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.” ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. Anecdotal Record ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. The Language of Observation • Descriptive: – Verbs – Adverbs – Adjectives – Tense – Sequence • Learning stories • Opportunities: interests, involvement, persistence, expressions ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. LOOKING AT SELF-CARE SKILLS • Dependent on: – Physical, emotional, cognitive, social development • Influenced by: – Heredity, family, peers, experiences, culture • Autonomy – Growing independence ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. Self-Care Skills • • • • • • Eating Toileting Dressing Personal hygiene Sleeping Behavior in the classroom ©2014 Cengage Learning. All Rights Reserved. INFANTS AND TODDLERS IN ROUTINES • Necessary for quality and informative care • Opportunities for observing and recording – Feeding and eating – Diapering and toileting – Napping ©2014 Cengage Learning. All Rights Reserved. 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 ©2014 Cengage Learning. All Rights Reserved. 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). ©2014 Cengage Learning. All Rights Reserved.