5.9.6: Running Records

Learning Objectives

1. Define a running record.
2. Explain how running records differ from other observation methods in terms of purpose, structure, and data collection.
3. Identify the essential components of a running record.

What is a Running Record?

The Running Record is one of the oldest observation methods used in early childhood education. Running Records are considered by some as an “informal method” of observation compared to Narrative Descriptions or Specimen Records, which are considered more “formal methods” of collecting data. The primary difference between the two methods is that with a Running Record, evidence is gathered more spontaneously (informal) as it occurs. In contrast, with a Narrative Description, a (formal) plan would be arranged in advance, prior to the observation. More specifically, you would schedule a day, time, and setting, select a specific child or group of children, and decide on the purpose, reason, or focus of your observation (e.g., cognitive skills, social interactions, play patterns). Both methods provide rich, detailed evidence and written accounts of everything you see and hear a child doing during a specific timeframe (Bentzen, 2009).

When to Use a Running Record

For the purpose of this text, we will use the term Running Record and recommend that you, as an intentional professional, conduct Running Records (whether spontaneous or planned, informal or formal) as part of your regular or routine observations. The primary goal for using a Running Record is to “obtain a detailed, objective account of behavior without inference, interpretations, or evaluations” (Bentzen, 2009, p.112). You will know you have gathered good evidence when you can close your eyes and “see” the images in your mind as described in your Running Record (Bentzen, 2009).

Advantages and Disadvantages

Table \(\PageIndex{1}\). Advantages and Disadvantages of Running Records

Advantages	Disadvantages
Provides detailed data about the who, what, where, and when.	Time-consuming and staff energy.
Evidence is documented as it occurs, in a sequence.	The expense may be prohibitive if professional needs additional support staff to remain in ratio while they observe the child for an extended time.
Provides objective and descriptive evidence.	It may be difficult to keep up and follow as children move quickly from one activity to another.
Appropriate for gathering baseline information about the child's interests, abilities, and skill level.	Not a practical technique for professionals who are in ratio.
Ideal for tracking a child's development over time.	Behaviors may not be typical for that observation day as compared to other days.
Raw data becomes more valuable when past running records are compared to current observations.	Intentionally left blank.
Less structured, more free-flowing.	Intentionally left blank.
Evidence can be gathered formally or informally.	Intentionally left blank.
Interpretations and reflections can be added later.	Intentionally left blank.

Collecting Data

You only need time, paper, and a pen to gather your observation evidence. The goal with a running record is to write down continuously (everything) you see and hear - exactly as it occurs, without adding any comments or attaching any opinions. As the saying goes, “just the facts, ma’am!” With the Running Record format, you will highlight children’s behaviors and record the “setting, situation, and sequence” in which the behavior occurred.

Be as descriptive as possible and yet be as concise as possible. Children move quickly, so you must write quickly. When conducting a Running Record, you need to be out of ratio. You are to step back and observe from a distance. Do not interfere with the child’s natural play, do not ask questions, or run after them. Be as invisible as possible.
As you record your Running Record observations, think about how you can convey exactly what you are seeing and hearing the child do and say to your reader. The chief goal for a Running Record is DETAIL. Your reader should have a mental picture of the scene you are describing. This can be difficult, but your running record skills will improve with practice.

Running records have no limits, but it is important to remember practical considerations. For instance, a teacher continuously recording what the child does and says for more than an hour straight is not practical. Most Running Records should be up to 20 minutes in length. Anything past 20 minutes is difficult for one observer to record physically (hand begins to hurt) and mentally (you start to lose focus). This is when you can make errors of omission, transmission, and commission.

Running Records are considered an informal method of observation. Running Records are unselective since you observe and record everything the child does and says. The amount of inference is minimal. Since you observe everything during the 20-minute period, you do not need to infer whether a behavior is something to record. Everything is being recorded.

Organizing Data

As you collect rich, detailed data throughout the school year, you will begin to recognize development patterns and see each child’s unique attributes, personalities, and abilities as they emerge. Be sure to date all your running records; having 12-24 children in your classroom can add up to many running records. You must store your Running Records safely in a portfolio or file folder. When it comes time to assess a child’s development, you will be able to look back and review all the evidence you have collected and monitor the child’s progress over time. If your program uses the DRDP, you can incorporate the observations from the Running Records into one or more of the eight domains.

Note: A Running Record is an ideal observation method for “students”. Classroom teachers may not always have the time or staff coverage to conduct a Running Record. Running Records should be used when you have a child with puzzling behavior. By recording for an extended period of time, you will get a better idea of their overall development.

Example Running Record

Name and Age	Amelia, 4
Teacher	Sylvie
Date/Time	August 30; 2:35 P.M. - 2:55 P.M.
Setting	San Marcos ECELS Inside classroom- Puzzle area
Situation	Children are given 30 minutes of free playtime after naptime

2:35 PM-

Amelia is prominently sliding a puzzle off the puzzle shelf with her right hand while supporting it with her left. She successfully slides the puzzle from the horizontal shelf without dropping any puzzle pieces. The puzzle is a 6'x 6' blue butterfly-shaped puzzle with approximately twenty pieces. She holds the puzzle piece with both hands and takes three steps from the shelf. She bends her upper body while extending both hands away from her torso and pushes the puzzle towards the floor. After Amelia places the puzzle on the floor, she rises back and sits crisscross applesauce in front of the puzzle. She flips the puzzle upside down, so all the puzzle pieces are still formed like a butterfly on the floor. She flips the board right side up and places it to the right of the puzzle pieces. She uses her right hand to pick up the first puzzle piece that belongs to the butterfly's wing. She starts from the bottom of both wings using her right hand throughout the entire process, and sixty seconds later, she has completed the puzzle.

2:37 PM-

After completing the butterfly puzzle, Amelia picks it up with both hands and places it on the horizontal shelf from where it was initially. She looks for another puzzle, extends her right arm, and slides it out. She takes three more steps and sits 6' to a boy's right. While holding the puzzle, she sits crisscross applesauce on the floor. She places the puzzle on the ground in front of her. She stares at a puzzle piece that does not belong to her puzzle, picks it up with her right hand, and throws it forward. The puzzle piece lands approximately two feet in front of her. After throwing the puzzle piece, she picks up the puzzle with both hands. This time, she flips it upside down diagonally to her left. She flips the puzzle board right side up and places it in front of her. She grabs a puzzle piece with her right hand and puts it in the correct spot. She looks at the boy and says, "I'm doing the police one. Finish yours." While the boy is trying to complete his puzzle, Amelia finishes her puzzle in a minute.

2:40 PM-

Once Amelia finishes the "police puzzle" she stands up. She picks up the puzzle with both hands, walks to the shelf, and slides the puzzle back into the horizontal shelf. She looks at another puzzle that is on top of the shelf. After staring at it for six seconds, she lifts her hands and lifts it off the shelf. She turns around and takes three steps. Amelia places the puzzle on the floor first, then sits behind it. She lifts the puzzle from the ground and flips it upside down, so the puzzle pieces are lying on the floor. She picks up a puzzle piece and places it in the correct spot. Within a minute, she completes the puzzle with no distractions. She walks back to the shelf and places the puzzle back on the shelf with both hands…. The observation continues for a 20-minute block.

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.

Bentzen, W. R. (6th ed.) (2009). Seeing young children: a guide to observing and recording behavior. Thomson Delmar Learning.