Sampling

Sampling involves taking a series of focused observations. Time sampling involves planning to undertake a number of observations at set time periods, for example, every 2 minutes within a half hour, and noting down what the child is doing at that time. Event sampling happens when a child’s behaviour is observed in relation to a particular event, for example, getting ready to play outside. A target observation such as the one below shows how the child behaves in their learning environment alongside other children. Target observations are helpful when looking at a specific skill set but they also capture a child’s unique all-round development.

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Figure 4 A piece of paper with handwritten notes outlining what a child called Malik was doing at specific times of the day

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A piece of paper with handwritten notes outlining what a child called Malik was doing at specific times of the day. The title reads ‘Target Observation’ and below that ‘2 mins 3 times a day’. The description that follows for that first entry reads: Malik, 2 mins, 9am. Malik came running in and went straight to the cars and ramps. He picked up the cars and put them down the little ramp and then started putting them down the longer ramp. Second entry: 2 mins at 10.50, Malik had just had his nappy done. Walked out the nappy room and was asking for the dinosaurs. He then took them to the sand and down the slide. Third entry: 2 mins at 2.50, Malik asked for mum and he knows if he stands on the toddler tower he can see her coming, so he stood at the top of it when he saw her coming. He asked for his ‘bag’ and went running.

Figure 4 A piece of paper with handwritten notes outlining what a child called Malik was doing at specific times of the day

A sampling observation could be structured, which involves taking notes that focus on specific criteria, for example, how the child is communicating with their peers, or unstructured where the observer writes down everything that a child does over a set period of time.