Observation is a very effective method of understanding a child’s learning and development. One way of doing this is through making use of an anecdotal record. This is simply a description of the behavior of a child that has been written. It is employed in an effort to understand a certain aspect of a child’s behavior (Wortham, 2012).
Anecdotal records have various characteristics. Firstly, it is produced through direct observation. The observer assesses the child then writes down the specific account of the event. It includes the behavior context together with the interpretations made from the incident, which are recorded separately. The record primarily focuses on unusual child behaviors (Wortham, 2012).
In my record, I would focus on a child’s language development. This domain is very important since many children suffer from speech delays. When this occurs, it leads to other skills being affected such as writing (Brooks & Kempe, 2012).
Another type of observation that I would choose to employ is time sampling. This involves the recording the frequency of a certain behavior over a certain period. Just like anecdotal records, time sampling also comprises of various characteristics. For starters, the designated period and the manner in which the recording of behaviors will be done must be decided ahead of time. The observer records how many times certain behaviors occur during preset. All the other behaviors that may be observed are ignored. Afterwards, the data is studied to help in determining why and when certain behaviors occur (Wortham, 2012).
When carrying our time sampling, I would choose to assess a child’s social and emotional development. The purpose of this is to provide children with a normal chance to be self-aware. Furthermore, self-management and social awareness are other competencies that a child will be able grasp. Lastly, a child who has no difficulties in social and emotional development will be able to cultivate good responsible decision-making and relationship skills (Bukowski, Laursen & Rubin, 2009).
References
Brooks, P., & Kempe, V. (2012). Language development. Chichester, West Sussex : Wiley-Blackwell.
Bukowski, W. M., Laursen, B. P., & Rubin, K. H. (2009). Social and emotional development. Hove, East Sussex, UK: Psychology Press
Wortham, S. C. (2012). An Overview of assessment in Early Childhood. In J. W. Johnston & J. Peters (Eds.) Assessment in Early Childhood Education (p. 21). Pearson Learning Solutions: Prentice Hall, Upper Saddle River, New Jersey 07458. Retrieved March 12, 2014 from VitalBook file.
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