L5 Case Study Running Records

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Psychology

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Dec 6, 2023

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T&L 320: Infant-Toddler Development L5 Running Records Assignment: Read the information below, pages 76-86 of your text, and view the video. Write a running record for the first 1 minute of the video with conclusion and upload by clicking on the words Case Study: Running Records for 10 points. About Running Records A running Record is a written observation that captures the details and sequence of a child’s behavior, and the running record captures the child’s activity as it happens. The observer writes down exactly what the child says and does as objectively as possible without interpretation. This type of observation is open- ended meaning the observer watches everything the child does rather than directing the child to a certain activity. Be careful, unlike a video camera, a human cannot actually scribble all the actions a typical child may take in a ten-minute span. You must keep your focus in mind and decide how much detail is reasonable to include. Leave out all subjective comments. (i.e. instead of writing, “the child was happy” write “He had a smile on his face.” Instead of, “she played” write, “She lifted the rattle above her head and shook it back and forth.” Instead of, “He went” write “He kept one hand on the table as he walked slowly to the opposite end”.) At the end of your running record, summarize with a 1

conclusion. Use the past tense to briefly describe the development you observed. This is a place to make your inferences/analysis. Why: A well-written running record provides a detailed example of a child’s behaviors, interests, development, activities, or interactions. Running records are useful for developmental assessments, sharing information with parents, planning environments for children, and learning about child. This type of observation is helpful because information can also be shared with other professionals for objective analysis. In some instances, further assessment may be needed. Piaget depended on detailed descriptions like this when he formulated his ideas on cognitive thought in children. Teachers and caregivers can use running records to learn about all areas of a child’s development. They also prove to be valuable tools in simply getting to know a child better. Who: Running records are used for one child at a time by an observer who is removed from the action (non-participant observation). The primary responsibility for the children much rest with somebody else while the observer is engaged in taking a running record. Tips:  Running records are perfect for use in early childhood classroom!  Record only the facts. Just the things children say and do .  Write in the present tense until your conclusions which is in past.  Record behaviors in sequence.  Stay focused on the child and not other distractions in the area.  Leave space in the right hand margin to fill in extra details as time permits.  Use abbreviations in order to get as much writing as possible.  After your observation, go back and fill in details as soon as possible while they are still fresh in your mind. This will make for even more complete descriptions.  Write a conclusion in past tense at the end of your running record- this is your inference or analysis.  Keep all observation notes confidential.  If your running record is intended to be part of a child’s portfolio, keep it organized in the proper place. Rubric: 5 points- objective wording and analysis 3 points- formatted as a running record 2 points- grammar and punctuation 10 points total View a sample running record on the next page. 2

Sample Running Record: Location: Happy Childcare Child/Age: “MIA” 2 yrs. 2 mos. Observer: Teacher Kristen Date/Time: 6/13, 10:27-37 pm MIA is standing in the play room facing the toy bin. She bends down and grasps the end of a string attached to a duck pull toy. She pulls the duck out of the bin by the string using her right hand and bends her knees and squats down next to it. With her right forefinger she pushes a button on the duck’s back which plays a song. She stands up holding the string in her right hand. MIA walks forward with head and body turned slightly back looking toward the duck following behind. She walks slowly and evenly approximately 12 feet and disappears momentarily around a corner. She emerges with body and head facing forward. She continues walking back toward the toy bin. The duck tips over on its side. MIA drops the string. MIA stands facing the toy bin. A grey cat walks past her left side. MIA turns to her left and follows the cat and drops to her knees as the cat slips under a chair and lays down. MIA leans forwards and grasps the cat with both hands and pulls her our from under the chair. MIA lets go of the cat and uses her hands to balance herself as she gets to her feet. Then she grasps the cat around the midsection with both hands and stands up. The cat slides back along MIA’s belly until the cat’s hind feet followed by fore feet are on the floor. The cat walks away. MIA follows at a brisk walk until the cat goes under a table. At the table MIA turns 180 degrees and gallops, smiling, toward the play kitchen area. Using both hangs, MIA picks up a tub of play food and dishes. As the tub reaches just able chest height she tips it toward her body and dumps the toys on the ground and on her feet. She bends forward at the waist and grips a toy spoon in her left hand and a toy dish of ice cream in her right. Using her left hand, she brings the spoon to her mouth two times. She says, “Dat better.” Then “ I tee MIA poon. I tee MIA poon, Moma! Then in increasingly louder tones she says, “All gone. All gone. All gone! She holds the ice cream and spoon straight out in front to her and walks evenly toward the table. She places them on the table and pushes them away from the edge. Again she turns 180 degrees and walks back to the pile of toys. She squats down and picks up another toy. She says, “Dis a baby bottle. Where baby? Baby! Where are you?” She hold the bottle in her right and walks around the corner momentarily out of sight. She reappears still holding the bottle in her right hand and walks directly to a wooden baby cradle. She peers inside and says, “Where yellow baby?” she stands up straight and turns around. She moves her head slowly back and forth scanning the room. Her eyes lock onto a baby on top of the table. She laughs out loud and jogs toward the table. Conclusion (Inference/Analysis): MIA displayed gross motor control in walking, pulling, lifting, dumping, and galloping. She used language to communicate, speaking in two to four word sentences and using proper voice inflection on questions. She did not make an initial/s/ or /th/ sound. MIA delighted in solving he 3

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