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. 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. 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. 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. 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. 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. 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. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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.
17. 1. When the class is not working together.
2. When some of the children in the group are being rejected
or neglected.
