Portfolio Task #3 (Pairs): Running Records

Part One: Group 2- (Focus on Charlie, sitting by Alana, a volunteer mom)

Student #1 - Name: Natasha Whyte
Copy and paste your running record here:

Date and Time: March 17, 2010, 12pm

Student: Charlie
Age: 2 years, 4 months
Context/Settings: Child-care centre: Big Step
Name of the Observer: Natasha Whyte

Charlie is sitting beside an EA at a round table along with other students. As he sits
quietly, another EA comes over to the table placing a small foam paper plate of 2
cookies in front of Charlie and says, “I have little bit of snack for you Charlie, can I give
you the two pieces of cookie I saved for you.” He picks up the cookie with his right hand,
puts it in his mouth. Then looks down at the empty plate for a quick second. He then dips
the cookie in a yellow cup in front of him. The EA beside him says, “You know that’s
water not milk,” he looks up at the EA and puts the cookie back into his mouth with his
right hand then uses both hands to push the cookie further into his mouth then she asks,
“Is it good when you dip it in the water?” He continues to chew while using both hands to
hold the remaining of the cookie. Charlie then looks across from the table listening to
everyone around him for a moment. After, he looks towards his right, where Student A is
sitting, he says, “A moo, um um,” then gradually Charlie stretches his right hand with the
cookie and points in front of him and says, “Come.” Then points his right hand with the
cookie towards Student A and says, “Bring, plate, water in Phoenix.” Mom arrives
through the front door. Charlie runs towards his mom and hugs her by the legs. While he
runs up to his mom the EA says, “I wonder if he is happy to see you, you think.” Then
mom says, “I think so.” Mom then walks from the door to put her bag down. Charlie
follows her. She kneels down and gives him a hug and a kiss. Charlie attempts to
communicate with mom. Then mom says, “Hello, how about hello?” Charlie stares at
mom and then touches the second button on her jeans jacket.

Student #2 - Name:___________________
Copy and paste your running record here:
Part 2:
Difficulties We Encountered while
Recording our Running Records:
 It was very hard to keep up with
what I saw and heard. I found
myself watching the video over and
over to capture exactly what took
place from the beginning, middle
and to the end. Even though the
video was only 58 secs, it was very
challenging.
 There were lots of distractions
from the other children, and the
EA’s. To illustrate, there were other
children that were working on
painting activities with the other
EA’s. For example, an EA in the
background said, “Let me know
everyone when you need more
water for the paint.” Not to
mention, even the EA that was
beside Charlie was having a
conversation with another EA.
Another distraction was when,
Charlie’s mom arrived. I heard a
crying like sound from another
child and another EA speaking to
that child trying to calm down the
situation.
 The writing process was also
difficult. First, I started to write in
point form and not capturing every
detail that the child did in
sequential time. Next, I found
myself writing what the EA was
doing in terms of her actions and
facial expressions. Finally, I
documented what the EA was
saying to the other EA’s in the
room.
 The difficulties I have encountered
Strategies We Used while Recording our
Running Records, to be Successful:
 I paid close attention on one child
at a time who is the prime focus of
the observation. I observed exactly
what was said and what was done,
and I was objective as possible.
 I avoid all distractions that were in
the background such as additional
talking, sounds and more.
 I wrote in sequence starting from
the beginning, middle and end. I
also created abbreviations such as
“C” for Charlie and “M” for Mom
and wrote in full sentences. I
recorded only the facts of what I
saw and avoid using words that are
judgemental. In addition, I made
sure I wrote in present tense and
quoted word for word of what
Charlie, the EA, and his mom said.
 To be successful when recording a
running record, I will focus on one
child at a time, be objective as
possible and avoid subjective
statements. Next, I will avoid all
distractions that is not related to
the observation. Final I will write in
full sentences, create
abbreviations, and record the
event in sequential time from
beginning, middle and end.
 while writing the running records
was that it was hard to keep up
with what I saw and heard, there
were lots of distractions in the
background, and the writing
process was very challenging by not
writing in sequence and in full
sentences.

How will you apply some of these strategies when conducting Running Records in
class, as an EA? 

I will apply some of these strategies as an EA when conducting a Running Record in class
by first, I would write down the child’s name, the date of the observation, the time of
the observation and be prepared by knowing the length of how long it would take. For
example, I would read over the file for the individual and jot down any notes if
necessary and beware of the settings/location of where the observation will take place.
Next, I will create abbreviations for the observations. For example, I would use capital
initials for each individual. (“C” for Charlie and “K” For Karen) Next, I would ensure that
am being objective as possible and document only what I see and hear and avoid any
distractions such as loud noises and conversations from the other children and EA’s that
are present. However, if the student that I’m observing is interacting with another
student, I will include this in my running record and refer to the other student as
Student A. Moreover, I will remain to stay focus on one child at a time and record their
actions, body and verbal language and quote word for word. Finally, as this is a quick
method to record and a long and laborious process, I would be prepared to keep up
with the writing process in sequence from the beginning, middle and the end. I will use
my eyes to see and be an active listener by using my ears to only quote what I hear.
Also, when writing the running record report I will use verb tense, write in full sentences
and avoid making any subjective comments or words. For instance, instead of saying
that the child is mad, I would say the child is stomping his feet. Once I have completed
my observation running record, I would write a reflection of my report and if necessary,
create an extending running record for any interpretations and comments.