5.9.4: Time Sampling
- Page ID
- 232027
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Define time sampling.
- Describe how time sampling differs from other observational tools in terms of structure.
- Identify appropriate scenarios for using time sampling.
- Evaluate the advantages and limitations of time sampling.
What is Time Sampling?
Some behaviors children demonstrate appear more frequently. One method that teachers use to track frequent behaviors is Time Sampling. Time Samplings are completely different than the previously discussed Running Records and Anecdotal Records, where the observer describes the behavior. According to Wortham (2012),
The purpose of Time Sampling is to record the frequency of a behavior for a designated period of time. The observer decides ahead of time what behaviors will be observed, what the time interval will be, and how the behaviors will be recorded. The observer observes these behaviors and records how many times they occur during preset, uniform time periods. Other behaviors that occur during the observation are ignored (pg. 128).
Time Sampling consists of observing and documenting how many times the behavior occurs using uniform times to observe. In most observations, the observer collects minimal or no raw data. Maybe a comment or phrase is documented, but not a detailed behavior description. With no or minimal raw data collected, Time Sampling is more closed-ended. Since you are observing only a particular behavior, Time Sampling is highly selective in nature. Behaviors and time intervals are predetermined. The amount of inference is made when you decide if the observed behavior fits into your definition of the categories on the Time Sampling. As an observer, you must make a judgment if the behavior fits the category definition or not.
Advantages and Disadvantages
Table \(\PageIndex{1}\). Advantages and Disadvantages of Time Sampling
| Advantages | Disadvantages |
| There are no set restrictions for the types of behaviors to observe | The observer must create the Time Sampling before observing the child |
| Provides quantitative data over time and helps track changes in a child’s behavior | It is not useful for infrequent behaviors |
| Multiple observers can use the same form to track a child’s behavior | Observations must take place over a long period of time to get a representation of behavior |
| It is practical and easy to use | If no comment or raw data is collected, the sampling is merely a mark on a page and is less valuable over time |
| When the observer comments, the Time Sampling becomes more valuable over time | Intentionally left blank. |
When to Use Time Sampling
Time Sampling is very selective because you only observe a specific behavior during a set time. For instance, a teacher might want to observe a child’s ability to stay on task. The teacher sets up a Time Sampling for Task and creates categories such as intent on individual work, attentive to other children, attentive to teacher, disinterested, aimless wandering, verbally disruptive, and physically disruptive (Bentzen, 2009). The observer observes the child once every three minutes for two hours. The teacher can set a time to repeatedly vibrate in their pocket or watch every three minutes to remind them to observe the child’s behavior and record what category of task the child is demonstrating at that time.
Collecting Data
Since there are so many variations for Time Sampling, you can create your own format based on the behavior and time intervals. It is important for the observer to observe for an extended period of time and designate enough time intervals to get a good representation of the child’s behavior. To be a candidate for Time Sampling, the targeted behavior must be overt and frequent, occurring at least once every 15 minutes (Beaty, 2014). If you are unsure how often a behavior is demonstrated by the child, you might need to do some preliminary observations to see if Time Sampling is the right method for the targeted behavior.
One observable behavior, where a Time Sampling can be used, is to determine the number of times a child participates in various play categories. Mildred Parten developed the Six Classifications of Play or Social Interactions that young children participate in throughout their day. These Six Stages consist of the following:
- Unoccupied Behavior- the child is not engaging in an activity or social.
- Onlooker Behavior- most of the time the child watches other children play.
- Solitary Play- the child plays alone and independent of what other children or adults are doing.
- Parallel Play- the child is playing close to other children, using the same types of toys or materials, but not interacting with the other child/ren.
- Associative Play- the child plays with other children, sharing materials, but no one in in control or in charge of the group.
- Cooperative Play- the child plays in an organized group, where there are leaders and followers, roles and duties are assigned. Formal games fall into Cooperative Play.
Organizing Data
Time Samplings take some thought and require advanced preparation. It does not need to be complicated, but there is a process to follow. As you review the Time Sampling, ask yourself what you can interpret by collecting this data. Does the frequency of this behavior affect the child’s ability to learn in other ways? What changes can be made to the classroom to lessen the undesired behavior? As you consider those questions, reflect on a plan of action that you might use to support that child’s development further. How can you provide opportunities for the child to gain other skills? Using a Time Sampling is not a one-and-done type of method. Repeated use of the same Time Sampling over multiple days will establish the representation needed to interpret and evaluate the child’s behavior.
References, Contributors and Attributions
This section is a derivative from:
Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.
Beaty, J. J. (2014). Observing development of the young child (8th ed.). Pearson.
Bentzen, W. R. (6th ed.) (2009). Seeing young children: a guide to observing and recording behavior. Thomson Delmar Learning.
Wortham, S. C. (2012). Assessment in early childhood education (6th ed.). Pearson.