Frequency Counts
Introduction
A Frequency Count is an informal observation method used to gather information about a child’s interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal for positive behaviors.
As an observer, you must define in advance the behaviors you want to observe to tally with a Frequency Count. This method is used to get a baseline for behavior modification. Behavior modification is a way to increase positive behaviors and decrease negative behaviors (Marston, 2018). Behavior modification stems from the work of B.F. Skinner and Ivan Pavlov, both Behaviorists. Even though Skinner and Pavlov’s early work was done on animals, their findings can be applied to human behavior. Using behavior modification techniques focus on changing a person’s environment in ways that increase the likelihood that certain behaviors will occur, with the overall goal to change the behavior (Marston, 2018). When using a Frequency Count to get a baseline for a child’s behavior, the observer records every time the child demonstrates it. Once you find out how often the behavior occurs, the teacher can change the environment. After a period of adjustment to the new environment, the teacher will observe again using a Frequency Count. The goal is for less recorded behaviors on the second Frequency Count because the child’s behavior has been modified or changed, so the child is not demonstrating the behavior that is being modified.
Frequency Counts are considered an informal method of observation. Frequency Counts consist of making a mark every time a behavior occurs, so no raw data is collected (no words, only marks). With no raw data collected, Frequency Counts are one of the most closed-ended observation methods. Since you are observing only a particular event or behavior, Frequency Counts are highly selective. The amount of inference is made when you decide if the narrowly selected behavior fits into your definition for the observable behavior. As an observer, you must make a judgment if the behavior fits into your definition or not.
Collecting Your Data
To create a Frequency Count, you must first decide on what social interactions, behaviors, interest areas, or types of play you want to monitor. You may choose to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and follow all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items as listed on your Frequency Count.
Examples
Here are some examples of how you might use a Frequency Count to gather data:
- Sue has been hitting a lot lately and displaying other challenging behaviors. You will want to track how many times she hits on a typical day and any other challenging behaviors. You will also want to track where the incidents are occurring – are there more incidents while inside the classroom, or are things happening during outside play? You will want to look at when the incidents are happening most often– are there more incidents earlier in the day or later in the day? You may want to observe what is happening at drop-off time, mealtime, and at naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, onlooker play)?
- Thomas is a new student, and his mother wants to know how he is doing. You may want to observe which centers Thomas goes to most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.
- A child in your class is always challenging for you. How can you create a supportive environment and provide a “goodness of fit?” You may need to track the child’s temperamental traits and observe how the child approaches activities and how they respond to social situations.
Organizing Your Data
After you have collected all the data for that timeframe, count the tally marks. Since the data you collected (number of marks) is quantifiable, you can create a bar graph or pie chart to share with other teachers or parents. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to support that child further.
Advantages and Disadvantages of Frequency Counts Data
|
Advantages |
Disadvantages |
|---|---|
|
|
Examples
Frequency Count template example to track areas of interest. Remember to always include the header.
Child’s Name:
Observation Date:
| Areas and Interests |
Indoor Cycle: Tally Marks Start Time: End Time |
Total |
Outdoor Cycle: Tally Marks Start Time: End Time |
Total |
|---|---|---|---|---|
| Art | ||||
| Blocks / Legos | ||||
| Library / Reading | ||||
| Dramatic Play | ||||
| Math | ||||
| Writing / Journaling | ||||
| Science / Nature | ||||
| Sensory | ||||
| Quiet Corner | ||||
| Music / Movement | ||||
| Bikes | ||||
| Organized Games | ||||
| Rough & Tumble Play | ||||
| Running / Chasing |
Examples
Frequency Count template example to track play patterns and social interactions. Remember to always include the header.
Child’s Name:
Observation Date:
| Play Patterns and Social Interactions |
Indoor Cycle: Tally Marks Start Time: End Time |
Total |
Outdoor Cycle: Tally Marks Start Time: End Time |
Total |
|---|---|---|---|---|
| Solitary Play:
Plays alone, does not seek out peer social interactions |
||||
| Parallel Play:
Plays next to someone, using similar materials bud did not directly interact |
||||
| Associative Play:
Shares materials and talks to others while engage in an activty |
||||
| Cooperative Play:
Plays with peers in an organized manner with rules, taking turns |
||||
| Peer Interactions: | ||||
| Interactions with Teachers
Talks to teacher / shares ideas / asks for help |
||||
| Bystander:
Is yelled at, hit or involved in altercation / incident |
||||
| Instigates / Initiates Disputes:
Hits / takes toys / yells at peers / causes an altercation or incident |
||||
| Problem Solves:
Communicated and resolved disputes without teacher help |
||||
| Teacher Interactions:
Teacher needed to help resolve peer dispute / altercation |
Examples
Frequency Count template example to track temperament and behavior. Remember to always include the header.
Child’s Name:
Observation Date:
| Temperament Traits and Behavior |
Indoor Cycle: Tally Marks Start Time: End Time |
Total |
Outdoor Cycle: Tally Marks Start Time: End Time |
Total |
|---|---|---|---|---|
| Appears Highly Active:
Rarely sits still, moves around, fidgets, races through activities |
||||
| Appears Easily Distracted:
Changes activities before finishing tasks / looks around often |
||||
| Appears Focused:
Completes tasks before moving on to the next task / can tune other out |
||||
| Reacts Intensely:
Has high emotional energy when reacting to others yells/cries |
||||
| Remains Calm:
Able to transition and go with the flow / does not react to altercations |
||||
| Appears Sensitive:
Squirms when touched, holds ears, squints, appears to not like to touch certain textures |
||||
| Appears Cautious:
Hesitates or needs time to warm up to people and activities before joining in |
||||
| Appears to be in a Good Mood:
Smiles / laughs often, cooperates with others and seems pleasant |
||||
| Appears Moody:
Has difficulty making transitions, displays highs and lows, rarely smiles when interacting with others |
Interpretation Reminder
Frequency counts provide objective data about how often a specific behavior occurs, offering educators valuable insight into children’s learning, development, and behavior patterns. However, the data become most meaningful when they are carefully interpreted within the context of child development and the observation setting. By analyzing the frequency of behaviors alongside developmental milestones, environmental factors, and individual differences, educators can identify trends, monitor progress over time, and determine whether additional support or enrichment is needed. Thoughtful interpretation transforms numerical data into meaningful information that guides intentional instruction, individualized planning, effective behavior support, and collaborative communication with families and other professionals to promote each child’s healthy growth and development.
