Gambella Teachers’ Education and Health Science College

Course Title: Observation and Assessment of Young Children

CODE: (PPED 1253, CrH3)

Department: Preprimary

By:

Okunyi Kwot (MA)

Gambella, Ethiopia

Nov, 2025G.C/2018E.E
 CHAPTER TWO: USING OBSERVATION
METHODS, TOOLS AND TECHNIQUES TO
GATHER EVIDENCE
2. OBSERVATION METHODS, TOOLS AND TECHNIQUES

No single observation can give you all the information you will need about a child’s
development. In order to truly understand a child’s unique attributes, preferences, personality
and strengths, you must observe them consistently, using several documentation tools and
techniques. Each observation method has strengths and limitations. In this section, we will
review some of the more commonly used techniques and tools that teachers use to gather
objective observation evidence: Running Record; Checklists; Frequency Count; Anecdotal
Record; Work Sample; Learning Story; and Technology.

2.1. Running Record

One of the oldest observation methods used in early child education is the Running Record.
Running Records are considered by some as an “informal method” of observation as compared
to Narrative Description or Specimen Records which are considered to be a more “formal
method” 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. The primary goal for using a Running
Record is to “obtain a detailed, objective account of behavior without inference,
interpretations, or evaluations”

2.2. Collecting Your Data

All 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.

With the Running Record format, not only will you highlight children’s behaviors, you will
record the “setting, situation and sequence” 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’s natural play, do not ask questions and
do not run after them. Be as invisible as possible.

2.3. Organizing your Data

As you collect rich, detailed data throughout the school year, you will begin to recognize
patterns of development, and you will see each child’s unique attributes, personalities, and
abilities as they emerge. Be sure to date all your running records; having 25-30 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’s development, you will
be able to look back and review all the evidence you have collected and to monitor the child’s
progress over time.

Note: A Running Record is an ideal observation method for “students”. Teachers may not
always have the time or staff coverage to conduct a Running Record.

2.4. Running Record

Table 1.
Advantages Disadvantages
1. Provides detailed data about the who,
what, where, and when
2. Evidence is documented as it occurs,
in a sequence
1. Time consuming
3. Provides objective and descriptive
2. May be difficult to keep up and follow
evidence
along as children move quickly from
4. Appropriate for gathering baseline
one activity to another
information about the child’s
3. Not a practical technique for teachers
interests, abilities and skill level
who are in ratio
5. Ideal for tracking a child’s
4. Behaviors may not be typical for that
development over time
observation day as compared to other
6. Less structured, more free flowing
days
7. Evidence can be gathered formally or
informally
8. Interpretations and reflections can be
added later

Table 2.

Let’s Practice Gathering Evidence

Example 1:
Running Record: On 24/2/2018E.C, Ojulu played in the sandbox for 20 minutes.
What did you “see” with this example? What was the setting, situation and sequence of
events?
What did you learn about Ojulu?
Was the evidence objective? Was the evidence descriptive?
Let’s try again.
Example 2:
Running Record: 24/2/2018E.C. Time: 10:10am
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. Ojulu
played in the sandbox for 20 minutes. With his left hand, Ojulu dug a hole using a shovel.
Ojulu asked Nyariek if he could have the dinosaur, “When you are finished, can I have the
dinosaur for my cave?” Nyariek handed Ojulu the dinosaur and said, “Can I see?” Ojulu nodded
his head up and down.
At 10:30am, the teacher announced that it was time to clean up. Ojulu stood up, dropped his
shovel, ran over to the door and got in line. While in line, Ojulu waved his hands and said
“Come on Markos. Come on. Here. Come here.” Markos ran over and stood next to Ojulu in line.
What did you “see” with this example? What was the setting, situation, and sequence of
events?
What did you learn about Ojulu?
Was the evidence objective? Was the evidence descriptive?

Table 3

Running Record Template #1

Date:
Start Time:
End Time:
Setting:
Activity Area:
Who did you observe:
Frequency Counts (Time or Event Sampling)

Table 4
A Frequency Count is an informal observation method that is used to gather information
about
a child’s 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.

2.4. Collecting your data

To 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.

Here are some examples of how you might use a Frequency Count to gather data:
1. Aster 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 – 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– 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 Aster is socializing with and how she plays with others. Does Sue display a consistent
play pattern (parallel play, cooperative play, onlooker play)?
2. Thomas is a new student and his mother wants to know how he is doing. You may
want to observe which centers Thok 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.
3. You and a child in your class are constantly butting heads. How can you create a
supportive environment and provide a “goodness of fit?” You may need to track the
child’s temperamental traits and observe how the child approaches activities and how
they respond to social situations.

2.6. Organizing Your Data

After 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’s development.
 Advantages and Disadvantages of Frequency Data

Table 6.

Advantages Disadvantages
1. Quick and easy to use, and no
training is required
2. Can be personalized or designed
to gather specific baseline data
(play patterns, challenging 1. Does not provide rich details or context like anecdotal notes or
behaviors, social situations, running records
temperamental traits) 2. There is no clear sequence of events regarding certain actions or
3. Provides immediate quantifiable behaviors
data 3. (Although the behavior is tracked, information about the
4. Ideal for tracking behaviors over antecedent and the consequence is missing)
time and for noting an increase or 4. Does not provide qualitative evidence
decrease of incidents 5. Results may be misleading
5. Can be useful when planning
behavior modification strategies
6. Data can be graphed or charted
to find consistent patterns