1. Chapter 2 Using Anecdotal Recordings to Look at Self-Care
“Observing and recording does no good if it does not change the teacher’s practices or individualize the approach the teacher uses with each child.”
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ANECDOTAL RECORDING
Detailed, factual account of what the recorder sees and hears; best if it’s written immediately after the incident
Narrative: when, where, who, and what happened and the result
Like a very short story
Includes direct quotes
Inferences or conclusions are kept separate
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Anecdotal Record
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4. Uses of the Anecdotal Record
Advantages
Preserves all the important details
Others can read it to make their own interpretations
Needs no special forms
Gives reader a sense of being there
Useful for all areas of development
Child abuse reporting
Disadvantages
Difficult to write without inferences slipping in
Takes time and attention away from children to write
Selection of incident that may be a positive or negative impression
Limited to one or two children at a time
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5. The Language of Observation
Descriptive:
Verbs
Adverbs
Adjectives
Tense
Sequence
Learning stories
Opportunities: interests, involvement, persistence, expressions
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What to Do with It
File in child’s portfolio/folder
Use to individualize the curriculum for that child
Share with other teachers and family for insight
Confer with helping professionals
Talk with child
Evidence to Child Protective Services
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7. LOOKING AT SELF-CARE SKILLS
Dependent on:
Physical, emotional, cognitive, social development
Influenced by:
Heredity, family, peers, experiences, culture
Autonomy
Growing independence
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8. TOPICS IN OBSERVATION Using All Our Senses
What can you tell about a child from each of your senses?
Seeing – Appearance, activities, safety
Hearing – Language, emotions, health
Touching – Muscle tone, illness, stress
Smelling – Hygiene, illness, home odors
Tasting – Probably not
The “Sixth Sense” – Emotional radar
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Self-Care Skills
Eating
Toileting
Dressing
Personal hygiene
Sleeping
Behavior in the classroom
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10. INFANTS AND TODDLERS IN ROUTINES
Necessary for quality and informative care
Opportunities for observing and recording
Feeding and eating
Diapering and toileting
Napping
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11. HELPING ALL CHILDREN WITH SELF-CARE SKILLS
Cultural Approaches to Self-Care
Children with Special Needs
Individualized Family Service Plan (IFSP)
Individualized Education Plan (IEP)
Helping Professionals
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12. Standard Related to Self-Help Skills
NAEYC Early Childhood Program Standards and Accreditation Criteria
4.B.02 Assessments Obtain information on all areas of children’s development and learning, including cognitive skills, language, social-emotional development, approaches to learning, health, and physical development (including self-help skills).
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