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Anecdotal records


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Anecdotal records

  2. 2. Is a brief account of an important developmental event. It tell stories. A short story about an interesting or occurrence event, and amusing but serious account, which may depict a real/fake incident of character.
  3. 3. Anecdote recorded over time an representing all developmental areas can gives a comprehensive picture of a child’s development and become basis for planning instruction.
  4. 4. Writing an anecdote about children at play or work can be illustrative of their levels of development in several domain. A story of an individual child an dhow he or she tackles the task can reveal much about his or her intellectual functioning. an anecdote that chronicles what a pair of children doing and saying in a dramatic play episode can be reveal much each child’s social and language skills.
  5. 5. Anecdote have beginning, middle and an end. Generally the setting is describe first this may include the physical setting, time of day, and number of children involve. It may be helpful to have the names, genders, ages, and socioeconomic statuses of the children involved. Events are then recorded in the sequence in which they occur. At the end conclusion are drawn.
  6. 6. Advantages 1. They are quick and easy to do. They require only pencil and paper 2. They can be use to focus on significant behaviors in different developmental domains. 3. They can include information about they context of the behavior and give a richer picture of a child than some other method. 4. Stories are appealing to most audiences. 5. They can done with out separating self from ongoing classroom activities. 6. They can focus on both typical and atypical behavior-under- standing a child’s unusual way of coping in the classroom as is important as understanding his or her usual reaction
  7. 7. Disadvantages 1. Anecdote are not a complete picture of the behavior. An anecdote may focus on a unique incident and not be a representative sample of the child’s behavior. 2. Bias is possible in writting anecdotes because the observer chooses if and what to record
  8. 8. 1. Anecdote can be used almost anytime you are observing the children: you simply tell the story about what you see. 2. They may valuable for recording the context of a situation in which a child does some usual and again when he or she displays ways of interacting different from hi or her typical behavior.
  9. 9. Robert Shreve(1993) has suggested using sticky notes to record anecdotal observation, as they can later be transferred to a page in the child’s folder or portfolio. She also recommends that every observation be followed by a statement indicating the developmental significance of what was observed and the implications for teaching or planning.
  10. 10. Beginning in the early childhood years children spend increasingly less time with family members and more time with peers. Therefore, it is essential to optimal development that children learn appropriate social skills that enable them to interact with peers.
  11. 11. Have been develop to enable teachers to assess the social interactions of children in the group setting. These techniques, often referred to as sociograms, allows teachers to classify children as being popular, rejected, or neglected with there peers.
  12. 12. May be employed by systematic observation of children in group setting to see who plays together and who play alone. other effective sociometric techniques involve direct interviewing or surveying of children by asking them to identify members of the group they would like to work or play with and those they would prefer not to work or play with.
  13. 13. Teacher are then able to sort children into the three categories. They can use information to form work and play groups that enable to rejected or neglected children to observe the social skills of popular children. They can also plan lessons and intervention for these children to help them acquire the appropriate social skills that they will need for success in skull in life.
  14. 14. 1. Sociometric techniques can be use to help teachers understand the dynamics of a particular group of children. 2. Teachers use the information to identify children who may need help learning appropriate social skills.
  15. 15. 1. Young children’s social preferences are often ephemeral—they changes from day to day. 2. Teacher intervention may need to be long-term before some children are fully accepted into the group. Children who are neglected or rejected often have well-established patterns of interacting and not temperamentally disposed to changed them.
  16. 16. 1. When the class is not working together. 2. When some of the children in the group are being rejected or neglected.