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Topic 9

Upon completion of this Topic, you should be able to:

1. Explain what is socioemotional development
2. Observe and assessing emotions and friendships
3. Observe and assess play and independence
4. Observe and assess conflict resolution and relationships with adults

9.1 Introduction
9.2 What is Socioemotional Development?
9.3 Assessing Emotional Development
9.4 Expressing Emotions
9.5 Handling Negative Emotions
9.6 Evaluating Self Concept
9.7 Tracking Social Interactions
9.8 Relating to Adults
9.9 Play Patterns
9.10 Evaluating Independence
9.11 Identifying Friends
9.12 Resolving Conflicts

Words You Should Know

References
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9.1 Introduction

Topic 9 demonstrates how you should go about observing and assessing the
‘SOCIOEMOTIONAL EVELOPMENT’ of children in your class. It shows step-by-
step how you should observe, what to observe and how it should be recorded. This
is only a suggestion and you are free to modify the method according to your own
needs.

9.2 Socioemotional Development

What is Socioemotional Development?

Social and emotional development is the change over time in children’s ability to react to and
interact with their social environment. Social and emotional development is complex and
includes many different areas of growth. Each is described in more detail below:

• temperament: the way a young child acts and responds to different situations,
caregivers, and strangers
• attachment: the emotional bond between a child and caregiver
• social skills or social competence: the ability to get along with other people
• emotion regulation: the ability of a child to control his or her emotions and reactions to
the environment.

What is temperament?
Have you ever noticed how children have personalities, even from the day they are born?
Temperament is the beginning of personality. It typically refers to the way a young child acts
and responds to different situations, and how he or she interacts with caregivers and strangers.
Most children fall into one of three temperament categories: easy, slow-to-warm-up, and
difficult.

Easy children, for example, have regular sleeping times, are easily soothed when upset and are
generally positive. Slow-to-warm-up children are more hesitant in new situations and with
unfamiliar people. Difficult children are easily agitated and very sensitive to all sights and
sounds. Given that children have different temperaments, parents and other caregivers need to
learn how to create environments that best support their children’s temperaments
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What is attachment?
Attachment is the emotional bond between a child and caregiver. The ability to form an
attachment is present from birth and plays two important roles for young children. First, it
motivates children to stay near a caregiver, which keeps them safe. Second, it allows children
to depend on their caregiver as a source of support as they explore their surroundings. Children
who do this successfully have what is often called “secure attachment.”

The development of a secure attachment is important for many reasons:

• Promotes a positive relationship between a child and caregiver

• Decreases risk for social and emotional problems later in childhood and adulthood
• Encourages healthy relationships outside the home (e.g., child-care providers, friends,
other adults)
• Fosters positive, trusting relationships in middle childhood, adolescence, and adulthood

What is social competence?

Social competence refers to a person’s ability to get along with others and adapt to new
situations. Children learn social skills very early in life that determine their social competence.
For example, babies make eye contact, imitate facial expressions, and respond to voices. As
children age, they interact more with other children and adults, which helps them to learn
additional social skills.

What is emotion regulation?

Emotion regulation is the ability of a child to control his or her emotions and reactions to his
or her environment. This does not mean that a child should be happy, brave, and calm all of
the time. It is normal, for example, for babies to cry to communicate needs or for toddlers to
throw temper tantrums and push boundaries. But some children have a harder time calming
down.

What is social development?

Social development refers to the process by which a child learns to interact with others around
them. As they develop and perceive their own individuality within their community, they also
gain skills to communicate with other people and process their actions. Social development
most often refers to how a child develops friendships and other relationships, as well how a
child handles conflict with peers

Children generally follow patterns of emotional and social development. From ages three to
five, children learn to recognize and express feelings, interact with children and adults, and
participate in group activities. They begin to see that every person is unique and special. By
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observing a single child over a period of time, you can find clues to the child’s development in
these areas

To accurately observe social and emotional development, you need to be alert to a child’s tone
of voice, facial expressions, and body posture. However, since feelings themselves cannot be
directly observed, do not assume what the child may be feeling. Keep your descriptions factual
and objective, reporting what the child says and does

Expressing Emotions. By age three, children are learning that they have feelings and are
beginning to understand that there are appropriate ways to express these feelings. Throughout
the preschool years, children learn to show affection, control frustration and anger, distinguish
between real and imagined fears, and identify jealousy and sadness. Besides understanding
their own emotions, they are learning how to identify and respond to other people’s feelings.

1. What behaviours did you observe that you think indicate specific feelings?

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2. Describe an incident in which this child reacted in some way to another person’s
feelings. What was the child’s attitude?

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3. Describe an incident in which this child reacted in some way to another person’s
feelings. What was the child’s attitude?

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Children, Adults, and New People. As young children develop, they become more comfortable
interacting with unfamiliar children and adults. By age six, most children enjoy meeting new
people and experiencing new places and events. However, in these situations they may feel
more secure having a parent or other adult they know nearby. Friendships begin to develop
during the preschool years. Girls tend to become friends with other girls and boys with other
boys. Children seek attention and approval from their peers and adults. Young children often
imitate adults and usually learn to accept their authority and supervision.
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4. Give three specific examples of how this child responded to other children. What did
you observe that seemed to indicate the child’s confidence or lack of confidence in these
situations?

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5. Did the child seem more at ease with adults or with children? Give an example of an
interaction between the child and adult. Was the child cooperative and respectful?

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Activities and Play. Children learn to start up play with others, play with a variety of other
children and adults, take turns and share, and engage in different types of activities. They
should experience a balance of individual and group activities. What children think and feel
about themselves will be reflected in their activities, play, and interactions with others.

7. Give an example of how this child began playing with another child. Did the child make
the first approach or wait until another child asked?

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6. What group activities did this child participate in? What individual activities did this
child participate in?

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7. Imagine that the child you observed wants a toy another child is playing with. Based
on what you have seen, how do you think this child would communicate that desire? Give
reasons for your answer.

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Describe how you think this child views himself or herself and how that
impacts the way the child deals with others. Give examples to back up
your interpretation.
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9.3 Assessing Emotional Development

Egocentrism means that children view life from their own thoughts, feelings, and perceptions.
Over time, they begin to develop empathy—the ability to understand how another person feels
and views the world. Moving from being self-centred to taking into account others’ thoughts
and feelings is a slow, gradual process. An important part of children’s emotional makeup is
their temperament, or their unique nature. Every child has a blend of nine different
temperament traits that determine how he or she reacts to others and to the world:

Intensity Strength or weakness of emotional responses

Persistence Determination to complete actions
Sensitivity Intensity of a reaction to feelings or situations
Perceptiveness Awareness of what is going on around oneself
Adaptability Ease of adjustment to change and new situations
Regularity Following expected patterns of behaviour
Activity Level of energy Approach Responses to new situations
Mood State of mind; emotion

Looking at how a child expresses these temperament traits can help in assessing the child’s
emotional development. This enables adults to help children work through negative
emotions, develop confidence, .and get along with others.

Identify the personality traits of two children and evaluate their emotional development.
Observe two children ages three to five for 30–40 minutes. When a child shows one of the
temperament traits, record what the child did and said in the appropriate column in the
chart. Review your notes and write your answers to the questions as soon as possible after
you observe.

The information you collect must be kept confidential. Avoid using a child’s
name during class discussions. Instead, identify a child by a numbering
system or by the child’s initials.

Children’s Expression of Emotional Traits

Trait Child A Child B

Intensity
Persistence
Sensitivity
Perceptiveness
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Adaptability
Regularity
Activity

1. What activities did the two children participate in while you were observing?
Child A: ________________________
Child B: ________________________

2. For each child, which traits seemed the strongest? The weakest? (Examples: A child
who gives up trying to uncap a marker after two attempts may show weak persistence.
Another child may keep trying until he or she is successful; this child would show strong
persistence.)

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9.4 Expressing Emotions

Children have strong emotions and often experience rapid mood changes. They may get excited
about going to the park and then become angry when all the swings are being used. However,
children are beginning to understand that there are appropriate ways to express these emotions.
For example, when they are jealous or angry, they may realize they should not physically hurt
anyone. However, they might hurt the person’s feelings through their words and actions.
Preschoolers also tend to have many fears, such as fear of the dark, fear of being left alone, and
imagined danger. Their sense of humour also begins to develop. They laugh at funny faces and
actions, nonsense words, and things they know are unusual (such as a cat that barks in a story).

Identify and interpret behaviours that are linked to emotions.

Observe children ages three to five in an early childhood education class or a child care
program for at least 30 minutes. Look for examples of the children’s behaviour and
language that seem to express the emotions listed in the chart. For example, a child
throwing his arms around a caregiver’s leg might be showing fear or love and affection.
However: if the child is also smiling, you can eliminate fear as an option.

Read over the questions that follow before you observe. Take careful notes during the
observation. Review your notes, fill in the chart, and answer the questions as soon as
possible after you observe. Write “Not observed” in any portion of the chart you cannot
complete because it did not occur during your observation.
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Children’s Expression of Emotions

Facts (Behaviours and Language) Interpretation (Emotions)
Love and affection
Joy
Sadness
Fear
Anger
Jealousy
Other emotions

1. In general, did the children show more positive or negative emotions? Why do you think
this was true?

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2. Children often express a variety of emotions during dramatic play activities.

Describe a dramatic play activity involving one or more children. List all of the
emotions that seemed to be expressed.

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3. Give an example of how a child showed fear. Did the child’s imagination
encourage the fear? If so, how?

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4. Describe a situation in which a child expressed an emotion inappropriately or in a way

that hurt someone else physically or emotionally. How did the other person respond? Did
an adult get involved in the situation? If so, what did the adult do or say?

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5. Relate any example you saw of a child trying to control an intense feeling. Did an adult
help the child in any way? If so, describe what the adult did or said.
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5. Give an example of how a child showed a sense of humour. What did the child do or
say?

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Explain how emotional and intellectual development are both involved as

a child develops a sense of humour.
Learning from Observing: How did the children express their emotions
verbally? nonverbally? From what you observed, did the children generally
express emotions in an appropriate way for their age? Give reasons for
your answer.

9.4 Handling Negative Emotions

Young children experience a wide range of emotions, including negative ones. They may get
angry at a child who takes a toy and jealous when another child is occupying an adult’s
attention. Because young children feel these emotions strongly and lack the restraint that older
children and adults have learned, they tend to express their feelings in ways that hurt other
people, objects, or even themselves. Toddlers, for instance, show anger freely and may bite,
hit, or kick others. Preschoolers tend to use less physical means of expression but may yell,
scream, or intentionally hurt another person’s feelings when angry.

Children tend to tattle, criticize, lie, or boast when they are jealous. With maturity and adult
patience and guidance, children gradually learn to express their negative feelings appropriately.
Event sampling is an effective observation technique to document the way children express
their negative emotions. In event sampling, when the behaviour occurs, the observer captures
in writing as many details as possible from the beginning,

To record children’s expression of negative emotions and others’ responses to them.

Observe children ages three to five in an early childhood education class or a child care
programme for at least 30 minutes. As you are observing, watch for a child expressing a
negative emotion. On the Event Record form, use descriptive language to record who is
involved in the event, what is happening, and when and where it is happening. When
possible, record exactly what the child, and anyone else involved, does and says. After the
observation is over, add your comments and interpretations of what happened in the right
column of the form. Repeat the process for each new incident. Take careful notes during
the observation. Review your notes and write your answers to the questions as soon as
possible after you observe.
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EVENT SAMPLING

Description(s) of Negative Emotions Notes and Interpretations

(For each incident, note the date, the start

and end times, those involved, and their
ages, along with your description.)

1. In the incidents you observed, how did the children express their emotions in similar
ways? How did they express them differently?

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2. Give an example of how the environment may have contributed to each event.
(Example: Crowded conditions at the canteen led to two children pushing and shoving.)

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3. Did you observe an adult helping a child express negative emotions in an appropriate
way? If so, describe what the adult did and said, and how the child responded?

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4. Did you observe a child appearing to resent the attention another child received?
(Examples: Teacher complimenting the child’s best friend playing with another child.) If
so, describe what the child did and said.

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How does a child’s egocentrism impact the way he or she handles

negative emotions? Did the children respond as expected for their
developmental age? Explain
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9.6 Evaluating Self Concept

During the preschool years, children become aware of the individual differences that make
them unique and special. The way they view themselves, or self-concept, can be positive or
negative. When they master new skills, they develop self-confidence which leads to a positive
self-concept. A positive self-concept often leads to high self-esteem—how they value
themselves. They believe they are capable and are more willing to try new things and learn
from their mistakes. Children develop a sense of satisfaction, pride, and respect for who they
are. They also develop an idea of what it means to be a boy or girl. Children begin learning
male and female roles by watching people around them.

Identify signs of a child’s self-concept and factors that affect it. Observe a child age three
to five in an early childhood education class or a child care programme for at least 40
minutes. Read over the questions that follow before you observe. Take careful notes
during the observation. Review your notes and write your answers to the questions that
follow. If your observation did not an opportunity to see some of the situations mentioned,
write “Not observed” in the answer space.

1. Describe what the child was doing during the observation. What tasks or skills did
the child work on?

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2. Which of the tasks or skills did the child show mastery of?

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3. Give an example of how the child showed confidence in doing a task or skill.

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4. Which of the tasks or skills did the child appear to need more practice to
develop mastery?

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5. Which of the tasks or skills did the child appear to need more practice to
develop mastery?

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5. Give an example of how the child showed pride in his or her ability to do an
activity, task, or skill.
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6. What words did the child use to speak positively about himself or herself?

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7. Did a child make a mistake during the observation? If so, describe what
happened and how the child reacted.

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8. What did the teacher or caregiver do or say to encourage the child in

accepting the mistake?

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9. Did you see evidence of gender identity in the child’s play or interactions with
others? If so, give at
least one example.

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What are some reasons children of about the same age might vary in their self-confidence?
How does a teacher’s or caregiver’s respect for a child impact the child’s
self-concept or self-esteem?
How does a child’s self-respect impact his or her self-concept and self-
esteem?
What influences how a preschooler views the roles of men and women?

9.7 Tracking Social Interactions

As preschoolers develop, they become highly social. They enjoy other people’s company and
initiate conversation and play. However, personality and self-concept also influence social
contacts. Some children interact freely with many children and adults, others with only a few.
Extremely shy children may interact with only one or two others. By documenting the
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frequency and type of children’s interactions, teachers and caregivers can better understand
children’s social development.

Child
observed Sociogram

Adult

Adult Adult

One way to document interaction is by creating a sociogram—a visual organiser showing the
relationships among people in a group a ‘sociogram’ (see diagram). The observer uses arrows
and shapes, to symbolise the interactions. The sociogram on the next page is set up to show a
child’s interactions. The child is represented by a large circle in the middle. Other children are
identified in one of the small ovals around the circle. Adults are identified in one of the
rectangles. During the observation period, every time the child interacts with another person,
the observer draws an arrow from the circle representing the child to the shape representing the
other person. If a person interacts with the child, the observer draws the arrow from the person
to the child. The patterns created indicate the frequency that the child interacts with others.

Identify which people one child interacts with and how often.
Observe one child ages three to five in an early childhood education class or a child care
program for at least 20 minutes. If possible, observe during a time when children are free
to choose their own activities. Before you observe, label the centre circle in the diagram
as the child and the other shapes as each child and adult in the group. You might use the
person’s initials or an identifying code, such as one based on what each person is wearing.
Add additional shapes, if needed. Also, read the follow-up questions before you observe.
Track the interactions that occur during the observation on the sociogram with arrows.
Then answer the questions.

1. How many different people did the child interact with?

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2. Which children and adults did the child interact with most? In what ways did the child
usually interact with those people?

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3. Which children and adults did the child interact with least? Did the child seem to
deliberately avoid anyone? If so, could you tell why?

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3. What activities were going on in the classroom or center during the time you observed?
(Example: Free time and water play.) How did the activities promote or discourage
interaction among children?

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4. Did you observe the child in positive, friendly interactions? If so, with whom?
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6. Describe any situation you observed in which the child had a conflict or displayed other
negative behaviour toward another person.

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If a sociogram was completed for every child in an early childhood class,

how might the teachers use the information to enhance the children’s social
development?
What social skills, such as taking turns and listening, did the child
demonstrate? Overall, did others seem drawn to, and want to be with, the
child? What conclusions can you draw about the child’s interactions with
others? Support your answer

9.8 Relating to Adults

The relationships children have with adults strongly influence children’s social development.
Children learn to appropriately seek attention and help, cooperate, follow directions, and show
respect toward adults. As children become confident in these relationships, they feel more
secure in interacting with new people they meet.

One way to document how a child relates to adults is to use anecdotal records. These are short,
written descriptions of a specific, common behaviour, event, or situation that the observer is
tracking. In an anecdotal record, the setting—or situation in which the behaviour happened—
is important. The observer is careful to describe what occurred, and what was said and done.
Later the observer adds his or her interpretations about the behaviour or incident. Although the
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observer may not document every occurrence, the descriptions collected over time give a
variety of information on which to base an assessment. The process might be repeated in several
months to see whether there has been a change.

To evaluate whether one child has the social skills needed to interact appropriately with
adults in a kindergarten setting.
On two different days, observe the same child (age three to five) in an early childhood
classroom or child care program. Each observation should last at least 20 minutes.
Record the basic information on the Anecdotal Record form and read the follow-up
questions before you observe. During the observation, record what occurs when the child
interacts with an adult. For each occurrence you record, note the time, identify the people
involved, and describe the setting. (For example, the interaction might take place in the
corridor while the children are getting ready to go home.) When possible, record exactly
what the child and adult do and say. Repeat this process, adding to the form, each time
the child has a new interaction with an adult. After the observation, complete the form,
adding your comments and interpretations. Repeat this procedure for the second
observation. Then answer the questions that follow. Attach all of your anecdotal records
to this activity sheet.

To evaluate whether the child has the social skills needed to interact appropriately
with a teacher in kindergarten.

Anecdotal Record
Description Interpretation
(For each incident, note those involved, the
date and time, and the setting, along with
your description.)

1. Describe one way the child sought an adult’s attention using positive behavior and one
way using negative behaviour. What was the adult’s response to each?

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2. Describe any of the following situations that occurred as you observed:

• The child sought help from an adult ______________________
• The child cooperated with an adult _______________________
• The child followed directions given by an adult ______________
• The child showed respect to an adult _____________________
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9.9 Play Patterns

Children go through a series of stages of play. Before 18 months of age, children mainly engage
in solitary play—that is, they play alone. Beginning around 18 months, children may play near
one another without actually interacting. This is called parallel play. For example, several
children may be playing in the sand side by side without talking to one another. Cooperative
play occurs when children actually play with one another. They work in groups to build with
blocks, act out a family dinner, or play a game such as duck-duck-goose. Children typically
begin cooperative play at about age three. However, they still engage in solitary play and
parallel play at times.

One way to collect information about a child’s play habits is to observe using a time sampling
technique. This observation uses a chart to record what types of play a child is involved in at
specific times. While you can try to interpret the information you collect during one sample
period, repeating the observation on other days or weeks would increase the likelihood that
your findings are really typical of that child’s play. Teachers might use this observation
technique over a period of weeks to compare the play choices of two
or more children.

To analyse the types of play of a particular child and which types are most often used.
Observe one child age three to five in an early childhood program or child care centre.
Observe for at least 20 minutes during a time when the children are free to choose their own
activities. Complete the time sample chart to determine the amount of time the child
participates in each of the three types of play—solitary, parallel, and cooperative. Using a
clock with a second hand, record the type of play the child is engaged in at the beginning of
each minute of the observation. Use the Description column for notes describing what is
happening during that time. If the child is not actively playing, write “Unoccupied” instead
of a type of play. After the observation, answer the follow-up questions

Time Sample
Minutes Type of Play Description
(activity, toys, other children, etc)
1
2
3

1. Calculate and record below how long the child engaged in each type of play.

Solitary: ________ Parallel: _________ Cooperative: ________

2. Which type of play did the child engage in the most?

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3. Which activity seemed to hold the child’s interest the longest? What did the child
seem to enjoy about the activity?

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4. Describe one situation in which the child changed activities. What seemed to have
prompted this?

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5. Who did the child play with most? Did the child actively seek out this person as a play
partner?

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How do certain activities tend to encourage certain types of play?

Based on your observation, what factors do you think might have
If time samples for all of the children in a class of three-year-olds showed
that the children spent most of their free-play time in solitary or parallel
play, what could the teacher do to promote cooperative play?

9.10 Evaluating Independence

As children learn and grow, they increasingly want to do more things for themselves and make
their own decisions. They rely less on adults for direction, encouragement, and attention. They
are better able to adapt to new surroundings and unfamiliar people. This gradual, but steady,
movement toward independence is one indicator of social and emotional development.

One way to assess a child’s progress over time or to compare children’s independence levels
is to use a frequency count. This involves keeping track of how often a child shows specific
behaviours. Additional notes can help the observer interpret the results of a frequency count.
For example, if a child is not feeling well, the behaviours observed may not be typical of an
average day.

To document examples of the behaviour of two children in order to assess their levels of
independence.
Observe two children in an early childhood education class or a child care program for
at least 40 minutes. Each time one of these children shows a behaviour listed on the chart,
make a tally mark in the corresponding section for that child on the chart. Before you
begin observing, become familiar with the behaviours you will be looking for, as well as
with the follow-up questions. While observing, take notes about the situations related to
the behaviours on the chart. Include descriptions of any other behaviours that show
dependence or independence. Review your notes and complete this observation sheet.
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1. What activities were going on in the classroom or center during the time you
observed? (Examples: Free time, snack, and outdoor play.) How did this impact which
behaviours you were able to see?

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2. Which child showed greater independence during your observation? Explain your
answer.

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3. Explain how seeking more independence is linked to both social and emotional
development.

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4. What specific ways a teacher or caregiver could help children become more
independent?

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Frequency Count Chart

Behaviour Child A Child B
Clings to an adult during activities or shows little interaction with
peers during an activity.
Interacts mainly with peers during an activity
Needs help with personal care such as toileting, blowing nose, and
putting on or taking off clothing.
Takes care of self-care needs independently.
Waits and looks for teacher or other adult to suggest activities
Actively seeks out and participates in new activity
Puts toys away only when teacher instructs and supervises
Puts toys away without teacher supervision
Stays mainly in one location or resists moving from one place to
another
Moves freely around room
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9.11 Identifying Friends

Young children form a variety of relationships with their peers. They look at their peers as
friends, playmates, or not part of their lives. When preschoolers are friends, they typically seek
each other out, choose to be together, and enjoy one another’s company. Their time together is
filled with positive play and emotions, and they mutually respond to one another. Identifying
a child’s friends normally requires observing the child’s relationships on several occasions or
over a period of time. It is also important to remember that friendships among children can
change quickly.

To gather data indicating friendship relationships and identify related social skills.
Observe a child age three to five playing with other children in an early childhood
education class or a child care program for at least 15 minutes on three different
occasions. Before each observation, write the initials or identifiers of the children in the
group across the top of one chart, putting one set of initials in each box. Each time the
child you are observing shows a behaviour listed on the chart below, make a tally mark
in the corresponding section for the second child involved. Before you begin observing,
become familiar with behaviours you will be looking for and the follow-up questions.
While observing, also take notes about situations related to the behaviours on the chart.
Include descriptions of any other behaviours that indicate friendships between the child
you are observing and the other children. Review your notes and complete the questions
on the observation sheets.

Initials of Children Playing

Behaviour Indicating Friendships with Child

Starts conversations.
Asks child to play.
Waits for child to go from one location to another.
Touches the child (e.g., hugs, grabbing hand to go play, arm
around neck or shoulder).
Stands or sits next to child in line, in circle, or at table.
Helps the child.
Helps solve the child’s problems.
Shares toys

1. Which children would you consider to be friends with the child you observed? Explain
your reasoning.

2. What differences exist between how the child you observed interacts with his or her
friends and the other children?
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Based on your observation, what social skills does the child have that will
help him or her develop friendships? What skills does the child need to
develop?

9.11 Resolving Conflicts

Conflicts are a natural part of human interaction, and young children are no exception. They
may compete with another child for a toy, time on the computer, or an adult’s attention. They
may disagree over how a dramatic play scene should be played out or whether to allow another
child to play with them. During conflicts, young children’s emotions can run high, and they
may act out their feelings physically. With adult patience and guidance, even young children
can learn to settle their conflicts in more acceptable ways.

Event sampling is an effective observation technique to use to document typical behaviours,

such as conflicts, that happen frequently, but not on a predictable schedule. In event sampling,
when the behaviour being checked occurs, the observer writes a description of what happened,
from beginning to end. It is important that the observer’s account gives an accurate picture of
the event. The observer should also note any interpretations or ideas about what happened.
Later, the records of all the event records can be analysed and any appropriate steps taken.

To record and interpret one or more examples of conflict among young children.
Arrange to observe a group of children ages three to five in an early childhood program
or child care centre for at least 30 minutes. Before you observe, enter the basic
information on the Event Sampling form and read the follow-up questions. While
observing, watch for any conflicts that arise. Note the children and adults involved and
the start time. Write your description of the incident on the form or a notepad. Continue
until the conflict is resolved, again noting the time. Add your own comments in the Notes
and Interpretations column. Repeat this process each time a new conflict arises, using
additional paper, if needed. Review your notes, making any corrections or additions, and
complete this observation sheet.

Event Sampling
Description of Conflict Situations (s) Notes and Interpretations
(For each incident, note those involved, the
date and time, and the setting, along with
your description.)

1. Briefly summarize the main points of one conflict you observed. Who was involved?
When and where did the conflict occur? What sparked the conflict? What was it about?
What happened during the conflict?

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2. Describe two ways the children expressed their feelings during the conflict. Was this
appropriate for their age?

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3. Did any child show aggressive behaviour? If so, what happened?

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4. Describe any child’s attempt to resolve the conflict through compromise, or in another
appropriate way.

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5. What were the behaviors and actions of those involved after the conflict was
resolved?

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Did an adult become involved in the conflict? If so, explain whether you
think the adult’s handling of the situation was or was not appropriate and
why.
What could the adults have done differently to either prevent the conflict
from happening or reduce its impact?
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• Socioemotional • Relating to adults • Identifying friends

development • Play patterns • Resolving conflicts
• Exploring emotions • Social interactions • Sociogram
• Negative emotions • Evaluating • Attachment
• Self-concept independence • temperament

REFERENCES

• Hobart, C., and Frankel, J. (1994) A Practical Guide to Child Observation and
Assessment, 2nd edn. Cheltenham: Stanley Thornes.

• Nilsen, B. A. (2010). Week by week: Plans for documenting children’s development

(5th ed.). Belmont, CA: Wadsworth/Cengage.

• Gibson, C., Jones, S., & Patrick, T. (2010). Conducting informal developmental
assessments. Exchange (May/June), 36–40