Ethnography Essay
INTRODUCTION
There are many different documentation methodologies utilised in early childhood education services. Each method is linked to one or more theoretical perspective and according to personal and service philosophy, planning methods and the purpose of the documentation; educators can choose the best method for their desired outcome. This report aims to examine three different in order to examine how and when they can be implemented, which theories they relate to, and will determine their efficacy, appropriateness and value.
METHODOLOGY 1: Running Record
A running record is a documentation technique in a narrative form. Usually, the observer is not involved in the experience or responsible for the supervision of any other children as the running record is written in sequence as it happening (Martin, 2014; Walker & Miller, 2014). Running records are able to be very detailed, as the observer should be focussed only on the task at hand (Walker & Miller, 2014). These observations are written in present tense and should record the child’s voice accurately (Walker & Miller, 2014). The observer can implement this method “with little previous observation skill” (Martin, 2014, p. 68) however with more experience the observer can be sure they are recording relevant behaviour and the information collected will be put to better use (Martin, 2014). …show more content…
Post-structuralist perspective espouses the benefits of believing there is more than one way of learning (Nolan & Raban, 2015). This suggests that the observer who records a running record is respecting and acknowledging the child’s unique ways of learning and of being (Department of Education Employment and Workplace Relations (DEEWR), 2009; Nolan & Raban, 2015). It also indicates that each person who reviews the data recorded in the observation will bring their own interpretations of the child’s behaviour (Nolan & Raban, 2015). Foucault’s beliefs about the power of language suggest that it is important for educators to challenge the way they think and use language every day, this include the language used in recording observations (Nolan & Raban, 2015).
The running record also links to developmental theory due to its intense focus on one child’s behaviours and capabilities. Piaget’s stages of development and Montessori’s acknowledgement of ‘sensitive periods’ assist and guide educators in determining if a child’s behaviour and capabilities are developmentally appropriate or if there is a need for intervention strategies (Nolan & Raban, 2015).
The disadvantages of this method include only being able to observe one child properly at a time, the observers’ biases can drive them to make assumptions, which will be unclear in the recorded data, and this method requires an excellent understanding and use of language (Martin, 2014). It also requires the observer to completely focussed on that task rather than interacting with that child or any others and some important behaviours or speech might be missed if the observer “cannot record them quickly enough” (Walker & Miller, 2014, p.355).
METHODOLOGY 2: Event Sample
Samples are a documentation methodology that is quite structured; they are usually used to identify, often negative, behaviour patterns. Event samples are a way of recording the occurrences of ‘events’; these ‘events’ are a previously identified behaviour or category of behaviours (Martin, 2014).
The “ABC format” (Martin, 2014, p. 97) has been identified as one of the more effective methods of event sampling and it is this method that this report will discuss further. The ‘ABC’ method identifies clearly the antecedent event (A) i.e. what happening just before (this may have been a trigger for the subsequent event); the behaviour (B) that has been previously identified and the consequent event (C) i.e. what happened directly after the behaviour (Martin, 2014; Walker & Miller, 2014).
Over a series of events, it may become clear that there is a trigger for the child’s identified behaviour and this can help educators and families develop a plan to improve the care experience for all involved (Walker & Miller, 2014).
The event sample is directly connected to behaviourism and Skinner’s ideas that environments and prior behaviour have an effect on the way a person will react to stimuli (Nolan & Raban, 2015). The socio-behaviourist theories and the social learning theories suggest that children will learn appropriate responses from peers and educators who model, encourage and praise positive social behaviours (Nolan & Raban, 2015). Social learning theorist Bandura also recommended “a symbolic model [of learning] where a character… demonstrates the behaviour” (Nolan & Raban, 2015, p. 47).
Event sampling id very rigid in its implementation and this can sometimes make it difficult to ascertain the true trigger of the identified behaviour as it may take the child some time to react.
Any time delays in recording the event may result in inaccurate information being recorded, which can invalidate all the data (Martin, 2014). This method is often disparaged as being negative as it is usually focussed on antisocial behaviours and can lead to a child being excluded or singled out. This highlights the need for discretion and confidentiality to be maintained in observing children across all areas (Martin,
2014).
Anecdotes or anecdotal records is another narrative form of documentation. This method is a short story about a child or group of children’s experience. Anecdotes are written after the event, in past tense, this allows the educator observing to interact and participate with the children (Arthur, Beecher, Death, Dockett, & Farmer, 2015; Walker & Miller, 2014). Briggs and Potter (cited in Arthur et al., 2015) proclaim, “anecdotal records can be seen as ‘word pictures’ (p. 276).
Anecdotal records are quite flexible in that there is no set length or focus. The observer records what they see, hear and observe about the setting; this means that the record can be short and focussed on particular developmental domains or long and broad records of a child or children’s interactions and experiences (Arthur et al., 2015; Martin, 2014).
When utilised well these records are effective in showing the development, across many areas, of a child over a period of time. It is important that the observer records significant behaviours and emerging skills to develop an interesting and appropriate program for that child.
Jean Piaget himself used the anecdotal recording method on his own children in the 1920s; this led him to develop his cognitive theory (Martin, 2014). Anecdotes support Piaget’s developmental theory because it can show the changes in specific areas over time.
The socio-cultural theorists Vygotsky and Bruner both supported the idea of social learning. The anecdotal record is an effective way of recording social interactions in the narrative and also peer and educators scaffolding (Nolan & Raban, 2015). In valuing the relationships of children with their peers, families and educators it becomes easy to encourage children to engage in co-constructed learning and anecdotes provide a beneficial tool in recording these interactions (Martin, 2014; Nolan & Raban, 2015).
Anecdotal records can be disadvantaged if the observer does not correctly identify significant behaviour or does not have trustworthy memory skills (Arthur et al., 2015; Martin, 2014). It can also be difficult for some educators to observe and record the events without adding opinion and inferences; drawing appropriate conclusions from research should be included in an analysis only (Martin, 2014).
COMPARISON
All documentation is valuable for different reasons; the anecdotal record is the most easily accessible method for families to gain understanding from and for children to revisit their learning. It also is more likely to provide educators with a holistic picture of a child’s learning and development (Arthur et al., 2015; Kroeger & Cardy, 2006).
Critical theorist Freire would argue that the two narrative styles, anecdotal and running records, are better forms to use as they allow the child agency to choose the activities they participate in. The child’s voice is also recorded in these methods (MacNaughton, 2005; Pound, 2014; PSC National Alliance, 2012). The more child centred narrative styles also provide opportunities for the discovery of children’s learning dispositions (Arthur et al. 2015). The importance of dispositions and personality connects to Bronfenbrenner’s ecological systems theory and Bowlby’s attachment theory (Berk, 2013). Both these approaches place importance on relationships and their connection to learning and personality formation.
The event sample and running record have their place however these are more limiting methods of recording learning and behaviour. these are more centred around developmentally appropriate practice (DAP) which often focusses on a deficit in abilities rather than recording and building on the child’s knowledge (Berk, 2013).
CONCLUSION
Documentation is immensely important in early childhood services. So important in fact, that it is included in the National Quality Standard (NQS). The NQS expects services to make documentation available to families, ensures educators collaborate with families when developing goals for their children and requires that children’s learning and development is recorded and critically evaluated in order to develop the service program (Australian Children’s Education and Care Quality Authority (ACECQA), 2013).
It is evident that each methodology has its purpose and knowledgeable educators can implement all effectively. Of the three methodologies discussed in this report, the most universally applicable and therefore most efficient method is the anecdotal record as this can be utilised in a variety of situations and is easily adapted to record all developmental domains.
There are many different documentation methodologies utilised in early childhood education services. Each method is linked to one or more theoretical perspective and according to personal and service philosophy, planning methods and the purpose of the documentation; educators can choose the best method for their desired outcome. This report aims to examine three different in order to examine how and when they can be implemented, which theories they relate to, and will determine their efficacy, appropriateness and value.
METHODOLOGY 1: Running Record
A running record is a documentation technique in a narrative form. Usually, the observer is not involved in the experience or responsible for the supervision of any other children as the running record is written in sequence as it happening (Martin, 2014; Walker & Miller, 2014). Running records are able to be very detailed, as the observer should be focussed only on the task at hand (Walker & Miller, 2014). These observations are written in present tense and should record the child’s voice accurately (Walker & Miller, 2014). The observer can implement this method “with little previous observation skill” (Martin, 2014, p. 68) however with more experience the observer can be sure they are recording relevant behaviour and the information collected will be put to better use (Martin, 2014). …show more content…
Post-structuralist perspective espouses the benefits of believing there is more than one way of learning (Nolan & Raban, 2015). This suggests that the observer who records a running record is respecting and acknowledging the child’s unique ways of learning and of being (Department of Education Employment and Workplace Relations (DEEWR), 2009; Nolan & Raban, 2015). It also indicates that each person who reviews the data recorded in the observation will bring their own interpretations of the child’s behaviour (Nolan & Raban, 2015). Foucault’s beliefs about the power of language suggest that it is important for educators to challenge the way they think and use language every day, this include the language used in recording observations (Nolan & Raban, 2015).
The running record also links to developmental theory due to its intense focus on one child’s behaviours and capabilities. Piaget’s stages of development and Montessori’s acknowledgement of ‘sensitive periods’ assist and guide educators in determining if a child’s behaviour and capabilities are developmentally appropriate or if there is a need for intervention strategies (Nolan & Raban, 2015).
The disadvantages of this method include only being able to observe one child properly at a time, the observers’ biases can drive them to make assumptions, which will be unclear in the recorded data, and this method requires an excellent understanding and use of language (Martin, 2014). It also requires the observer to completely focussed on that task rather than interacting with that child or any others and some important behaviours or speech might be missed if the observer “cannot record them quickly enough” (Walker & Miller, 2014, p.355).
METHODOLOGY 2: Event Sample
Samples are a documentation methodology that is quite structured; they are usually used to identify, often negative, behaviour patterns. Event samples are a way of recording the occurrences of ‘events’; these ‘events’ are a previously identified behaviour or category of behaviours (Martin, 2014).
The “ABC format” (Martin, 2014, p. 97) has been identified as one of the more effective methods of event sampling and it is this method that this report will discuss further. The ‘ABC’ method identifies clearly the antecedent event (A) i.e. what happening just before (this may have been a trigger for the subsequent event); the behaviour (B) that has been previously identified and the consequent event (C) i.e. what happened directly after the behaviour (Martin, 2014; Walker & Miller, 2014).
Over a series of events, it may become clear that there is a trigger for the child’s identified behaviour and this can help educators and families develop a plan to improve the care experience for all involved (Walker & Miller, 2014).
The event sample is directly connected to behaviourism and Skinner’s ideas that environments and prior behaviour have an effect on the way a person will react to stimuli (Nolan & Raban, 2015). The socio-behaviourist theories and the social learning theories suggest that children will learn appropriate responses from peers and educators who model, encourage and praise positive social behaviours (Nolan & Raban, 2015). Social learning theorist Bandura also recommended “a symbolic model [of learning] where a character… demonstrates the behaviour” (Nolan & Raban, 2015, p. 47).
Event sampling id very rigid in its implementation and this can sometimes make it difficult to ascertain the true trigger of the identified behaviour as it may take the child some time to react.
Any time delays in recording the event may result in inaccurate information being recorded, which can invalidate all the data (Martin, 2014). This method is often disparaged as being negative as it is usually focussed on antisocial behaviours and can lead to a child being excluded or singled out. This highlights the need for discretion and confidentiality to be maintained in observing children across all areas (Martin,
2014).
Anecdotes or anecdotal records is another narrative form of documentation. This method is a short story about a child or group of children’s experience. Anecdotes are written after the event, in past tense, this allows the educator observing to interact and participate with the children (Arthur, Beecher, Death, Dockett, & Farmer, 2015; Walker & Miller, 2014). Briggs and Potter (cited in Arthur et al., 2015) proclaim, “anecdotal records can be seen as ‘word pictures’ (p. 276).
Anecdotal records are quite flexible in that there is no set length or focus. The observer records what they see, hear and observe about the setting; this means that the record can be short and focussed on particular developmental domains or long and broad records of a child or children’s interactions and experiences (Arthur et al., 2015; Martin, 2014).
When utilised well these records are effective in showing the development, across many areas, of a child over a period of time. It is important that the observer records significant behaviours and emerging skills to develop an interesting and appropriate program for that child.
Jean Piaget himself used the anecdotal recording method on his own children in the 1920s; this led him to develop his cognitive theory (Martin, 2014). Anecdotes support Piaget’s developmental theory because it can show the changes in specific areas over time.
The socio-cultural theorists Vygotsky and Bruner both supported the idea of social learning. The anecdotal record is an effective way of recording social interactions in the narrative and also peer and educators scaffolding (Nolan & Raban, 2015). In valuing the relationships of children with their peers, families and educators it becomes easy to encourage children to engage in co-constructed learning and anecdotes provide a beneficial tool in recording these interactions (Martin, 2014; Nolan & Raban, 2015).
Anecdotal records can be disadvantaged if the observer does not correctly identify significant behaviour or does not have trustworthy memory skills (Arthur et al., 2015; Martin, 2014). It can also be difficult for some educators to observe and record the events without adding opinion and inferences; drawing appropriate conclusions from research should be included in an analysis only (Martin, 2014).
COMPARISON
All documentation is valuable for different reasons; the anecdotal record is the most easily accessible method for families to gain understanding from and for children to revisit their learning. It also is more likely to provide educators with a holistic picture of a child’s learning and development (Arthur et al., 2015; Kroeger & Cardy, 2006).
Critical theorist Freire would argue that the two narrative styles, anecdotal and running records, are better forms to use as they allow the child agency to choose the activities they participate in. The child’s voice is also recorded in these methods (MacNaughton, 2005; Pound, 2014; PSC National Alliance, 2012). The more child centred narrative styles also provide opportunities for the discovery of children’s learning dispositions (Arthur et al. 2015). The importance of dispositions and personality connects to Bronfenbrenner’s ecological systems theory and Bowlby’s attachment theory (Berk, 2013). Both these approaches place importance on relationships and their connection to learning and personality formation.
The event sample and running record have their place however these are more limiting methods of recording learning and behaviour. these are more centred around developmentally appropriate practice (DAP) which often focusses on a deficit in abilities rather than recording and building on the child’s knowledge (Berk, 2013).
CONCLUSION
Documentation is immensely important in early childhood services. So important in fact, that it is included in the National Quality Standard (NQS). The NQS expects services to make documentation available to families, ensures educators collaborate with families when developing goals for their children and requires that children’s learning and development is recorded and critically evaluated in order to develop the service program (Australian Children’s Education and Care Quality Authority (ACECQA), 2013).
It is evident that each methodology has its purpose and knowledgeable educators can implement all effectively. Of the three methodologies discussed in this report, the most universally applicable and therefore most efficient method is the anecdotal record as this can be utilised in a variety of situations and is easily adapted to record all developmental domains.