An anecdotal record (or anecdote) is like a short story that educators use to record a significant incident that they have observed. Please see the Observing section for a short discussion of what educators might consider significant. Anecdotal records are usually relatively short and may contain descriptions of behaviours and direct quotes. Why use anecdotal records?Anecdotal records are easy to use and quick to write, so they are the most popular form of record that educators use. Anecdotal records allow educators to record qualitative information, like details about a child’s specific behaviour or the conversation between two children. These details can help educators plan activities, experiences and interventions. Because they can be written after the fact, when an educator is on his break, for example, or at the end of the day, using anecdotal records allows the educator to continue to work (this is often referred to as the “participant-observer role”) without having to stop to write down his observations. How do I write an anecdotal record?Anecdotal records are written after the fact, so use the past tense when writing them (click here to see an Exercise that will help you – the 3rd set of questions will help you practice your verb tenses). Being positive and objective, and using descriptive language are also important things to keep in mind when writing your anecdotal records. Click here for related exercises. Remember that anecdotal records are like short stories; so be sure to have a beginning, a middle and an end for each anecdote. Sample anecdotal recordsAnecdotal record - see clip Caitlyn sat on the big white chair looking at a board book. She pointed to a picture of a train, and chirped, “Choo choo!” Anecdotal record – see clip Phoenix and Rory each piled up a mound of snow in front of them on the picnic table. The girls began to sing, “Happy birthday to me, happy birthday to me.” When they finished singing, both girls puffed out their cheeks and pretended to blow out the candles on top of their snow cakes. Click here for exercises to help practise writing anecdotal records. Assignment Instructions: 1. Write down three to four short anecdotal records from an observation of children. 2. Include date and age of child. Note if the record pertains to social, cognitive, physical, or language domain. 3. Include a short summary of this observation and your accuracy and objectivity. ABOUT ANECDOTAL RECORDS What: An anecdotal record is a short, objective, descriptive summary of one event or incident writing down after the event has taken place. You often use anecdotes and telling your friends a story about something that happened over the weekend or something cute or funny your child did. A classroom anecdotal record differs a little bit in that the purpose is to learn something specific about the child. This is a very relaxed method of recording observations. The observer does not need any special forms to fill out, no particular setting, and no time limitations. Anecdotal records are simply brief stories about something that happened. Why: Over time, a collection of anecdotal records provides a great deal of information about a child. Like an investigator, the teacher can collect ongoing evidence of a child’s development in a particular area. For instance, the teacher may jot down anecdotes about how a child explores through her senses, creates with materials, displays leadership, etc….. The teacher can then use these records to plan environments or curriculum or note the curriculum that emerges through the children. Who: Anecdotal records focus on one child at a time and since they are written down later, the observer can be a participant in the children’s activity. Tips:
Sample Anecdotal Record: 12-14 AJ (2.2). While playing with a book that had buttons attached to it by strings and corresponding circles for the buttons to fit into, AJ placed four buttons in circles and counted in French, “Un, deux, troi, quatre”. (cognitive- Math/ Language) 12/14 AJ (2.2). When AJ’s friend arrived at the house AJ shouted, “Yay, Maddy!” Then grabbed Maddy’s hand and pulled her, Running into the play room. (social) 12/14 AJ (2.2). When asked not to touch the model train, AJ laid on her tummy and scooted as close to the tracks as she could without touching. There she stayed for approximately 10 minutes watching the train go around (Following Directions References: Martin, Sue. (1999). Take A Look: Observation and Portfolio Assessment in Early Childhood ( 2nd ed.). Toronto. Canada: Addison-Wesley. Nicolson, Sheryl, and Shipstead, Susan g. (2002). Through the Looking Glass: Observations in the Early Childhood Classroom (3rd ed.) Upper Saddle River, NJ: Merrill Prentice Hall. 09/29/2016 11:59pm
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