Amanda Amsterdam

HDFS 421
Lab 4

Time Sampling Lab

Introduction

The purpose of this lab was to observe children and determine for each child the skills

they demonstrate through play in the social domain. This information can assist in determining

how the play area can be modified to support development of such skills. Further, this

observation can demonstrate how assessment can assist professionals in the classroom, allow for

a variety of standardized and non-standardized tools to be used in the classroom, while also

assessing both the curriculum and teaching practices. Being able to report findings to both

professionals and caregivers is also very important when conducting observations and

assessments.

For this specific lab, the four year old classroom at the MSUs Child Development Labs

was observed between 2 pm and 3pm, their free choice play period. The head teacher for this

classroom is Ms. Mowers. Two children were observed, Child X and Child Y, for the purpose of

this report. Both children were four year old males. Time sampling was used because, according

to Nicolson and Shepstead, this technique can be used to methodically investigate behaviors

that occur in rapid succession, which can allow the observer to collect representative data and

then draw conclusions that can be used to refine or modify areas in the classroom such as

curriculum, environment and teaching strategies.

 Amanda Amsterdam
HDFS 421
Lab 4

Data
Unoccupied/ Solitary Onlooker Parallel Associative Cooperative
Wandering Play Play Play Play Play

Child X
Time: 2:04-2:25 pm

6 2 6 3 3 0
Time:
Observation 1

2:04-2:14
Child Z
0 0 1 5 14 0
Time:
2:15-2:25
Child X
Time: 2:30-2:51 pm

0 0 3 9 8 0
Time:
Observation 2

2:30-2:35
Child Z
0 0 0 9 11 0
Time:
2:41-2:51
Table 1: Amount of times each type of activity was observed in 2 10- minute time sampling
observations per child during free choice.

Figure 1: Percentage of time Child X was observed in each type of play

 Amanda Amsterdam
HDFS 421
Lab 4

Figure 2: Percentage of time Child X was observed in each type of play

Summary and Interpretation

Based off the data gathered from the time sample observation, it can be determined that

each child displayed various types of play. As shown in Figure 1 and 2, both children spent the

majority of their time demonstrating associative and parallel play. Child X demonstrated a wider

variety of types of play than Child Z. He demonstrated associative and parallel play for 28% and

30% of the time respectively, along with unoccupied play 15% of the time, onlooking for 22% of

the time and playing in solitary for 5% of the time. Child Z demonstrated a different ratio of time

in each type of play. The most common type of play for this child was associative, which he

engaged in for 63% of the time observed, parallel play for 35% of the time and onlooking for

only 2% of the time. Initially, Child X wandered around the classroom observing the activities

that other children were partaking in, while looking for an activity to do. Child X then walked to

a table containing Lego blocks and began building alongside other children, without interacting

with them, therefore playing parallel to then. Two children began conversing about their
 Amanda Amsterdam
HDFS 421
Lab 4

structure and Child X showed interest, eventually asking if he could use a part of their structure

(associative play). Similarly, Child Z went over to the pretend play and observed what the other

children were doing (onlooker) before joining them. In this area was hospital materials and he

initially mimicked what the other children were doing, then began to create his own scenarios

about being at the hospital. According to the CDC Milestones checklist for the social domain,

children at four years old in the social domain should want to play with other children than by

themselves, and should know how to cooperate with other children. These skills were

demonstrated by both children, however to a higher degree in Child Z than Child X.

Follow-Up Recommendation

Referring back to the purpose of the observation, the play environment can be modified

by having more materials that children will have to take turns using, therefore encouraging social

interaction and more advanced play, especially for children similar to Child X. Children should

also be provided materials that could encourage them to initiate play with other class mates,

while developing relationships with each other. Based on the observation, the peer-peer

interaction can be encouraged more by having children ask peers for assistance. This was

observed so as a class, the teachers can continue to support children asking each other for help.

Reflection

This observation allowed me to see how time sampling can be used to objectively

determine data on an entire classroom by observing a few children. Further, this provided

information to prove the importance of assessment in the classroom, along with the importance

of being able to report findings in a professional manner.

Amanda Amsterdam
HDFS 421
Lab 4
Amanda Amsterdam
HDFS 421
Lab 4