What is a running record
Writing a running record requires the educator to act like a video camera, recording all significant behaviours and interactions as they happen. Whereas anecdotal records are written after the fact, running records are written as the action is unfolding. If you were to read one out loud, it might sound a bit like the running commentary of a sports event: “Cournoyer passes the puck to Savard. Savard carries the puck down the boards, over the blue line. He winds up, he shoots, he scores!”
Why use running records?
A running record involves writing down everything that is happening, in the order that it happens. Observers limit the amount of editing they do as they record. Instead, the idea is to record as much raw data as possible. Using this rather open-ended method means that educators can gather a lot of information in a relatively short period of time. As such, these are a popular choice for professionals in the field.
How do I write a running record?
Running records are written as the action is unfolding in front of you, so use the present 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.
Give yourself a tentative time frame for writing a running record. For example, decide ahead of time that you will observe the children at the sand box for the first 15 minutes of Free Play. The process of writing a running record can be quite tiring. It also requires the educator to step out of her active role in order to record her observations on the spot. This is referred to as the spectator-observer role. Getting organized ahead of time is key.
Sample running record - see clip
Annette kneels down next to Maya and begins wiping her face with a wet cloth. As Annette starts to wipe Maya’s right hand, Maya grabs the cloth with her left hand and yanks it away from Annette. Annette asks, “You wanna do it?” Maya starts wiping her mouth and tongue, clutching the cloth tightly in both hands. Annette smiles, claps her hands together and exclaims, “OK! Good job!” Annette reaches out and begins to lift Maya’s bib over her head. Maya transfers the wet cloth to her right hand, then, as the bib is lifted up and over her head, grabs it with both hands again. She wipes the cloth across her cheek and mouth, then vigorously swipes at her tongue four times.
Click here for exercises to help practise writing running records.
Running Record Observation for a Preschooler Essay
1350 WordsFeb 10th, 20136 Pages
Assignment method: Running record
Date of observation : October 18, 2012
Time of observation : 9:05-9:35
Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.
Child's name : Tom Child's age : 4 years old
Tom spins his jacket into the air and drops it on the floor. He picks up and hangs on the hook under his name tag. He asks his mom to take out his indoor shoes from the shoes rack. When his mom answers him to do himself, he walks to the rack and take out his indoor shoes from the basket that has his name on. After he sits down on the floor and changes the shoes, he put his outdoor shoes under…show more content…
He lies down on his tummy and tries to look under to see where it goes. He stretches his arm under the shelf and moves from left to right. He sits down and puts it down on the floor as soon as he gets it out.
He sits down next to a teacher at the art table when she invites him for an art activities by calling his name. He watches teacher's demonstration of the art work without any moving. When she shouts, "Go ahead", he says, "What is this?" as picking one leaf up with fingers on the tray. He moves it on the green paper. He picks up a stick, dip into a glue jar with a right hand while holding the jar with a left hand. He taps the stick couple of times on the jar and scribbles on the paper up and down. When the paper tumbles a little bit, he holds the tip of the paper with the other hand firmly not to move. He puts down the stick next to the glue jar, picks up dry leaves and places them on the glue part of his paper. He taps his pointy finger on the table couple of times and grabs some more leaves and pastes them on the paper. He says, "I am done." and moves toward a drying shelf with his art work on his two hands. He places it between shelves carefully. He dips his hands into the bucket filled with water next to the art table couple of times and dries with a towel.
He goes back to the carpet area where he played before. He watches a toy hamster on the floor and his friend's face one each time and grabs the dog he played with before. He drops it