What is a running record?

There are many ways to observe and document children’s learning. Running records is one of the multiple methods educators can use in daily practice. Running records are detailed, real-time observations capturing a child’s behaviour and interactions, crucial for understanding and supporting individual learning journeys. They require attentive observation and objective language, they focus on actions and interactions without interpreting the motives behind them. They capture the richness of children’s experiences, crucial for informed teaching and learning strategies.

Detailed, present tense, require time

A running record is a comprehensive, real-time documentation method focusing on everything a child says and does during a set period or activity. It’s detailed and objective, capturing verbal and non-verbal behaviours, and typically lasts no more than 10 minutes. Observers note the time frequently and add reflective comments later, considering developmental and contextual insights. Responses to observed behaviours are planned, ensuring a holistic view that encompasses all developmental domains. This method is crucial for understanding children’s learning and planning appropriate educational responses.

Here is an example of a running record template you may use.  The key is to document the frequency of behaviour, intensity and duration of it. In other words, how often does it happen? How strong the behaviour is? How long does it last? Educators often use running records as a tool to identify the triggers of a child’s behaviour and explain why the child may behave this way.

If we are observing for skills or interactions, play patterns, and running records help to create a detailed overview of the child’s current development.

In primary school, a running record tool is often used for early literacy and reading assessments.

Example 1

9:00 AM – Children are gathering for a hospital investigation activity. They are exploring various medical props.

 9:05 AM – Educators are introducing new vocabulary: triage, cast, syringe.

9:10 AM – Amelia is assuming the role of a doctor. She is donning a gown and starting to use a clipboard to document.

 9:15 AM – Jude is acting as a patient. He is waiting for his turn and explaining his ailment to Amelia.

9:20 AM – Jackson and Chase are disassembling and struggling to reassemble eye models. They are requesting assistance.

9:25 AM – An educator is assisting Jackson and Chase, explaining eye model schematics for reassembly.

Example 2

10:15 AM – Educator Kate observes 4-year-old Mia sitting on a small bench. Tanisha, the educator, kneels beside Mia, gently starting to clean her face with a damp cloth.

10:16 AM – As Tanisha attempts to wipe Mia’s right hand, Mia, showing a spark of independence, grabs the cloth with her left hand and forcefully pulls it away.

10:17 AM – Tanisha, recognising Mia’s desire for autonomy, offers, “You wanna do it?” Mia, with a determined grip on the cloth, begins to independently wipe her mouth and tongue.

10:18 AM – Tanisha, with a warm smile and a soft clap, praises Mia, “OK! Good job!” aiming to reinforce Mia’s autonomy and participation in self-care.

10:19 AM – Attempting to continue the routine, Tanisha reaches for Mia’s bib. Mia, still clutching the wet cloth now in her right hand, skilfully navigates the cloth to her other hand as Tanisha lifts the bib over her head.

10:20 AM – With the bib removed, Mia once again focuses on her self-cleaning task. She wipes her cheek and mouth with purpose and ends with a vigorous swipe at her tongue four times, showing her thoroughness and focus on the task.

Example 3

9 AM – 9.05 AM – Dylan expresses frustration loudly about not wanting to play with Matthew and Bries anymore, showing signs of emotional dysregulation. He says: “No! Mine!”

9.10 AM – Dylan’s actions escalate to physical expressions of his emotions, including hitting and pushing, affecting the emotional climate of the play area. He pushes Matthew, as the educator rushes to intervene. Matthew cries “Dylan is bad!”.

9.11 AM – The educator steps in, aiming to guide Jonas toward developing self-regulation and conflict-resolution skills. The educator is using calming techniques, stating: “Dylan, I saw you hit Matthew. I can see Matthew is upset now. We don’t hurt other children, we use words not hands. Remember it’s ok to feel angry, it’s not ok to hit other children. Would you like to go and sit with Miss Kate in the quiet corner so we can talk more about what happened? Dylan nods and follows the educator.

Objective language vs subjective language

Look at this sample observation. Practice changing the language into the objective language.

Jack (4 years old) was angry when Elisha fell onto his building block tower. He sulked and then looked sad as he started to rebuild it.

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Ready to practice?

Watch this video https://www.youtube.com/watch?v=R43Jpk7GElk

Practice writing the running record in the template below

Use this quiz to check your understanding of the Running Record method of observations👇

1. What tense are running records typically written in?

A) Past tense

B) Present tense

C) Future tense

2. What should running records include?

A) Only significant events

B) Every detail observed during the recording period

C) Educator’s interpretations

3. Running records are used to observe:

A) Only group activities

B) A specific child or group of children

C) The educator’s teaching methods

4. How long is a running record typically observed?

A) Less than 5 minutes

B) Exactly 10 minutes

C) It can vary depending on the situation

5. What is a key feature of a running record?

A) It includes the educator’s opinions

B) It is always audio-recorded

C) It is detailed and continuous

The answers:

Answers: 1-B, 2-B, 3-B, 4-C, 5-C