Observation

1. LESSON 3
Methods for Recording Observation
of Young Children’s Behavior
Rowena H. Montenegro
MATG 306

2. Observation
- is the process of watching a child at
work or play without interfering in the
activity.
Recording
- is the process of documenting the
observed activity or behavior.

3.  include standardized tests
and research instruments.
 provide important
information, they require
specialized training for
recording data on
carefully designed forms.
Formal Observation Informal Observation
 observation methods to
collect data.
 easier to use and more
appropriate for program
planning.
 They include observing
children in the classroom,
collecting samples of their
work, interviewing
parents, and talking with
children.

4. 1. Anecdotal Record
o Method of informal observation
o The simplest form of direct observation
is a brief narrative account of a specific
incident
o Used to develop an understanding of a
child’s behavior.
o They can be recorded in any setting and
require no special training.
o Helps the teacher understand a child’s
behavior in particular situations and
settings.

5. Contents of Anecdotal Records
Identifies the child and gives the child’s age
Includes the date, time of day, and setting
Identifies the observer
Provides an accurate account of the child’s
actions and direct quotes from the child’s
conversations
Includes responses of other children and/or
adults, if any are involved in the situation

6. Sample of Anecdotal Record Form
Carrie 10/9/15 8:30 to 8:45
Geneva Peterson Dramatic Play
Carrie went directly to the dramatic play area when she
arrived at the center. She placed the cash register on a table. After
this, she displayed empty food containers on a table. Tony entered the
area. He stepped behind the cash register and said, “I want to play
with this.”
Carrie said, “No, it’s mine. I had it first.” Then using her arm
she hit Tony and began pushing him. Tony looked at Carrie, shrugged
his shoulders, and walked away. As Tony walked away, a smile came
across Carrie’s face.

7. • Is usually a series of short observations to confirm
a child’s behavior pattern in order to provide
suitable strategies to manage the child’s behavior
effectively. It is like keeping a clearly focused diary
of the child’s behavior.
• The event may be categorized.
Ex. Loud angry speech and facial expressions
could be categorized as quarrel.
2. Event Sampling

8. 1. Targeted behavior
2. Causes of misbehavior
a. Antecedent events
b. Consequences of behavior
c. Interpretation information from observations
3. Behaviors to be encouraged
4. Strategies to be used in intervening
5. Follow-up – later observations to see if the problem is
solved.
A form could be developed that might
include the following components:

10. 3. Time Sampling
• A quick way to study the behavior of
one or two children is through the use
of the “time-sampling” method
(Hills,1992). A student or a teacher who
can sit on the sidelines and follow
particular child or children can learn
much about what each child does, with
whom he or she interacts and what
interest the child.

11. 3. Time Sampling
• In this method behavior is recorded at
regular, preset interval. Ten minutes is
probably too long an interval; two
minutes may be too short. Three to
five minutes is more workable. That
gives the observer a minute to observe
and two to three minutes to record.

13. 3. Time Sampling
Time sampling should be used
when teachers are concerned about the
behavior of a particular child or small
group of children.