Early Childhood Education Observation Report: Running Record Analysis

This assignment presents an observation report from an early childhood education setting, focusing on children aged 3-4 years old. The report utilizes a running record to document observations of children's emotional, social, physical, and cognitive development during play. The analysis highlights the children's active learning styles, inquisitive nature, and communication skills. Furthermore, the report includes an anecdote observation and a checklist assessing gross motor skills. The reflection section discusses how teachers can facilitate children's development through positive environments, supportive interactions, and planned activities. The student also reflects on the observation methods used, emphasizing the benefits of running records, photographs, and work samples for assessing children's progress. The assignment is comprehensive and includes references to support the findings.

Running Head: SOCIOLOGY 1
Observation Report - Early Childhood Education
Name of University

SOCIOLOGY 2
Running Record
Introduction for running record:
 Describe in detail
There are about 21 students in the classroom and I would be observing 3-4 yrs. old
children who are busy playing and doing different activities. My focus is to study their
emotional, social, physical and cognitive development.
Observation:
 For 6-7 minutes use the running record to document your observation.
Tom is learning how to writing the letter V and take helps of his friend and asks “How do
you write that?” and said “I tried to make it but it’s not working.” He participates actively and
makes his own decisions at times. When his teacher wants him to come back to the table, he says
“Why? I like here.” When asked a question, he raises his hand and said “elephant has big nose.”
The teacher is pleased with his answers.
Richard follows the instructions of his teacher and starts putting back those wooden
sticks. He lines up to get his quietly and loves to slide down the slide and climb on the little stairs
case
Analysis:
Both the children are active and inquisitive and pursue their interests with everyday
choices and decisions. They are active learners and express their choice in short sentences.
Reflection:
The children can benefit more with associative and cooperative play with establish rules.
That will help them to engages with other children and make choices within the set game play.

SOCIOLOGY 3
Anecdote
Observation:
 cognitive development
Tom participates in the class activities and responds to the teacher’s instructions. He is
anxious when he is not able to write the small letter of V and seeks the help of the teacher and
other students.
 fine motor skills
Richard puts back those wooden sticks into the box. He quickly stands in line to get his
jacket and can slide down the slide through the little hole as well as from little stairs case. He
feels confident that he can slide down with a truck on his hand but is checked by the teacher.
 language
Tom has a good command over his language and said, “elephant has big nose” and asks
his classmates, “How do you write that?” and when he is not able to do so, he says, “I tried to
make it, but it’s not working.”
Analysis:
The children show satisfactory progress in the development of cognitive, language, and
fine motor skills. They feel free to ask questions to solve problems with the help of peers or
teachers. They show impressive coordination, speed, and endurance and jump and hop without
any difficulty. They can express their moods through the movement and work together in shared
activities.
Reflection:

SOCIOLOGY 4
The children feel motivated to initiate and respond when they get a positive environment
and supportive teachers and caregivers. Recent studies reflect as to how the s between teachers
and toddlers can impact their learning experiences in relation to social, emotional, cognitive, and
language skills (Gradovski, Ødegaard, Rutanen, Sumsion, Mika, & White, 2020).
Checklist
Checklist for gross motor skills
1. Walking up and downstairs
2. Climbing without assistance
3. Sliding down without assistance
4. Effective use of hands and finger
5. Pick up objects
6. Hold a pencil and write on paper
7. Jump up and down
8. Running with control
9. Picking up toys from the floor
10. Raise hands
Analysis:

SOCIOLOGY 5
Children show satisfactory development of gross motor skills as they involve their body
movements to perform everyday functions like walking, running, and jumping. They can sit
upright at the table and on the floor.
Reflection:
After reviewing the checklist, I believe that teachers can introduce more gross motor
skills specific activities that re organized in the classroom for the children that they can enjoy
and develop hand-eye and hand-feet coordination. Carefully planned movement activities can
help the children explore a wide range of motion with their bodies, hands, and legs. They not
only improve their fitness levels but get more freedom of expression (Furmanek, 2017).
Student Comments/Reflection:
The observation method used in this assignment is primarily the running method that
offers a detailed description of an event. I prefer the running method for observation as it records
exactly what a child is doing or what he says and offers a very objective information about a
particular situation a child.
Systematic observational techniques where the focus is on student-centered observation
and which combine qualitative and quantitative methods in the observation systems (Waxman,
2019). Based on the research and my personal experience, I feel that photographs and work
samples are the easiest and most convenient for teachers to use in the classroom. It is easy to
collect and maintain examples of children’s work like drawings, paintings, and photographs as
specific examples to display his cognitive and creative abilities.
These types of observation methods are easier to implement in the classroom for child
observations. Different photographs can be taken of each child to chart everyday routines and

SOCIOLOGY 6
share with the parents. The collection of work samples allows one to see how much progress the
child has made cognitively, socially, and emotionally as well as physically.

SOCIOLOGY 7
References
Furmanek, D. (2017). Preschool Through Grade 2: Classroom Choreography: Enhancing
Learning Through Movement. Source: YC Young Children, 69(4), 80-85.
Gradovski, M., Ødegaard, E. E., Rutanen, N., Sumsion, J., Mika, C., & White, E. J. (2020). The
first 1000 days of early childhood: Becoming. Singapore: Springer. 1(1), 1– 148.
Waxman, H.C. (2019). Classroom Observation. stateuniversity, retrieved from
https://education.stateuniversity.com/pages/1835/Classroom-Observation.html