Anecdotal Record
An Introduction
An Anecdotal Record is “an informal observation method often used by teachers as an aid to understanding the child’s personality or behavior. It provides a running account of behavior that is either typical or unusual for the child” (Bentzen, 2009, p. 178). Anecdotal Records also referred to as “anecdotal notes,” are direct observations of a child that offer a window of opportunity to see into a child’s actions, interactions, and reactions to people and events. An Anecdotal Record is an excellent tool that provides teachers with a collection of narratives that can be used to showcase a child’s progress over time. As compared to a Running Record, Anecdotal Records provide brief notes focused on a specific event or activity. Anecdotal Records are the most practical and useful of all of the observation methods for classroom teachers. These records focus on typical and atypical child behaviors.
Collecting Your Data
To gather useful observation evidence, you need to include the following components:
- Accurate and specific details of the event (vivid descriptions precisely as you see and hear them happening – do not summarize, assume or make judgments)
- The context, setting, and situation that surrounds the event (the where, when, who, what, and how)
- Objective facts about the child’s behavior and interactions (report actions and conversations)
- Write records in the past tense
Here are some examples of observation evidence you might want to gather:
- Social interactions with peers
- Everyday routines, like mealtime and transition times
- How they utilize materials at the various centers (block, math, science, art, music)
- How they engage in teacher-directed activities (structured learning opportunities)
- How they engage in child-directed activities (open exploration opportunities)
- How they are inside and how they are outside
Anecdotal Records are considered an informal method of observation. Since you are observing only a particular event or behavior, Anecdotal Records are selective. If you observe typical and/or atypical behaviors, you are also being selective in your recoding. The amount of inference is made when you are observing atypical behaviors. You need to infer if the behavior is typical or atypical for a child at that age.
Organizing your Data
Once you have completed the Anecdotal Record you will take a moment to interpret the data. You will look for patterns, and you will note whether the data reflects typical or unusual behavior for the child. To measure a child’s developmental progress, you will look for their strengths (skills and milestones that have been mastered) and their needs (skills and milestones that the child needs further support with). The summary notes help you clarify instructional recommendations (adjustments that you will make to the environment to accommodate the child’s learning style). The records you take can help you generate developmentally appropriate lesson plan activities and interactions. All Anecdotal Records need to be dated and stored safely in the child’s portfolio or file folder.
Advantages and Disadvantages of Anecdotal Records
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Advantages |
Disadvantages |
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Exercises
Examples
Anecdotal Record example without an interpretation. Remember to always include the header.
| Date | Time | Setting | Situation | Teacher | Child | Age | Domain |
|---|---|---|---|---|---|---|---|
| Sept. 9 | 4:15 | Room 4
Outside |
Comply to request | Sandy | Rocky | 3 | Social Relations |
Observation: Rocky is playing in the sandbox with his two other friends. A teacher calls him three times. He looks up then goes back to play. The fourth time he asks, “Why?” He starts walking up to the steps with his arms crossed over his chest, his eyes frowned and his lips protruded.
| Date | Time | Setting | Situation | Teacher | Child | Age | Domain |
|---|---|---|---|---|---|---|---|
| Sept. 9 | 4:15 | Room 4
Outside |
Free Choice | Sandy | Rocky | 3 | Social Relations |
Observation: At free play, a few boys are taking turns jumping and running down the wood planks. Rocky is next in queue to jump down. A boy comes from behind and pushes Rocky with 2 hands. R calls out, “I’m not done yet, get off!” He slips off the plank. Rocky gets back on the planks. He calls out louder, “It my turn. I’m not done yet!” The boy pushes Rocky again gently, and Rocky turns around to face the boy. With his two arms in the back, Rocky uses his stomach to push the other boy off the plank. Rocky and the boy are crying. The teacher hears the boys and walks to them and talks to them (can’t hear).
Anecdotal Record example with an interpretation. Remember to always include the header.
| Child | Age | Teacher | Date | Time | Setting | Situation | Domain |
|---|---|---|---|---|---|---|---|
| Willow | 2 | Marissa | February 2 | 8:42 a.m. | Room 2
Indoor |
Breakfast | Social Relations |
Observation: There are only three girls eating on the table. Willow is holding a slice of toasted bread on her left hand, and then, she just lifts her right hand, and picks up a small spoon that has some peanut butter. She places the spoon over the bread, and attempts to spread the peanut butter on the bread from right to left.
Interpretation/Evaluation: It seems like Willow likes to try things out by herself. I guess she observed or remembered someone spreading out the peanut butter on the bread and she wanted to do it as well. I believe it relates to Vygotsky theory in which there is an impact on social interactions the children are exposed to, and to cultural influences as well. It seems obvious that she knows that the peanut butter could be spread out on the bread, and that could be a result of a cultural practice that she has noticed on the people that surround her.
Interpretation Reminder
Anecdotal records become most meaningful when educators thoughtfully interpret observation data within the context of child development. Objective observations provide the evidence, while interpretation helps identify developmental progress, emerging skills, interests, and areas that may benefit from additional support. By connecting anecdotal records to developmental milestones, learning standards, and individual learning goals, educators can make informed decisions about instruction, classroom environments, and individualized experiences. Meaningful interpretation also strengthens communication with families and colleagues, ensuring that assessment is accurate, intentional, and focused on supporting each child’s continued growth and development.
References
- Administration for Children and Families (ACF). (2016). Collecting and Using Anecdotal Records. [Video]. YouTube https://youtu.be/ed9EqWXO4Jg?si=gApj1uGUpmDoToQe
