{"id":53,"date":"2026-07-02T04:07:59","date_gmt":"2026-07-02T04:07:59","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/running-record\/"},"modified":"2026-07-04T15:26:22","modified_gmt":"2026-07-04T15:26:22","slug":"running-record","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/running-record\/","title":{"raw":"Running Record","rendered":"Running Record"},"content":{"raw":"
\r\n

An Introduction<\/h2>\r\nOne of the oldest observation methods used in early child education is the Running Record. Running Records are considered by some as an \u201cinformal method\u201d of observation as compared to Narrative Description or Specimen Records which are considered to be a more \u201cformal method\u201d of collecting data. The primary difference between the two methods is that with a Running Record, evidence is gathered in a more spontaneous (informal) manner as it occurs, whereas 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, you would select a specific child or group of children, and you would 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 both methods provide written accounts of everything you see and hear a child doing during a specific timeframe (Bentzen, 2009).\r\n\r\nFor the purpose of this text, we will use the term Running Record and recommend that you, as an intentional teacher, 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 \u201cobtain a detailed, objective account of behavior without inference, interpretations, or evaluations\u201d (Bentzen, 2009, p.112). You will know you have gathered good evidence when you can close your eyes and you can \u201csee\u201d the images in your mind as they are described in your Running Record (Bentzen, 2009).\r\n\r\n
\r\n\r\n

Collecting Your Data<\/h2>\r\nAll you need is 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, \u201cjust the facts, ma\u2019am!\u201d With the Running Record format, not only will you highlight children\u2019s behaviors, you will record the \u201csetting, situation and sequence\u201d in which the behavior occurred.\r\n\r\nBe 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\u2019s natural play, do not ask questions and do not run after them. Be as invisible as possible.\r\n\r\nAs you record your Running Record observations, think about how you can convey to your reader exactly what you are seeing and hearing the child do and say. 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 with practice, your running record skills will improve.\r\n\r\nRunning 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 Record should be up to 20 minutes in length. Anything past 20 minutes is difficult for one observer to record both physically (hand begins to hurt) and mentally (you start to lose focus). This is when you can make errors of omission, transmission, and commission.\r\n\r\nRunning Records are considered an informal method of observation. Running Record are unselective since you are observing and recording everything the child is doing and saying. The amount of inference is minimal. Since you are observing everything during the 20-minute period, you do not need to infer if a behavior is something to record or not. Everything is being recorded.\r\n\r\n
\r\n\r\n

Organizing your Data<\/h2>\r\nAs you collect rich, detailed data throughout the school year, you will begin to recognize\r\n\r\npatterns of development, and you will see each child\u2019s 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 a lot of running records. You will need to store your Running Records safely in a portfolio or file folder. When it comes time to assess a child\u2019s development, you will be able to look back and review all the evidence you have collected and to monitor the child\u2019s progress over time. If your program uses the DRDP, you will be able to incorporate the observations from the Running Records into one or more of the eight domains.\r\n\r\nNote: A Running Record is an ideal observation method for \u201cstudents\u201d. 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 whose behavior is puzzling to you. By recording for an extended period of time, you will get a better idea of their overall development.\r\n\r\nAdvantages and Disadvantages of Running Records\r\n\r\n\r\n\r\n\r\n
\r\n

Advantages<\/strong><\/p>\r\n<\/th>\r\n

\r\n

Disadvantages<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n

\r\n
    \r\n \t
  • Provides detailed data about the who, what, where, and when<\/li>\r\n \t
  • Evidence is documented as it occurs, in a sequence<\/li>\r\n \t
  • Provides objective and descriptive evidence<\/li>\r\n \t
  • Appropriate for gathering baseline information about the child\u2019s interests, abilities and skill level<\/li>\r\n \t
  • Ideal for tracking a child\u2019s development over time<\/li>\r\n \t
  • Raw data becomes more valuable over time because you can compare past running records to current observations.<\/li>\r\n \t
  • Less structured, more-free flowing<\/li>\r\n \t
  • Evidence can be gathered formally or informally<\/li>\r\n \t
  • Interpretations and reflections can be added later<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n
    \r\n \t
  • Time consuming and staff energy<\/li>\r\n \t
  • Expense if teacher needs a substitute to remain in rations, while they observe the child for an extended time<\/li>\r\n \t
  • May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\r\n \t
  • Not a practical technique for teachers who are in ratio<\/li>\r\n \t
  • Behaviors may not be typical for that observation day as compared to other days<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
    \r\n

    Examples<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nRunning Record format example. Remember to always include the header with the following information.\r\n
      \r\n \t
    • Name & Age:<\/li>\r\n \t
    • Teacher:<\/li>\r\n \t
    • Date & Time:<\/li>\r\n \t
    • Developmental Domain:<\/li>\r\n \t
    • Setting & Situation:<\/li>\r\n \t
    • Behavior:<\/li>\r\n<\/ul>\r\nComplete Running Record example:\r\n\r\n\r\n\r\n\r\n
      Name & Age<\/th>\r\nTeacher<\/th>\r\nDate & Time<\/th>\r\nDevelopment<\/th>\r\nSetting<\/th>\r\nSituation<\/th>\r\n<\/tr>\r\n
      Amelia, age 4<\/td>\r\nStacy<\/td>\r\nAugust 30, 2:35-2:55<\/td>\r\nGeometry Shapes and Spatial Awareness<\/td>\r\nSan Marcos ECELS Inside classroom- Puzzle Area<\/td>\r\nChildren are given 30 minutes free playtime after naptime<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

      2:35<\/strong> PM<\/strong>- Amelia is sliding a puzzle off the puzzle shelf prominently with her right hand while supporting it with her left. She successfully slides the puzzle out of the horizontal shelf without dropping any puzzle pieces. The puzzle is a 6'x 6' blue butterfly-shaped puzzle with approximately twenty pieces. She is holding the puzzle piece with both hands and takes three steps away 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 from the floor 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 had to pick up the first puzzle piece that belongs to the wing of the butterfly. 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.<\/p>\r\n

      2:37<\/strong> PM<\/strong>- After Amelia has completed the butterfly puzzle, she picks up the puzzle 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 decides to sit 6' to the right of a boy. While holding the puzzle in her hands, 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 the left of her. She flips the puzzle board right side up, and she places it in front of her. She grabs a puzzle piece with her right hands and puts it in the correct spot. She looks up to look 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.<\/p>\r\n

      2:40 PM <\/strong>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 she sits down behind it. She lifts the puzzle from the ground and flips it upside down, so the puzzle pieces 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\u2026. The observation continues for a 20-minute block.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n\r\n

      \r\n\r\n

      Interpretation Reminder<\/h2>\r\nRunning records provide valuable insight into a child's learning and development by capturing objective observations of behaviors, interactions, and skills as they occur in natural settings. Interpreting these observations allows educators to identify developmental strengths, emerging abilities, and areas where additional support or enrichment may be beneficial. Rather than relying on assumptions, effective interpretation is grounded in evidence collected during observation and connected to developmental milestones and learning standards. When used thoughtfully, running records inform intentional planning, individualized instruction, meaningful family communication, and ongoing assessment, ensuring that educational decisions are responsive to each child's unique developmental journey.\r\n\r\n<\/div>","rendered":"
      \n

      An Introduction<\/h2>\n

      One of the oldest observation methods used in early child education is the Running Record. Running Records are considered by some as an \u201cinformal method\u201d of observation as compared to Narrative Description or Specimen Records which are considered to be a more \u201cformal method\u201d of collecting data. The primary difference between the two methods is that with a Running Record, evidence is gathered in a more spontaneous (informal) manner as it occurs, whereas 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, you would select a specific child or group of children, and you would 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 both methods provide written accounts of everything you see and hear a child doing during a specific timeframe (Bentzen, 2009).<\/p>\n

      For the purpose of this text, we will use the term Running Record and recommend that you, as an intentional teacher, 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 \u201cobtain a detailed, objective account of behavior without inference, interpretations, or evaluations\u201d (Bentzen, 2009, p.112). You will know you have gathered good evidence when you can close your eyes and you can \u201csee\u201d the images in your mind as they are described in your Running Record (Bentzen, 2009).<\/p>\n

      \n

      Collecting Your Data<\/h2>\n

      All you need is 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, \u201cjust the facts, ma\u2019am!\u201d With the Running Record format, not only will you highlight children\u2019s behaviors, you will record the \u201csetting, situation and sequence\u201d in which the behavior occurred.<\/p>\n

      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\u2019s natural play, do not ask questions and do not run after them. Be as invisible as possible.<\/p>\n

      As you record your Running Record observations, think about how you can convey to your reader exactly what you are seeing and hearing the child do and say. 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 with practice, your running record skills will improve.<\/p>\n

      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 Record should be up to 20 minutes in length. Anything past 20 minutes is difficult for one observer to record both physically (hand begins to hurt) and mentally (you start to lose focus). This is when you can make errors of omission, transmission, and commission.<\/p>\n

      Running Records are considered an informal method of observation. Running Record are unselective since you are observing and recording everything the child is doing and saying. The amount of inference is minimal. Since you are observing everything during the 20-minute period, you do not need to infer if a behavior is something to record or not. Everything is being recorded.<\/p>\n

      \n

      Organizing your Data<\/h2>\n

      As you collect rich, detailed data throughout the school year, you will begin to recognize<\/p>\n

      patterns of development, and you will see each child\u2019s 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 a lot of running records. You will need to store your Running Records safely in a portfolio or file folder. When it comes time to assess a child\u2019s development, you will be able to look back and review all the evidence you have collected and to monitor the child\u2019s progress over time. If your program uses the DRDP, you will be able to incorporate the observations from the Running Records into one or more of the eight domains.<\/p>\n

      Note: A Running Record is an ideal observation method for \u201cstudents\u201d. 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 whose behavior is puzzling to you. By recording for an extended period of time, you will get a better idea of their overall development.<\/p>\n

      Advantages and Disadvantages of Running Records<\/p>\n\n\n\n\n
      \n

      Advantages<\/strong><\/p>\n<\/th>\n

      		\n

      Disadvantages<\/strong><\/p>\n<\/td>\n<\/tr>\n

      \n
        \n
      • Provides detailed data about the who, what, where, and when<\/li>\n
      • Evidence is documented as it occurs, in a sequence<\/li>\n
      • Provides objective and descriptive evidence<\/li>\n
      • Appropriate for gathering baseline information about the child\u2019s interests, abilities and skill level<\/li>\n
      • Ideal for tracking a child\u2019s development over time<\/li>\n
      • Raw data becomes more valuable over time because you can compare past running records to current observations.<\/li>\n
      • Less structured, more-free flowing<\/li>\n
      • Evidence can be gathered formally or informally<\/li>\n
      • Interpretations and reflections can be added later<\/li>\n<\/ul>\n<\/td>\n
      		\n
        \n
      • Time consuming and staff energy<\/li>\n
      • Expense if teacher needs a substitute to remain in rations, while they observe the child for an extended time<\/li>\n
      • May be difficult to keep up and follow along as children move quickly from one activity to another<\/li>\n
      • Not a practical technique for teachers who are in ratio<\/li>\n
      • Behaviors may not be typical for that observation day as compared to other days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
        \n
        \n

        Examples<\/p>\n<\/header>\n

        \n

        Running Record format example. Remember to always include the header with the following information.<\/p>\n

          \n
        • Name & Age:<\/li>\n
        • Teacher:<\/li>\n
        • Date & Time:<\/li>\n
        • Developmental Domain:<\/li>\n
        • Setting & Situation:<\/li>\n
        • Behavior:<\/li>\n<\/ul>\n

          Complete Running Record example:<\/p>\n\n\n\n\n
          Name & Age<\/th>\nTeacher<\/th>\nDate & Time<\/th>\nDevelopment<\/th>\nSetting<\/th>\nSituation<\/th>\n<\/tr>\n
          Amelia, age 4<\/td>\nStacy<\/td>\nAugust 30, 2:35-2:55<\/td>\nGeometry Shapes and Spatial Awareness<\/td>\nSan Marcos ECELS Inside classroom- Puzzle Area<\/td>\nChildren are given 30 minutes free playtime after naptime<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

          2:35<\/strong> PM<\/strong>– Amelia is sliding a puzzle off the puzzle shelf prominently with her right hand while supporting it with her left. She successfully slides the puzzle out of the horizontal shelf without dropping any puzzle pieces. The puzzle is a 6’x 6′ blue butterfly-shaped puzzle with approximately twenty pieces. She is holding the puzzle piece with both hands and takes three steps away 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 from the floor 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 had to pick up the first puzzle piece that belongs to the wing of the butterfly. 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.<\/p>\n

          2:37<\/strong> PM<\/strong>– After Amelia has completed the butterfly puzzle, she picks up the puzzle 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 decides to sit 6′ to the right of a boy. While holding the puzzle in her hands, 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 the left of her. She flips the puzzle board right side up, and she places it in front of her. She grabs a puzzle piece with her right hands and puts it in the correct spot. She looks up to look 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.<\/p>\n

          2:40 PM <\/strong>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 she sits down behind it. She lifts the puzzle from the ground and flips it upside down, so the puzzle pieces 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\u2026. The observation continues for a 20-minute block.<\/p>\n<\/div>\n<\/div>\n

          \n

          Interpretation Reminder<\/h2>\n

          Running records provide valuable insight into a child’s learning and development by capturing objective observations of behaviors, interactions, and skills as they occur in natural settings. Interpreting these observations allows educators to identify developmental strengths, emerging abilities, and areas where additional support or enrichment may be beneficial. Rather than relying on assumptions, effective interpretation is grounded in evidence collected during observation and connected to developmental milestones and learning standards. When used thoughtfully, running records inform intentional planning, individualized instruction, meaningful family communication, and ongoing assessment, ensuring that educational decisions are responsive to each child’s unique developmental journey.<\/p>\n<\/div>\n","protected":false},"author":17,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Running Record","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-53","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":115,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/53","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions"}],"predecessor-version":[{"id":417,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions\/417"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/115"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/53\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=53"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=53"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=53"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=53"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}