Chapter 3 Using Anecdotal Recordings to Look at Self-Care ©2014 Cengage Learning. All Rights Reserved. Chapter 3 Using Anecdotal Recordings to Look at Self-Care “Observing and recording does no good if it does not change the teacher’s practices or individualize the approach the teacher uses with each child.”

ANECDOTAL RECORDING Detailed, factual account of what the recorder sees and hears; best if it’s written immediately after the incident Narrative: when, where, who, and what happened and the result Like a very short story Includes direct quotes Inferences or conclusions are kept separate ©2014 Cengage Learning. All Rights Reserved.

Anecdotal Record ©2014 Cengage Learning. All Rights Reserved.

Uses of the Anecdotal Record Advantages Preserves all the important details Others can read it to make their own interpretations Needs no special forms Gives reader a sense of being there Useful for all areas of development Child abuse reporting Disadvantages Takes time and attention away from children to write Selection of incident that may be a positive or negative impression Limited to one or two children at a time ©2014 Cengage Learning. All Rights Reserved.

The Language of Observation Descriptive: Verbs Adverbs Adjectives Tense Sequence Learning stories Opportunities: interests, involvement, persistence, expressions ©2014 Cengage Learning. All Rights Reserved.

What to Do with It File in child’s portfolio/folder Use to individualize the curriculum for that child Intentional teaching Share with other teachers and family for insight Confer with helping professionals Talk with child Evidence to Child Protective Services ©2014 Cengage Learning. All Rights Reserved.

LOOKING AT SELF-CARE SKILLS Dependent on: Physical, emotional, cognitive, social development Influenced by: Heredity, family, peers, experiences, culture Autonomy Growing independence ©2014 Cengage Learning. All Rights Reserved.

TOPICS IN OBSERVATION Using All Our Senses What can you tell about a child from each of your senses? Seeing – Appearance, activities, safety Hearing – Language, emotions, health Touching – Muscle tone, illness, stress Smelling – Hygiene, illness, home odors ©2014 Cengage Learning. All Rights Reserved.

Self-Care Skills Eating Toileting Dressing Personal hygiene Sleeping Role Models Direct Instruction Dressing Personal hygiene Sleeping Behavior in the classroom Environment ©2014 Cengage Learning. All Rights Reserved.

INFANTS AND TODDLERS IN ROUTINES Necessary for quality and informative care Opportunities for observing and recording Feeding and eating Diapering and toileting Napping ©2014 Cengage Learning. All Rights Reserved.

HELPING ALL CHILDREN WITH SELF-CARE SKILLS Cultural Approaches to Self-Care Children with Special Needs Individualized Family Service Plan (IFSP) Individualized Education Plan (IEP) Helping Professionals ©2014 Cengage Learning. All Rights Reserved.

Looking at Self-Care Skills (Slide 3 of 4) Self-Care Skills and Intentional Teaching Appropriate expectations for the task, age, and individual child’s abilities Appropriate sizes of furniture Clear expressions of expectations to the child © 2017 Cengage Learning. All Rights Reserved.

Looking at Self-Care Skills (Slide 4 of 4) Helping All Children with Self-Care Skills Culture and Eating Other Cultures and Independence Culture and Toilet Training Culture and Sleeping Children with Special Needs © 2017 Cengage Learning. All Rights Reserved.

Standard Related to Self-Help Skills NAEYC Early Childhood Program Standards and Accreditation Criteria 4.B.02 Assessments Obtain information on all areas of children’s development and learning, including cognitive skills, language, social-emotional development, approaches to learning, health, and physical development (including self-help skills). ©2014 Cengage Learning. All Rights Reserved.