Different Types of Observation Methods
Different Types of Observation Methods
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When observing children, it's important that we use a range of different observation methods from running
records, learning stories to photographs and work samples. Using a variety of different observation methods can
assist you in observing a child's interest, skills, abilities, and needs. It provides a foundation for a child's individual
assessment and planning. Collecting a series of observations before interpreting and planning will provide a well-
rounded and holistic picture of the child.
Here are some different types of observation methods that can be used to observe a child:
Anecdotal Records
This observation is usually recorded after the event has occurred and written in past tense. It should focus on
what is significant and recorded in sequential order to focus on important details. It may focus on a single area of
development or cover a number of developmental areas at once. When observing using an anecdotal method,
record what the child had said and done, body language, direct quotes, body language, facial expressions and tone
of voice.
Anecdotal records are a useful method for recording significant events or actions that tells us something about
the child's development, interests, skills, abilities and needs. Such as observing a child climbing on the playground
equipment will provide information on their gross motor development or observing a child crying during drop offs
will tell you about the child's social/emotional development.
Example:
Christopher p layed with the drama materials for 15 minutes, using the dress-ups a nd ex amining himself in the
mirror. He walked over to the home corner table and said to another boy, 'Hey give me that.' He took the spoon
from the other student. I spoke to Christopher and asked him to give the spoon back to the other student. He gave
the spoon back and said, 'I like choc milk and a biscuit too!' I asked the children to pack away. Another adult
approached Christopher asking him to help pack away. Christopher replied to the adult, 'And then can we go
outside?' The adult replied 'Yes!' Christopher shouted 'Yay' and started packing away.
Running Records
A running record tells a story of the child's behaviour by detailing everything a child says during a set period of
time. They are written in present tense since you are recording as it happens. Running records provide a more
detailed account of a child's behaviour in particular situations. They are useful in determining why a child is
behaving in a particular way and usually provide in depth information on a range of developmental areas. With
running records, it is often a good idea to record during a specific time (2 to 5 minutes) or observe during time
increments.
Example:
10:15am to 10:20am - 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.
Learning Stories
A Learning Story is just that, a story that tells a tale to those w ho are reading it. It should focus on a child or a
group of children, about the decisions they make and the consequences that follow. With detail descriptions like
in a narrative, a Learning Story provides an informative approach of the experience and the events that occurred.
Example:
As I was setting up Kelly stood watching me. “I like painting, is it my turn to paint”. Kelly walked over to the easel.
I asked Kelly what she will be painting. Kelly turned and said “it’s a surprise”. She confidently drew a circle on the
piece of paper using blue paint. Smiling, on top of the blue circle Kelly painted a red circle. She mixed both the blue
and red together. She chuckled “I made purple”. Under the circle, Kelly painted a straight yellow line and on top
