Observing children provides teachers opportunities to learn about young children’s needs, interests, skills, and learning
styles. Teachers use observational notes to reflect on what is working in learning centers, what skills can be scaffolded
with more challenging material, and what sparks children’s enthusiasm for learning.
Observing children in their natural environment will provide the best objective notes about their developmental stages.
For example, a child digging for buried letters in a sand table can give the teacher insight into the child’s letter
identification, fine motor and, if there is a peer at the table, social skill development.
How do I record children’s development?
Be sure to date all observations for monitoring progress. Plan to observe children at various times of day.
Record exactly what is observed to remain objective. Write as many details as possible.
Develop a system for taking observational notes, filing them, and retrieving them.
Observing and Recording Children’s Development
Recording Technique What is it?
Anecdotal Notes Short statements of what children are doing. The note contains the date and time of the
observation, setting, observers initials, and objectively describes the child’s actions. Di-
rect quotes are used. Anecdotal notes have a beginning, middle and an end.
Running Records Documentation of children’s actions and conversations over a specified time period of
typically at least ten minutes. Everything the child does or says is recorded. The teach-
er analyzes running records for the child’s developmental progress in the domains.
Checklists Designed to record if children are able to complete a particular skill. For example, a
teacher may plan a small group activity to see who can cut on a straight line and may
check whether or not children are able to successfully complete the task.
Time/Event Sampling Documentation of a child’s developmental information for a period of time. For example,
this can be used to observe a child’s behavioral interactions with peers during circle time.
Samplings usually occur for 10-15 minutes at a time over a period of 2-4 weeks. Observ-
ers can then look for patterns of behavior while analyzing notes.
Frequency and Duration
Counts
Record of the number of times a child exhibits a particular behavior in the classroom and
how long that behaviors lasts. This type of tool assists the teacher in determining how
often and how long a behavior is occurring and to make a plan of action.
Use of Technology Audio recordings, photographs, and videos are useful tools for documenting children’s
progress. When using these methods, ensure that the appropriate permission is secure
for the use of technology tools.
Family Questionnaires Keep the questionnaire brief and only ask for information that may be valuable to you in
understanding children’s progress. This tool can help you design a survey that meets
your needs: https://www.surveymonkey.com/mp/harvard-education-surveys/
Portfolios Collection of items such as work samples, photographs, rubrics, and developmental
checklists, compiled throughout the year. A portfolio will illustrate the learning pro-
gression that has happened throughout the year.
Sources
Ahola, D. & Kovacik, A. (2007). Observing and understanding child development: A child study manual. Belmont, CA: Delmar Publishing.
Marotz, L.R. & Allen, K.E.. (2013). Developmental profiles: Pre-birth through adolescence. Belmont, CA: Wadsworth Cengage Learning.
Owocki, G. & Goodman, Y. (2002). Kidwatching: Documenting children’s literacy development. Portsmouth, NH: Heinemann.
Other Resources
The Developing Child: Observation Guidebook by McGraw-Hill Companies
http://glencoe.mheducation.com/sites/dl/free/0078883601/680442/DC_ObsGuideBook.pdf
Kidwatching: Documenting Children’s Literacy Development by Gretchen Owocki and Yetta Goodman
The Power of Observation: Birth to Age 8 by Judy R. Jablon, Amy Laura Dombro, and Margo L. Dichtelmiller
