Professional Documents
Culture Documents
Recording
Information
SAMPLES
Example 1
Date: 22nd March 2008
Observer: Claire
Time: 10:00 am
Background information:
Hannah has been spending much more time
outdoors.
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
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
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
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
K - kneeling,
RH right hand,
i with,
chn children,
prog program
Example 1
Date: 05.07.07
Observer: Jane
Example 2
Date: 15/07/2004
Observer: Donna
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.
9:43 am
Example 3
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.
Example1
Checklist for 0 - 12 months: Gross motor development
Child:
Date:
Observer:
Skill
Present/
Observed
(Date)
Not Yet
Observed
Comments
Present/
Observed
(Date)
Not Yet
Observed
Comments
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)
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:
Example1
Date: 14/10/07
Time: 9:35 am
Child: Rod
Age: 3.8 years
Observer: Meg
-------______
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
----------
Verbal
_______
Non-verbal
Initiated
Responded
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
9:00 am
9:05 am
9:10 am
9:15 am
9:20 am
9:25 am
9:30 am
Example 2
Date: 2/7/07
Age: 2.5 years
Name: Ben
Example 3
Date:
13.02.08
Observer: Angela
Child: Patrick
Age: 10 years
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)
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
Background information:
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
Background information:
Setting: Sandpit
Antecedent Event
Behaviour
Consequent
Event
10:45
am
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 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.