Time Sampling
Introduction
Some behavior children demonstrate appear on a more frequent basis. One method to teachers use to track frequent behaviors is a 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 Samplings are very selective in that you are only observing 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 teacher decides to observe 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.
Time Sampling is considered a formal method of observation. Time Sampling consist 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 description of the behavior. With no or minimal raw data collected, Time Sampling are more closed ended. Since you are observing only a particular behavior, Time Sampling are 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 for the categories on the Time Sampling. As an observer, you must make a judgement if the behavior fits the category definition or not.
Collecting Your 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. The targeted behavior must be overt and frequent, occurring at least once every 15 minutes, to be a candidate for Time Sampling (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 a 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 Six Classifications of Play or Social Interactions that young children participate in throughout their day.
- 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
Parten’s Play Classifications (Rymanowicz, 2015).
|
Stages of Play |
Description of Type of Play |
|---|---|
| Unoccupied Play | Children are relatively still and their play appears scattered. This type of play builds the foundation for the other five stages of play. Unoccupied play looks like babies or young children exploring materials around them without any sort of organization. This stage allows children to practice manipulating materials, mastering their self-control and learning about how the world works. |
| Solitary Play | This type of play occurs when children entertain themselves without any other social involvement. Children in solitary play may not notice or acknowledge other children. Adults might worry about children playing alone, but actually solitary play is very normal. When children engage in solitary play, they are able to explore freely, master new personal skills like new motor or cognitive skills, and prepare themselves to play with others. |
| Onlooker Play | Children who sit back and engagingly watch other children playing, but do not join in are onlookers. The active part of their play is watching others. Sometimes it’s easy to think children engaged in onlooker play might be lonely or scared to engage with other children, when in fact it is a very normal part of play development. Just as adults “people watch” at the coffee shop, children learn a lot by watching others. They learn about the social rules of play and relationships, they explore different ways of playing or using materials and they learn about the world in general. |
| Parallel Play | This occurs when children play next to each other, but are not really interacting together. For example, two children may drive cars on the carpet next to each other, but their play does not actually overlap. In this stage, children are not really engaging in a social exchange. Think of this stage like a warm up exercise – children work side by side on the same activity, practicing skills and learning new methods to engage together. |
| Associative Play | This type of play signifies a shift in the child. Instead of being more focused on the activity or object involved in play, children begin to be more interested in the other players. Associative play allows children to begin practicing what they have observed through onlooker and parallel play. They can start to use their newfound social skills to engage with other children or adults during an activity or exploration. |
| Cooperative Play | This is play categorized by cooperative efforts between players. Children might adopt group goals, establish rules for play. It’s important to remember cooperation is an advanced skill and can be very difficult for young children. Ironically, cooperative play often involves a lot of conflict. This is normal. It is sometimes difficult for young children to share, take turns and negotiate control in these types of play scenarios. You can support children engaged in cooperative play by staying close and helping them learn healthy expression of emotions and teach them problem solving skills. |
Exercises
Watch the following video to better understand the 6 stages of play.
Organizing your Data
Time Samplings take some though 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 can you 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 further support that child’s development. 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 representation needed to interpret and evaluate the child’s behavior.
Advantages and Disadvantages of Time Sampling
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Advantages |
Disadvantages |
|---|---|
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Examples
Time Sampling template example. Remember to always include the header.
- Name & Age:
- Teacher:
- Date & Time:
- Developmental Domain:
- Setting & Situation:
| Time | Unoccupied | Onlooker | Solitary | Parallel | Associate | Cooperative | Comments |
|---|---|---|---|---|---|---|---|
Interpretation Reminder
Time samples provide valuable information about the frequency, duration, and patterns of behaviors over a specific period. However, the true value of this observation method comes from thoughtfully interpreting the collected data within the context of child development. By analyzing patterns and comparing observations to developmental milestones and learning expectations, educators can identify strengths, recognize emerging skills, and determine when additional support or enrichment may be needed. Meaningful interpretation transforms time-sampling data into actionable information that guides instructional planning, supports individualized learning, and promotes informed decision-making to foster each child’s overall growth and development..
