detailed data about the who, what, where, and when<\/li>\n \t
- Evidence is documented as it occurs, in a sequence<\/li>\n \t
- Provides objective and descriptive evidence<\/li>\n \t
- Appropriate for gathering baseline information about the child\u2019s interests, abilities and skill level<\/li>\n \t
- Ideal for tracking a child\u2019s development over time<\/li>\n \t
- Less structured, more free flowing<\/li>\n \t
- Evidence can be gathered formally or informally<\/li>\n \t
- Interpretations and reflections can be added later<\/li>\n<\/ul>\n
Disadvantages<\/h3>\n\n \t- Time consuming<\/li>\n \t
- May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\n \t
- Not a practical technique for teachers who are in ratio<\/li>\n \t
- Behaviors may not be typical for that observation day as compared to other days<\/li>\n<\/ul>\n
Let\u2019s Practice Gathering Evidence<\/h2>\n\nExample 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
\nExample 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n\nRunning Record Template #1<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n
\nRunning Record Template #2<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"] Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\nCollecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n\n \t- Sue has been hitting a lot lately and displaying other challenging behaviors . You will want to track how many times she hits in a typical day, along with any other challenging behaviors. You will also want to track where the incidents are occurring \u2013 are there more incidents while inside the classroom or are things happening during outside play? You will want to look at when the incidents are occurring most often\u2013 are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?<\/li>\n \t
- Thomas is a new student and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.<\/li>\n \t
- You and a child in your class are constantly butting heads . How can you create a supportive environment and provide a \u201cgoodness of fit?\u201d You may need to track the child\u2019s temperamental traits and observe how the child approaches activities and how they respond to social situations.<\/li>\n<\/ol>\n
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
Advantages<\/h3>\n\n \t- Provides detailed data about the who, what, where, and when<\/li>\n \t
- Evidence is documented as it occurs, in a sequence<\/li>\n \t
- Provides objective and descriptive evidence<\/li>\n \t
- Appropriate for gathering baseline information about the child\u2019s interests, abilities and skill level<\/li>\n \t
- Ideal for tracking a child\u2019s development over time<\/li>\n \t
- Less structured, more free flowing<\/li>\n \t
- Evidence can be gathered formally or informally<\/li>\n \t
- Interpretations and reflections can be added later<\/li>\n<\/ul>\n
Disadvantages<\/h3>\n\n \t- Time consuming<\/li>\n \t
- May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\n \t
- Not a practical technique for teachers who are in ratio<\/li>\n \t
- Behaviors may not be typical for that observation day as compared to other days<\/li>\n<\/ul>\n
Let\u2019s Practice Gathering Evidence<\/h2>\n\nExample 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
\nExample 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n\nRunning Record Template #1<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n
\nRunning Record Template #2<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"] Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\nCollecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n\n \t- Sue has been hitting a lot lately and displaying other challenging behaviors . You will want to track how many times she hits in a typical day, along with any other challenging behaviors. You will also want to track where the incidents are occurring \u2013 are there more incidents while inside the classroom or are things happening during outside play? You will want to look at when the incidents are occurring most often\u2013 are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?<\/li>\n \t
- Thomas is a new student and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.<\/li>\n \t
- You and a child in your class are constantly butting heads . How can you create a supportive environment and provide a \u201cgoodness of fit?\u201d You may need to track the child\u2019s temperamental traits and observe how the child approaches activities and how they respond to social situations.<\/li>\n<\/ol>\n
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
Disadvantages<\/h3>\n\n \t- Time consuming<\/li>\n \t
- May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\n \t
- Not a practical technique for teachers who are in ratio<\/li>\n \t
- Behaviors may not be typical for that observation day as compared to other days<\/li>\n<\/ul>\n
Let\u2019s Practice Gathering Evidence<\/h2>\n\nExample 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
\nExample 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n\nRunning Record Template #1<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n
\nRunning Record Template #2<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"] Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\nCollecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n\n \t- Sue has been hitting a lot lately and displaying other challenging behaviors . You will want to track how many times she hits in a typical day, along with any other challenging behaviors. You will also want to track where the incidents are occurring \u2013 are there more incidents while inside the classroom or are things happening during outside play? You will want to look at when the incidents are occurring most often\u2013 are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?<\/li>\n \t
- Thomas is a new student and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.<\/li>\n \t
- You and a child in your class are constantly butting heads . How can you create a supportive environment and provide a \u201cgoodness of fit?\u201d You may need to track the child\u2019s temperamental traits and observe how the child approaches activities and how they respond to social situations.<\/li>\n<\/ol>\n
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
Let\u2019s Practice Gathering Evidence<\/h2>\n\nExample 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
\nExample 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n\nRunning Record Template #1<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n
\nRunning Record Template #2<\/h3>\n
Date:<\/p>\n
Start Time:<\/p>\n
End Time:<\/p>\n
Setting:<\/p>\n
Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"] Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\nCollecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n\n \t- Sue has been hitting a lot lately and displaying other challenging behaviors . You will want to track how many times she hits in a typical day, along with any other challenging behaviors. You will also want to track where the incidents are occurring \u2013 are there more incidents while inside the classroom or are things happening during outside play? You will want to look at when the incidents are occurring most often\u2013 are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?<\/li>\n \t
- Thomas is a new student and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.<\/li>\n \t
- You and a child in your class are constantly butting heads . How can you create a supportive environment and provide a \u201cgoodness of fit?\u201d You may need to track the child\u2019s temperamental traits and observe how the child approaches activities and how they respond to social situations.<\/li>\n<\/ol>\n
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
Example 1:<\/h3>\n
Running Record: On 7\/2\/2019, Jorge played in the sandbox for 20 minutes.<\/p>\n
What did you \u201csee\u201d with this example? What was the setting, situation and sequence of events?<\/p>\n
What did you learn about Jorge?<\/p>\n
Was the evidence objective? Was the evidence descriptive?<\/p>\n
Let\u2019s try again.<\/p>\n\n<\/div>\n
Example 2:<\/h3>\n
Running Record: 7\/2\/2019. Time: 10:10am<\/p>\n
During outside play and exploration, the following activities were available: bikes, sandbox, sensory table with goop, hula hoops, balls and a reading area with a basket of books. Jorge played in the sandbox for 20 minutes. With his left hand, Jorge dug a hole using a shovel. Jorge asked Julissa if he could have the dinosaur, \u201cWhen you are finished, can I have the dinosaur for my cave?\u201d Julissa handed Jorge the dinosaur and said, \u201cCan I see?\u201d Jorge nodded his head up and down.<\/p>\n
At 10:30am, the teacher announced that it was time to clean up. Jorge stood up, dropped his shovel, ran over to the door and got in line. While in line, Jorge waved his hands and said \u201cCome on Max. Come on. Here. Come here.\u201d Max ran over and stood next to Jorge in line.<\/p>\nWhat did you \u201csee\u201d with this example? What was the setting, situation, and sequence of events?\n\nWhat did you learn about Jorge?\n\nWas the evidence objective? Was the evidence descriptive? [footnote]Red Rock Community College. (n.d.) Running Record Observation. Retrieved from\u00a0https:\/\/www.rrcc.edu\/sites\/default\/files\/early-childhood-education-running-record-annotated.pdf<\/a>[\/footnote]\n\n<\/div>\n Date:<\/p>\n Start Time:<\/p>\n End Time:<\/p>\n Setting:<\/p>\n Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n Date:<\/p>\n Start Time:<\/p>\n End Time:<\/p>\n Setting:<\/p>\n Activity Area:<\/p>\nWho did you observe:\n\n<\/div>\n\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"511\"]Running Record Template #1<\/h3>\n
Running Record Template #2<\/h3>\n
Figure 3.4.2 : When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring. Image Credit: Tally Marks<\/a> by Benjamin D. Esham<\/a>\u00a0in the public domain via Wikimedia Commons<\/a>[\/caption]\nFrequency Counts (Time or Event Sampling)<\/h2>\nA Frequency Count is an informal observation method that is used to gather information about a child\u2019s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal or positive behaviors.\n
Collecting your data<\/h2>\nTo create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may decide to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and track all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.\n\nHere are some examples of how you might use a Frequency Count to gather data:\n
\n \t
Organizing Your Data<\/h2>\nAfter you have collected all the data for that timeframe, count the tally marks. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development.\n
![Tally Marks<\/a> by](\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/5\/5a\/Tally_marks.svg\/768px-Tally_marks.svg.png?20110108072226\"){kind=link}