Section 7.1: Objective Observation Methods (Running Records, Anecdotals)

Why Observation Methods Matter for the CDA Exam

For early childhood educators pursuing the Child Development Associate (CDA) credential, observation is the cornerstone of professional practice. The CDA Exam heavily assesses your ability to gather, record, and interpret developmental data accurately. Specifically, Competency Goal V focuses on maintaining an effective program operation, which includes systematic child record-keeping. The exam tests whether you can distinguish between objective and subjective statements, select the correct observation method for a given classroom scenario, and adapt your observation techniques to the developmental levels of infants, toddlers, and preschoolers.

Effective observation ensures that programs remain child-centered, developmentally appropriate, and responsive to individual needs. Without objective documentation, educators risk making decisions based on memory, which is prone to bias, or subjective feelings, which do not reflect a child's true developmental capabilities. The CDA exam tests these competencies because accurate observations are the foundation for family communication, developmental screening, curriculum adjustments, and early intervention referrals.

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Objective vs. Subjective Observations

At the core of professional observation is the ability to separate objective facts from subjective opinions.

• Objective Observation: This is a direct, factual, and observable record of what a child says and does. It is written without personal bias, assumptions, labels, or emotional interpretations. It includes exact quotes and physical actions. Think of it as a video recording: if a camera cannot capture it, it does not belong in an objective observation.
• Subjective Observation: This includes an observer's opinions, feelings, interpretations, or assumptions about a child’s internal state, motivation, or character. Subjective writing often uses emotional adjectives (e.g., happy, angry, sad, frustrated) or labeling nouns (e.g., helper, bully, genius).

Let us look at a comparative example:

• Subjective: "Lucas was angry during clean-up time and meanly threw his blocks into the bin because he did not want to stop playing."
• Objective: "Lucas walked to the block area when the clean-up song began. He picked up three wooden blocks, one at a time, and tossed them into the plastic bin from a distance of two feet. He pressed his lips together and looked down at the floor."

The subjective statement assumes Lucas's emotion ("angry"), judges his character ("meanly"), and guesses his motivation ("did not want to stop playing"). The objective statement describes exactly what Lucas did, allowing the reader to analyze the behavior based on facts rather than the observer's opinion.

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Core Observation Tools and Methods

Educators must choose the right tool based on the behavior they wish to observe. The four primary tools tested on the CDA exam are:

1. Anecdotal Records: A brief, narrative description of a specific, significant event or behavior written after it occurs. It is written in the past tense and answers the questions: Who? What? Where? When? and How? It captures a snapshot of a developmental breakthrough, social interaction, or milestone.
2. Running Records: A detailed, continuous, play-by-play description of a child's behavior written in the present tense in real time as the behavior occurs. It is usually conducted for a set period (e.g., 5 to 10 minutes) and is highly useful for looking at complex social play or analyzing challenging behavior patterns.
3. Developmental Checklists: A list of specific developmental milestones or skills (e.g., "walks independently," "uses a three-finger grasp"). The observer checks "Yes," "No," or "Not Yet" to indicate if the child can perform the skill. It is useful for gathering quick baseline data across domains.
4. Frequency Counts: A quantitative tally system used to track how often a specific, clearly defined target behavior occurs during a set period. It is used to monitor behaviors such as biting, physical aggression, or prosocial behaviors like requesting help.

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Developmental Stage Adaptations

Observation strategies and focal points must shift to match the developmental capabilities of each age group:

Infants (0-12 Months)

Infants are pre-verbal, meaning observations must focus heavily on non-verbal communication, physical motor milestones, and sensory exploration. Observers track eye contact, crying pitches, cooing, babbling, motor transitions (rolling, reaching, sitting up), and attachment behaviors (how the infant responds to their primary caregiver). Running records for infants are brief and focus on caregiving routines (feeding, diapering, sleeping) to understand their natural biological rhythms. Checklists are used to track physical growth and developmental milestones like the pincer grasp.

Toddlers (12-36 Months)

Toddlers undergo rapid language acquisition, emotional growth, and transitions in play styles. Observations at this stage focus on expressive and receptive language, developing self-help skills (using a spoon, washing hands), social interactions (parallel play, sharing struggles), and emotional self-regulation. Anecdotal records are excellent for documenting social breakthroughs or peer conflicts. Frequency counts are commonly used to monitor challenging behaviors like biting or throwing objects, helping teachers identify environmental triggers or patterns in timing.

Preschoolers (3-5 Years)

Preschoolers display complex speech, cooperative play, self-regulation, and cognitive problem-solving. Observations track cooperative play dynamics, pre-literacy skills (identifying letters, writing names), mathematical thinking (sorting, counting), and dramatic play themes. Running records during small-group activities or dramatic play reveal peer relationships and cognitive planning. Checklists are frequently used to monitor academic readiness and fine motor skills (such as scissor cuts or pencil grasp).

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Comparison of Observation Methods