REPORT: The report will consist of four (4) parts.

Part 1: Introduction with your reason for selecting the child and a brief physical description of the child including the child's weight, height, and percentile ranking and his/her name and age (in months).

Information on each child should be posted on the bulletin board in the observation room or you may ask the lab instructor.

Part 2: Record an accurate description in narrative form of the child's activities (anecdotal record or running log*).

Use active/objective/non-inferential/non-judgmental terms and statements to detail exactly what the child's behaviors (actions and movement) wereduring your observation.

The child's manner, style, and postures are usually an important component of this description. Avoid conjecture at this point. Just describe what the child is doing and how he/she is doing it with details.

Part 3: Write your observation report. Make sure it is written in narrative style.

Your observation report will typically include some description and information integrated into the narrative on:

a. the setting - including the nearby significant people and activities, and also such things as the abundance or scarcity of materials, availabilities of supplies and the amount and kind of supervision.

b. the stimulus or motivation - how does the child come to use the materials (teacher-suggested, routine procedure, imitation of another, self-initiated, etc.)

c. response to materials - what does the child select; how does the child handle the materials and the area he and the materials occupy; if construction is involved, what does he build - is the structure labeled or identified by her/him? Pay close attention to fine muscle control, motor activity, and specific motor skills.

d. length of time spent with materials (time frame) is essential and required - time may be noted in your left margin to indicate change of activities, events, or situations.

With the following questions and guides**, give an interpretation of the child's use of materials. A simple "yes" or "no" answer will not be sufficient. Formal support and reference to norms will strengthen the effectiveness of an interpretation.

a. Did the child display any distinct patterns; i.e., did he always complete activities; what was his attention span, concentration, skill level, etc.?

b. What was the child' general attitudes: i.e., enthusiastic, eager, confident, cautious, etc.?

c. How does the child react to failure and success; what seems to be his level of aspiration?

d. Were the child's actions independent or dependent; did he show fear, avoidance, resistance, or satisfaction and self-confidence?

Part 4: Reports should contain a concluding statement.

SPECIFICATIONS: Reports should:

• include a cover page (no plastic covers or folders);

• be typed (double-spaced with 1-inch margins) and well constructed;

• at least 4 pages long;

• be complete and presented in narrative form;

• have well-organized sentences and paragraphs;

• have correct spelling and grammar;

• include complete citations, as used; and

• include original observation notes.

NOTE: See course syllabus for due dates - one-half (1/2) point will be deducted for each calendar day the report is late. All reports should be given directly to the instructor at the classtime in which they are due.

An anecdotal record describes specific incidents as the child interacts with his environment. A running log is an account of everything the child does during a particular time period - usually about ten (10) minutes followed by a short rest and another ten (10) minute observation.

Question and guide parts (parts 2 and 3) with some modification are taken from ... Cohen, D. & Stern, V. Observing and Recording the Behavior of Young Children. (2nd ed.) New York: Teachers College Press, 1973, pp. 121-122.