Chapter 5: Using Running Records to Look at Social Development 

 
Fact: Reflection: 
5-1 (Using Running Records)  Observer needs to be aware that the child 
❖ Running Records: ​detailed account  is in the most natural environment 
of a segment of time  possible.  
➢ Same technique as the A.R.   
➢ Actions are described and   
quotes recorded   
■ Like movie scripts   
➢ Recorder decides to observe   
and write for a period of   
time, focusing on one child or   
one play area   
➢ Written as events are   
happening   
❖ Requires intense concentration and   
focused attention  Safety is the number one priority!! 
➢ Any recording in progress is  Important to not forget this.  
secondary to a child in need 
➢ If interrupted, line is drawn 
and the ending and return 
times noted. 
❖ R.R.’s may make child act 
differently if they know they are 
being observed. 

5-1a (How to Find the Time)  I am all for using tablets and smartphones 
❖ R.R’s are one of the most time  for recording information. To me it seems 
intensive methods  the most effective.  
➢ Takes undivided attention 
➢ Not practical for person who 
also is responsible for 
classroom 
❖ Using a video camera is a good tool, 
but can sometimes be intrusive.  
❖ Tablets and smartphones  

5-2 (Looking at Social Development)   

❖ Social competence is affected by: 
➢ Biology, relationships, and 
environment 
➢ The ability to get along with 
others and express, 
 understand, and control 
emotions, and to display 
social problem-solving skills 
❖ Observation of a child’s play give 
indicators of social, language, and 
motor skills.  

5-2a (Theories of Social Development)  I’ve always gravitated more toward 

❖ Freud  Piaget’s studies and thinkings. I agree 
➢ Attributes social behavior to  with his statement that thinking governs 
the sexual nature of humans  your actions. It is true of life as a child and 
hidden in the subconscious  adult.  
➢ Basic gender roles/attitudes 
formed through experience 
❖ Erikson 
➢ Looks at biology 
➢ the changing mind and 
emotions are effects of 
society in forming behavior 
patterns 
➢ 8 stages: 
■ Infancy, toddlerhood, 
preschool, 
preadolescence, 
adolescence, young 
adulthood, middle 
adulthood, old age 
➢ Stresses the importance of 
adults understanding and 
meeting children’s needs in 
each stage. 
❖ Piaget 
➢ Children’s thinking governs 
their actions. 
➢ Object permanence: ​cognitive 
understanding that objects 
and persons continue to exist 
even out of sight  
➢ Young child is e​ gocentric: 
not able to take another’s 
POV 
❖ Skinner and Watson 
➢ Learning takes place when 
reinforced positively or 
 negatively 
❖ Maslow 
➢ Hierarchy of human needs; 
satisfaction comes from 
serving others over self 
➢ Both physical and 
psychological safety are 
necessary for development 
❖ Vygotsky 
➢ Play pretending are 
representations in practice 
for literacy 
❖ Kohlberg 
➢ Expanded piaget’s idea 
➢ Young child’s behavior is 
dictated by what is best for 
self, not another person. 

5-2b (Implications of Social Learning   

Theory on Early Childhood Practices) 
❖ Children who are able the listed 
skills are deemed as socially 
competent.  
➢ Communication, cooperation, 
assertion, responsibility, 
empathy, self-control 
■ Important for 
academic and 
peer-group setting 
success 

5-3 (The Importance of Play in Social  I think we all forget our child-like nature 
Development)  as we grow up and are apart of the “real 
❖ Play is for children and adults  world”, but it's important to tap into the 
❖ Play moves from simple to complex,  child’s perspective, especially as a teacher 
just like all other areas of  and observer.  
development  
❖ Play= learning to/from play 
❖ Understanding play and its 
importance is necessary 
➢ Through play and interaction 
with the environment, child 
is constructing mental 
images and processes 
(Kohlberg) 
 ➢ Helps children develop 
physically, mentally, 
emotionally, and socially 

5-3a (Stages of Social Play)  Generating a proper environment will 

❖ Development moves from simple to  allow all of these play types to be natural 
complex, is predictable, and moves  and enhanced.  
at different rates for diff people. 
❖ Unoccupied/Negative Play: n ​ ot 
interested in play, wanders around 
room  
❖ Onlooker Play: w ​ atching others 
play 
❖ Solitary Play: p ​ lay focused on 
objects or movements, not involved 
with others 
➢ Often used for manipulation 
and practice, stress release, 
or by choice 
❖ Parallel/Social Attention Play: p ​ lay 
near but not interacting with 
another player 
➢ Minimal social contact  
❖ Associative Play: ​play that is in the 
same theme but each player playing 
individually 
❖ Cooperative/Collaborative Play: 
play where players are in the same 
theme and working toward a 
common goal 
❖ Teachers can take steps to promote 
all types of friendships by adjusting 
environment and generating an 
inclusive environment 

5-3b (Types of Cognitive Play)   

❖ Functional Play: ​manipulation of 
objects with no particular goal 
other than to examine and practice 
➢ No end product in mind 
■ Patting clay  
❖ Constructive Play: m ​ anipulating 
objects to create a physical product 
➢ Clay balls to build snowman 
❖ Dramatic Play: ​symbolic play, 
 pretend 
➢ Children exercise power over 
a world they can’t control 
➢ Requires a higher level of 
cognitive and social 
flexibility 
❖ Games with Rules: ​players take 
turns and follow mutually 
understood standard  
❖ Observers should be able to 
recognize and label social play.  

5-3c (Social Competence and School  No one wants to learn when they feel that 
Readiness)  they will be judged or ridiculed. 
❖ Social-emotional skills that support   
school readiness enable children to  Positivity is key.  
learn 
❖ Children are more inclined to be 
excited learn within an positive 
social environment 

5-3d (Young Children and Social Studies)  Understanding their perspective, will help 
❖ Curriculum formed from what  you teach and help them remember what 
children experience every day in  they are being taught.  
their world.    
❖ “Among the most important   
elements of the social studies  Learning requires application as well.  
curriculum are the strategies and 
skills that teach students how to 
learn, how to make decisions, and 
how to work effectively with 
others” (wallace).  

5-3e (The Need for a Selfless Society)  I am always reminded of the “Wild Child” 
❖ Socialization: p ​ rocess of learning  girl who was locked away for the first 13 
social skills and personal identity  years of her life. She was never able to 
❖ Being mature means that one more  fully recover her socialization and 
concerned about the needs of others  academic skills.  
over themselves.   
❖ Helping a child learn proper rules of   
society will help them function a  Socialization starts on day 1.  
group; skill needed for physical and 
psychological well-being. 
❖ All areas of development affected 
by social development. 
 ➢ Begins with infants needs 
being met.  
❖ Teacher prepares environment that 
will enhance social development by 
providing enough materials so that 
solitary and parallel play are not 
believed to be the child having to 
steal from others 

5-4 (Observing Social Development in   

Play) 
❖ Can be amusing, yet reveals a lot 
about child and all of their 
developmental areas when they play 
❖ Observing is a tool that is always 
used to: 
➢ inform instruction, monitor 
progress and identify 
children who may need 
further evaluation 

5-4a (A.R. and R.R.)   

❖ R.R. give little bits of action that 
can be looked at for the many 
different types of play 
➢ Used as documentation 
➢ Open method  

5-4b Checklists   
❖ Most lists have social play listed 
❖ Provide descriptions of typical 
behavior, and whether or not child 
is meeting standards 

5-4c (Observing Infants and Toddlers in  Good to remember that sometimes a child 
Social Play)  lashing out may be bc its the only way 
❖ Infant has limited language, and is  they know how to communicate.  
still developing cognitive, social, 
and emotional skills 
❖ Due to being socially immature at 
the age of 2, play responses may 
not be friendly. 

5-5 (Helping All Children with Social   

Development) 
 ❖ Early intervention for development 
that is lacking or difficult for the 
child is highly important for the 
teacher and/or program. 

5-5a (Children with Challenging Behavior)  Again, looking at all factors is key as to 
❖ Disruptive behavior is a challenge  not make a rash decision/analysis.  
❖ Through behavior, child is 
communicating what they may or 
may not be able to put into words 
➢ All behavior should be 
viewed within the context of 
biology, interactions, and 
environment 
❖ Response to Intervention Model 
(RTI): ​3-tiered framework intended 
to prevent learning delays from 
becoming learning disabilities 

5-5b (Disabilities and the Social  Every child deserves a right to an 
Environment)  education, no matter what.  
❖ With the proper environment and 
tools, children with disabilities can 
be successful.  
➢ Inclusive setting causes 
other peers to be more 
thoughtful of those with 
learning delays.  
❖ Every child must be included in 
every activity to the fullest of their 
ability.  

5-5d (Culture and Social Interactions)   

❖ Young children are aware of the 
differences between them and their 
peers 
❖ Teachers need to openly speak 
about the observations and 
responses to conversations about 
race 
➢ Familiarize self with the 
various cultures of the class 
 Running Record 
 
Date: ______ 
Time Recording Began: __________ 
Child’s Name & Age ________________________ 
Recorder: __________________________ 
 
Observations:  
 
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