Child Observation No.
7
Time & Event Sampling
User notes
Contents
Aims of the film & its use .......................... 2
The video sequences - our observations
Sequence 1 - Laura - Time sample ..................... 4
Sequence 2 - Laura - Event sample ..................... 7
Sequence 3 - David - Time sample .................... 11
Sequence 4 - David - Event sample .................... 14
Suggested further reading ......................... 17
Blank observation forms .............................. 18
1
Aims of the film and its use
A main problem of all observation is in extracting relevant information from a mass of
complex activity. As well as learning observation skills it is also important to be able to
identify which type of observation is required. In this tape you are shown two types of
observation: time sampling and event sampling.
Time sampling
Time sampling is often used where there is a concern about an aspect of behaviour. It
involves observing a child for an extended period such as a whole morning/afternoon
session, or even a whole day. A record lasting for a predetermined length of time (e.g.
30 seconds or 1 minute) is made at regular intervals (e.g. every 10 minutes or every hour)
about what a particular child (or group of children) is doing. It is a useful technique for:
! Observing a child’s total behaviour and to find out what a child does typically
during the course of a day.
! Focusing on a selected aspect of behaviour to reveal the frequency of that
behaviour.
! Focusing on an activity involving a group of children using a particular resource
e.g. the book or home corner, to evaluate the appropriateness of the provision.
Disadvantages of this technique are in being tied to clock watching and being restrict-
ed to only recording events that happen in the predetermined period.
However, if appropriate it will give an objective record of behaviour and will show if con-
cerns need intervention.
Before starting any observation you must ensure that you have clear aims. Without an
aim and focus no useful conclusion can be drawn.
Event sampling
In contrast to time sampling that selects information from a stream of events, event sam-
pling concentrates on a particular short period of behaviour – the event you are inter-
ested in that occurs at intervals. The length of the observation cannot be predeter-
mined as it is dependent on the length of the event.
It is frequently used, for example, to observe:
! Aggressive behaviour
! Quarrels
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! Attention seeking
! Bouts of crying or comfort seeking
Before starting a full observation you will already have observed and formed possible
concerns. With any observation a clearly defined aim will need to be identified so that
you know exactly what you want to record.
The disadvantages are the difficulties of being constantly alert and ready to record the
event. However it does give a very closely focussed view and allows that whole event
and possibly its build up to be recorded.
About the video sequences to use for observations
We chose two quite different children to observe and filmed them individually for one
afternoon session at their nursery. They had both been attending the nursery every after-
noon for one month. Most of the children in the class had settled in well. After consul-
tation with the staff it was decided to film a very quiet girl and a lively boy who often
seemed to be involved in disruptions. Most of the sessions involved free play and the
children were able to wander about among the various activities staying with them as
long as they liked, playing with who ever they chose.
For both children a time sample and an event sample were filmed. The purpose of this
was twofold; to provide examples of both techniques and also to compare the informa-
tion that was gathered from the two methods.
Using the video with students
Firstly you can talk about the aims of the observations. Then you may wish to look at the
sequences one clip at a time, perhaps repeating the clip to allow students more time to
observe properly what is happening. The clips are numbered in the top left of the pic-
ture to make it easier to find the right bit if you rewind, and to link it with the observation
in these notes.
The dvd can be paused between clips to allow students either to write down their own
observations, or to look at the observations we have made in these notes. You may pho-
tocopy these notes for students to use. There are also blank observation forms for stu-
dents.
After viewing a complete sequence of video clips you can ask students to:
! Interpret the observations and/or discuss what they have learned from the
observations.
! Consider whether the observations meet the aims set out at the start of the sequence.
! Discuss how appropriate the particular observation method was.
! Discuss other situations where the particular observation method could be useful.
3
The video sequences
Our observations
Sequence 1 – Laura – Time Sample
Background to observation
Laura is a 3 years 9 months girl who has been attending the nursery in the afternoons for
4 weeks. The staff were concerned because she didn’t speak or answer them when
they tried to talk to her and she also seemed to be very withdrawn not seeming to
socialise with the other children. Staff had even begun to wonder if she was deaf. The
sessions are mainly free play and the children are free to choose from the available
activities. There are 20 children and 2 staff.
Aim
To see how Laura spends her time and see if she speaks or socialises with the other chil-
dren and/or staff.
Method
Laura was observed every 10 minutes for 30 seconds over a 2 hour period.
Abbreviations: T = teacher, L = Laura
No. Time & setting Others present Actions & reactions Language
1 1.10 pm Teacher and General chatter as T talks to None
Classroom in half of class group. L sitting cross-legged
circle watching what’s going on.
2 1.20 pm Alone L stands behind counter watching None
Home corner into main classroom doing nothing.
3 1.30 pm One girl Girl speaks to L. L makes eye None
Home corner contact then looks away and
watches others. Then she turns
back and smiles submissively
(mouth corners not turned up)
4
4 1.40 pm Alone L stands behind counter picking up None
Home corner items under the counter and
watching others pass.
5 1.50 pm One girl. L stands behind counter and None
Home corner watches other girl standing next to
her ironing.
6 2.00 pm Two children. L stands by counter holding the None
Home corner iron. A girl approaches her and
takes the iron off her and then
returns it. L submissively allows
this and stands watching the same
girl as she plays with a doll.
7 2.10 pm Small group L stands behind counter watching None
Home corner the other children playing and
interacting around her.
8 2.20 pm Small group L sits at the table watching the None
Home corner other children playing.
9 2.30 pm Teacher and L picking up toys. T giving None
Home corner small group instructions to L and others. L
looks up at T and picks up more
toys.
10 2.40 pm Teacher and Sits on rocker alone watching None
Playground nursery nurse others.
with outside and whole
equipment class of
children.
11 2.50 pm Whole class About to climb slide when another None
Playground girl pushes her back and goes first.
L stands back and watches as
others go in front.
12 3.00 pm Whole class Stoops at climbing frame watching None
Playground as children play inside. Turns to
look at T who smiles at her.
Laura - Time Sample Interpretation
Laura spent almost all the free play period in the home corner, mostly on her own behind
a counter in an isolating position. Nearly all the time she is watching the other children
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playing but she doesn’t become absorbed in play either with others or on her own.
When she is approached by other children she makes eye contact but doesn’t speak
and behaves very submissively e.g. allowing a toy to be taken from her without protest.
She does smile and seem to be interested in the other children’s interactions.
Throughout the observation Laura does not speak.
Laura - Time Sample Conclusion
The observation revealed a girl who doesn’t speak to children or adults and seems rather
isolated. The time sample observation is inconclusive about whether Laura does speak
at all. Clearly it is possible that she did speak and/or socialised more outside the time
sample periods. It is also possible that she speaks at home but not at nursery. An event
sample is likely to tell us more about Laura’s socialising at nursery.
6
Sequence 2 – Laura – Event Sample
Background to observation
Laura is a 3 years 9 months girl who has been attending the nursery in the afternoons for
4 weeks. The staff were concerned because she didn’t speak or answer them when
they tried to talk to her and she also seemed to be very withdrawn not seeming to
socialise with the other children. Staff had even begun to wonder if she was deaf. The
sessions are mainly free play and the children are free to choose from the available
activities. There are 20 children and 2 staff.
Aim
To see if Laura speaks or socialises with adults or children and if so how.
Method
Every interaction where Laura was spoken to, or spoke herself, was recorded.
Abbreviations: T = teacher, L = Laura, C = Child
No. Time Antecedent Interaction Non Verbal Speech Concequence
Communication
1 1.16 pm Sitting in circle T asks L what L looks away and then None. T suggests another
with other she wants to makes eye contact. She child take L to the
children and play with. doesn’t respond to T’s playroom and L leaves
teacher (T). speech and wrings hands. with the other child.
2 1.22 pm L alone in C approaches L nods, smiles and makes None. Child turns and plays
house corner and asks a eye contact. with another C.
behind counter question.
with phones.
3 1.30 pm L in house C talks about L makes eye contact and None. C leaves.
corner behind and phones her smiles. L copies and
counter. dad. picks up another phone.
Another C in Says
front phoning. “hiya” on
phone.
4 1.41 pm L in house C approaches L accepts phone and None. C leaves.
corner alone. and offers L a puts it to her ear. She
phone saying shrugs shoulders.
“here’s your Says
mam”. “hiya” on
phone.
7
5 1.58 pm L alone in C approaches L makes brief eye None. C turns away to play
house corner and talks to L contact. with others.
ironing. about ironing,
wanting to
play.
6 2.05 pm L in house Other children L listens and watches “There’s a The C still can’t find
corner – are looking for and points to where the cup there cup and although L
stands by a cup. L tells cup is. – over makes one interven-
ironing board them where there”. tion, she doesn’t
watching two the cup is. include herself fur-
other children. ther in the game and
stays standing alone.
7 2.07 pm L in home C offers L a L makes brief eye None. C leaves and L
corner standing bowl as a contact but doesn’t watches them
by counter as kettle. accept. wringing her hands.
two C
approach her.
8 2.12 pm L in home C talks to L L makes eye contact and None.
corner sitting “Are you having smiles.
at table a nice day ……?”
watching. Another C L nods and speaks to the “That’s L begins to enter into
Another C also approaches and first child. yours”. game.
sits at table. gives them
both dinner to
eat.
9 2.17 pm L in home C comes to Makes eye contact and None. L left alone.
corner sitting sit at table smiles. Pretends to eat food.
alone at table. with her and
starts talking.
Another C
gives her more
dinner.
10 2.22 pm L in home T asks L to L responds immediately. None. Sits back at table as
corner sitting put the dolls soon as task
at table to bed. completed.
watching.
Other C and T
present for
clearing up
time.
11 2.28 pm L in home cor- T asks L if L makes eye contact and None. Carries on tidying up
ner sitting at she can find nods. Goes and gets on own initiative.
table watching. another basket. dolls clothes. L makes
Other children T asks L if eye contact and goes to
and T still she’s found get correct item, returns
clearing up. the basket. with it makes eye con-
tact and smiles.
8
12 2.30 L in home T asks L for L makes eye contact and None. Continues to help
pm corner helping more help with smiles and nods in tidying up.
clear way with dolls and response. Willingly
other C and T. putting away, helps, following T’s
trying to get L instructions and pointing
to talk. when asked where she
wants something put.
13 2.32 pm L going into C asks L for None. Runs back to home
corridor to help with corner and T.
put item away. taking off
Another C is apron. L
taking off immediately
apron. helps.
14 2.33 pm L in home T asks L “are L nods, making eye None. Looks pleased with
corner with T. we nearly tidy contact and smiles. herself as she and T
now Laura?” finally leave home
L switches corner.
lights off
when asked.
15 2.42 pm L in Sits on rocker. L responds immediately None. Left alone L gets
playground. A boy gets on and lets him off. back into rocker.
and L gets off
and rocks him.
He says he
wants to get
off.
Laura - Event Sample Interpretation
Although Laura takes herself to an isolating position behind the counter in the home cor-
ner, there are lots of occasions when others approach her giving her opportunities to
socialise. When the teacher asks Laura what she wants to play with she wrings her hands
indicating that she feels very agitated and nervous. However in all cases Laura makes
eye contact and often smiles giving the impression that she does want to socialise.
When other children do approach Laura she doesn’t extend any of the contacts of her
own initiative and this results in the other children leaving her quickly to find more recep-
tive playmates. Laura often copies what the other children do in their playing, tending
to indicate ‘I want to do this with you’ (e.g. ironing and phoning). But this doesn’t work
as a way of encouraging others to stay and play because she leaves it too late – the
potential playmates have already moved on.
Laura does talk. Several times she speaks into the telephone. She also offers others infor-
9
mation when she thinks she has something useful to offer. “There’s the cup, over there”
shows she can speak clearly and hear and understand what’s going on very well.
Towards the end of the free play session she ventures out from behind the counter and
begins to enter into the make believe game of serving dinners. She doesn’t speak in the
presence of the teacher even when encouraged, although she appears keen to please.
She complies with all requests made of her by adults and children.
Laura - Event Sample Conclusion
The observation reveals a girl who gives all the signs of wanting to interact with other chil-
dren. There are no indications of any hearing defect – in fact quite the contrary. She
doesn’t show any real signs of distress and future observations by teachers could check
that Laura does gradually gain in confidence and doesn’t remain or increase in isolation.
Comparison of the two observations
The time sample did show how Laura typically spent her time. It also gave us some infor-
mation about her social behaviour but we still couldn’t say whether Laura talked to peo-
ple or not. The event sample on the other hand didn’t give us a picture of the way Laura
spent so much of her time on her own in an isolating position but it did tell us a lot about
the range of her socialising and confirmed that she could talk well and hear what was
going on.
10
Sequence 3 – David – Time Sample
Background to observation
David is a 3 years 4 months boy who has been attending the nursery in the afternoons
for 4 weeks. The staff were mildly concerned that he often seems to be at the centre of
disruptions and they had felt that they had to keep a constant ear open for him, often
meaning breaking off what they were doing with other children. They were interested
to find out what he spent his time doing, what was the cause of the disruptions, and
whether David was provoked or was exhibiting aggressive behaviour himself. The ses-
sions are mainly free play and the children are free to choose from the available activi-
ties. There are 20 children and 2 staff.
Aim
To see how David spends his time and if he is frequently involved in disruptions.
Method
David was observed every 10 minutes for 30 seconds over a 2 hour period.
abbreviations: T = Teacher, D = David
No. Time & setting Others present Actions & reactions Language
1 1.10 pm Half of class D chews his book. None
Classroom in
circle
2 1.20 pm Small group D is pouring water into a jug. T D answers
Water trough asks D what he wants her to do T “Put in
and he says he wants his jug filling there”
with her water. He holds it steady
and as the jug gets heavy he
laughs, dropping the jug.
3 1.30 pm No-one D goes to toilet (watched by T) and None
Toilet at the sink concentrates on
washing paint off his arms.
4 1.40 pm Small group D sitting painting. Counts children D counts
Painting table at table and then hears T telling a “134567”
child to put name on painting. D then “put
wants his name on and gets very my name
assertive about it. on” repeats
insistently.
11
5 1.50 pm Small group D absorbed in painting a picture. D says
Painting table and T T sitting talking to him and group. “look” and
He concentrates on picture in a smiles as
single minded way. he shows
T his
painting.
6 2.00 pm One boy Playing alongside other boy None
Playdough sometimes watching what he does
table – becoming totally absorbed in his
dough.
7 2.10 pm Small group D absorbed in playing with trains. None
Trainset area Starts taking up more track with-
out seeming to realise that others
are playing with it. Boy reacts by
pushing him and shouting “no”. D
just responds with a lesser push
and continues pulling up the track.
8 2.20 pm Small group D is trying to respond to teacher’s None
Corridor – tidy and T request to put clothing away and
up time boy intervenes snatching it off him.
Tug of war ensues and other boy
told off.
9 2.30 pm Small group D examines truck and goes to water None
Water trough and T and begins playing. It is tidy up
– tidy up time time and T has to be quite force-
ful to get him to comply as he is
becoming absorbed in new game.
10 2.40 pm Small group D trying to put cover on dolls – None
Home corner and T absorbed, trying to get it right.
tidy up time.
11 2.50 pm T and whole T is reading story about naughty Answers
Sitting on class babies and D is listening absorbed. “no” and
floor for “yes” to
story-time. T’s
questions.
12 3.00 pm One boy Interaction with boy who is hold- None
Empty ing up a sheet of mirrors. D
classroom. laughs. Boy hits him on head and
D reacts with less force than is
shown to him. D rips paper, and
both run off laughing.
12
13 3.10 pm Runs and laughs from slide ladder. None
Playground at Pushes another boy in front of
climbing him at the ladder and climbs in
frame. front of him.
14 3.20 pm Class and Chews sock. Runs to daddy and “Daddy!
Classroom – parents hugs and gives him a paper and a
home time. sock and cuddles little brother.
David - Time Sample Interpretation
David spends his time at a variety of activities and concentrates well getting absorbed
in the activities. He seems to be very single minded and determined to do what he
wants. He plays alongside other children but isn’t seen to play with them and he does-
n’t talk to any of the children in any of the sessions. He does talk to the teacher when
necessary. He doesn’t cooperate with others particularly. There is only one session
which involves a disruption and this is instigated by David and is a result of him taking
exactly what he wants without referring to what others are doing. He isn’t seen to be
aggressive even when his single mindedness annoys others and he gets hit by them. He
is very assertive and stands his own ground without becoming physically aggressive.
David - Time Sample Conclusion
David has good powers of concentration, becoming absorbed in whatever he is doing.
He is single-minded, to the extent of taking what he wants without reference to others,
possibly resulting in conflict situations, but his involvement in disruptions does not seem to
be frequent. An event sample may provide more evidence of both these points.
13
Sequence 4 – David – Event sample
Background to observation
David is a 3 years 4 months boy who has been attending the nursery in the afternoons
for 4 weeks. The staff were mildly concerned that he often seems to be at the centre of
disruptions and they had felt that they had to keep a constant ear open for him, often
meaning breaking off what they were doing with other children. They were interested
to find out what he spent his time doing, what was the cause of the disruptions, and
whether David was provoked or was exhibiting aggressive behaviour himself. The ses-
sions are mainly free play and the children are free to choose from the available activi-
ties. There are 20 children and 2 staff.
Aim
To see the nature of David’s involvement in disruptions.
Method
Observe all interaction where David is involved in disruptions.
abbreviations: T = teacher, D = David, G = Girl, B – Boy
No. Time Others Present Description of incident Teacher Involvement Provoked
1 1.18 pm Small group D and G spitting water T intervenes and ignores No
round water from the water incident and spends time
table containers directing D to different
behaviour
2 2.13 pm Two girls in D intimidates a G by T notices and asks No
toilets standing very close for no what’s happening and
apparent reason directs D’s hand drying.
3 1.30 pm Two children at G dabs paint on D’s new T comes and directs Yes
paint table. paper. He runs round redistributing the paint.
table, takes her paint pot
and laughs. She shouts
for teacher.
4 2.10 pm Two children D playing next to others None. No
playing with and suddenly turns to
train-set. grab train track causing
other B to complain and
push D. D holds boy out
of way determined to take
the track he wants.
14
5 2.17 pm One boy in D is making noises and None. No.
corridor. involves another B who he
falls over.
6 2.25 pm Four children One girl tells D it’s tidy T comes and explains why No.
tidying up round up time and he responds it wasn’t a good thing to
water table. by pouring water on her do and asks him to
head twice. A bit of a apologise, which he does
battle ensues and she and says “sorry”.
goes to tell T.
7 3.12 pm Two girls playing D comes down from None. No.
with bricks in climbing frame and
playground. interrupts two Gs playing
with bricks. One girl
leaves immediately, saying
“no!”. D continues taking
the other girls bricks –
“I want all” but she
tells him he’s not
allowed to take all of
them. D says “I can”
and carries on.
8 3.15 pm Two children B comes to join D. D T consoles boy (in back- No.
with bricks in shows no awareness of ground).
playground. boy and hurls a block
hitting the B accidentally.
D carries on playing with
bricks regardless as the
boy runs away crying
loudly.
9 3.18 pm Group in circle B sitting next to D gets None. No.
on floor. up to hit the B opposite.
D encourages him by
laughing and making eye
contact and then gets up
and does the same him-
self. Chews a piece of
paper.
David - Event Sample Interpretation
We noted 9 incidents in total. In 6 of them the teacher was summoned by another child,
or the teacher noticed the disturbance and came to see what was happening. In most
15
of the cases the disturbance was instigated by David. In half of the incidents he seems
to be in high spirits and laughing and the disruption was the result of over excitement
rather than deliberate antisocial behaviour. However he takes no notice of other chil-
dren’s objections to his behaviour.
The other incidents seem to be the result of David being totally unaware and uncon-
cerned about his effect on others. He barges in, interrupts and spoils others’ games by
taking their equipment and takes no notice at all of their objections, being determined
to proceed with his own plans. He is not seen to be aggressive and when others react
physically to his behaviour he only responds with lesser force. He is totally unconcerned
when he hurts another child and carries on with his own game.
David - Time Sample Conclusion
David needs to be able to interpret and respond to other’s reactions – a skill that is linked
to children’s cognitive and emotional development. David’s behaviour exhibits slight
immaturity (the average development of a three year old shows someone who often
comforts another child who is crying and can talk about being happy or sad, for exam-
ple). He needs to be able to negotiate as well as to be assertive in order to join in more
appropriately. This disregard for others seems partly due to his ability to become
absorbed and involved in play, which has to be seen in a positive light.
The teachers are already helping David by not focussing on his negative behaviour but
by directing him to different, more constructive behaviour and he is then cooperative
and interested. When asked to apologise he does so willingly. Although there are over
20 children in the class the teachers usually manage to help orient David’s behaviour at
the time it occurs.
Comparison of the two observations
The time sample showed how David spent his time and showed his good concentration
skills. It also indicated his lack of cooperation with others and showed his assertive behav-
iour but was inconclusive as to the nature of the disruptions the teachers had seen him
involved in. They didn’t seem to be very frequent.
However the event sample showed how frequent upsets really were and indicated
strongly that David’s total disregard for others was a source of conflict.
16
References & further reading
Hobart, C. & Frankel, J. (1999) A Practical Guide to Child Observation and Assessment.
Stanley Thornes.
Sharman, C., Cross, W. & Vennis, D. (1995) Observing Children. Cassell.
Beaver, M. et al. (2001) Babies and Young Children. Diploma in Child Care and
Education. Nelson Thornes.
Fawcett, M. (1996) Learning Through Child Observation. Jessica Kingsley Publishers.
17
Sequence 1 or 3 – Laura or David – Time Sample
No. Time & setting Others present Actions & reactions Language
18
Sequence 2 – Laura – Event Sample
No. Time Antecedent Interaction Non Verbal Speech Concequence
Communication
19
Sequence 4 – David – Event sample
No. Time Others Present Description of incident Teacher Involvement Provoked
20
Siren produces a range of other child development films
and all follow children in everyday situations. Some are
conventional films while others are specifically designed
for learning observation skills and consist of valuable
source material.
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