Anecdotal Observation and Analysis of Caregiving Style
Early Childhood Education Program – Georgian College
Assignment #1: Anecdotal Observation and Analysis of Caregiving Style
Course: Social/Emotional Health and Behaviour ECED2011
Professor: Deborah Sargeant
Value: 15%
Due: Week 6
Assignment Outline
This is an outline only. Further clarification, details and helpful tips will be discussed in class. Your report will be type written. Include a cover page and reference page. Reference textbook information. Double sided printing is acceptable.
1. Reflect back on interactions you have observed between a child and parent or a child and educator.
• Choose an interaction that demonstrates a child working through a challenging experience.
• Write a description of your observation. This is called an anecdotal observation. Be sure to include enough detail to support the answers to the questions below.
2. Complete an analysis of the interaction using the chart. The textbook (Marion, 2018) information is essential for your analysis.
Responsiveness
• Include direct examples from your anecdotal observation of the parent/educator’s behaviour to identify the level of responsiveness you observed during the interaction (four examples).
• Provide information to explain which characteristic of responsive each one is.
Demandingness
• Include direct examples from your anecdotal observation of the parent/educator’s behaviour to identify the level of demandingness you observed during the interaction (four examples).
• Provide information to explain which characteristic of demandingness each one is.
Caregiving style and Basic Processes
• State the style of caregiving of the adult in your observation.
• Reflect on the observation then, identify how the parent/caregiver tried to influence the child’s behavior.
• Refer to the basic processes of influencing the children in the textbook. Provide an example of how this was used during the observed situation.
• Based on your observation and analysis, identify three recommendations you could make to create or support authoritative caregiving.

3. Reflect on your own personal style of caregiving. Discuss what changes you could make to support the child in the future. Provide an example of both responsiveness and demandingness, outlining how you would put these into practice.
Anecdotal Observation Recording Form
Age of the child:
Individuals involved:
(do not identify name of the school or child care; use fictitious names)
Description of setting:
Observation:
Analysis of the Anecdotal Observation
Examples of Responsiveness

Examples of Demandingness

Caregiver Style I think that the educator demonstrated ___________________ caregiver style with the child.
Basic processes used to influence children

Recommend-ations 1.

Anecdotal Observation Report and Analysis – Evaluation Rubric
Components Criteria

Anecdotal Observation

Observation is complete and describes an interaction between a child and parent or a child and caregiver. All sections of the form are accurately completed.
Excellent Observation is missing information or important details that are required for the analysis. Observation is incomplete or is unclear.
Observation may not be suitable for the assignment.
Examples of Responsiveness

/8 Four examples of the parent/caregiver’s responsiveness are included. Each one is explained and is clearly identified from the observation. Examples of the parent/caregiver’s responsiveness are unclear in areas. Some information may be missing or needs more detail. Examples of the parent/caregiver’s responsiveness is incomplete in many areas or is not accurate.
Examples of Demandingness

/8 Four examples of the parent/caregiver’s demandingness are included. Each one is explained and is clearly identified from the observation. Examples of the parent/caregiver’s demandingness are unclear in areas. Some information may be missing or needs more detail. Examples of the parent/caregiver’s demandingness is incomplete in many areas or is not accurate.
Outline of Processes of Influence
/8 Four different processes of influence are identified and supported with clear examples from the observation. Accurate. Good details and they match the observation. Processes of influence are identified and supported with clear examples from the observation but may need more explanation. Processes of influence are unclear or not accurate.
Recommend-ations
/4 Three accurate and relevant recommendations are made based on developmentally appropriate practice (DAP). Recommendations are made based on developmentally appropriate practice (DAP) but not accurate or relevant. Recommendations do not relate to the observation or are not DAP.
Format

/4 Chart is complete; the cover page and reference page follow APA format. No errors in formatting, spelling, grammar, etc.
All referencing to the textbook is correct. Chart is missing information.
May contain errors with:
• Spelling
• Format
• Grammar
• Referencing.

Total – /40 = /20
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Anecdotal Observation and Analysis of Caregiving Style

Age of Child: 4 years old
Individuals Involved: Child – Sarah, Caregiver – Mrs. Johnson
Setting: Sarah’s preschool classroom

Observation:
Sarah was playing with blocks in the classroom and was having trouble building a tower that was high enough. Mrs. Johnson approached her and said, “Sarah, let’s try to build a taller tower. Do you want to try using these bigger blocks?” Sarah nodded and Mrs. Johnson helped her find some bigger blocks and showed her how to stack them. Sarah started building the tower with Mrs. Johnson’s help and after a few minutes, the tower was tall and stable. Mrs. Johnson praised her, “Great job, Sarah! You did it!” Sarah smiled and showed her tower to her classmates.

Analysis of the Anecdotal Observation:
Examples of Responsiveness:
Mrs. Johnson approached Sarah and offered her help.
Mrs. Johnson helped Sarah find the bigger blocks she needed to build a taller tower.
Mrs. Johnson showed Sarah how to stack the blocks.
Mrs. Johnson praised Sarah for her accomplishment.
These examples show Mrs. Johnson’s high level of responsiveness. She was attentive to Sarah’s needs and responded to her situation in a supportive and nurturing manner. This type of responsiveness is an example of the “attunement” characteristic, as Mrs. Johnson was able to tune into Sarah’s feelings and needs, and respond in a way that was helpful to her.

Examples of Demandingness:
Mrs. Johnson encouraged Sarah to try building a taller tower.
Mrs. Johnson helped Sarah find the bigger blocks she needed to build the tower.
Mrs. Johnson showed Sarah how to stack the blocks.
Mrs. Johnson praised Sarah for her accomplishment.
These examples show Mrs. Johnson’s moderate level of demandingness. She encouraged Sarah to challenge herself by building a taller tower, but also provided her with the support she needed to succeed. This type of demandingness is an example of the “high expectations” characteristic, as Mrs. Johnson expected Sarah to do her best, but also provided her with the support she needed to succeed.

Caregiver Style:
Based on this observation, I think that Mrs. Johnson demonstrated an authoritative caregiving style with Sarah. An authoritative caregiver style is characterized by high levels of responsiveness and moderate levels of demandingness, which is what Mrs. Johnson demonstrated in this situation.

Basic Processes Used to Influence Children:
Positive reinforcement: Mrs. Johnson praised Sarah for her accomplishment.
Modeling: Mrs. Johnson showed Sarah how to stack the blocks.
Scaffolding: Mrs. Johnson provided Sarah with the support she needed to build the tower.
These basic processes were used by Mrs. Johnson to influence Sarah’s behavior in a positive and supportive way. By praising her accomplishment, Mrs. Johnson provided positive reinforcement, which helped Sarah feel confident and proud of her achievement. By showing her how to stack the blocks, Mrs. Johnson modeled the desired behavior for Sarah, which helped her learn how to build the tower. Finally, by providing Sarah with the support she needed to build the tower, Mrs. Johnson scaffolded her learning and helped her succeed.

Recommendations:
Provide positive reinforcement: Provide positive reinforcement to children when they achieve their goals, such as praising them for their accomplishments.
Model desired behavior: Model the desired behavior for children, such as showing
References
Cintron, N. (2021). Comparing the effects of feedback types on caregiver training of Hispanic parents.
Mettler, H. M., Neiling, S. L., Figueroa, C. R., Evans-Reitz, N., & Alt, M. (2023). Vocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model. Journal of Speech, Language, and Hearing Research, 66(1), 257-275.
Fritz, H. L. (2022). Caregiving in quarantine: Humor styles, reframing, and psychological well-being among parents of children with disabilities. Journal of Social and Personal Relationships, 39(3), 615-639.