LAB 3: TIME SAMPLING

Lab 3: Time Sampling

Alyssa Ayers, Connar Hurst, Lauren Salome
HDFS 421
Michigan State University

Introduction

LAB 3: TIME SAMPLING

The purpose of our observation was to determine for all children in the classroom
the skills they demonstrated through play, in the social domain, in order to determine
how to modify the play environment to support skill development. For our observation,
we used a time sampling assessment to observe the children in Ms. Lins class (36
month classroom). According to Losardo and Syverson (2011), Time sampling is used
to document frequency, duration, and latency of a targeted behavior based on
observations conducted within a specific interval of time (p.34). We used this
assessment tool as a way to document childrens social play in short intervals of time.
Nicolson and Shipstead explain the convenience of time sampling (N.D.), Employing
this approach, teachers can quickly and easily obtain unbiased information to be used in
planning or revising teaching strategies, activities, and materials (p.216). The table we
used while time sampling, allowed us to have a visual of the types of social play the
children were engaged in throughout an hours time. The types of social play observed
included: Unoccupied/Wandering, Solitary Play, Onlooker Play, Parallel Play,
Associative Play, Cooperative Play, Teacher Directed Activity, and Other.
The table we used during our time sampling allowed our group to look at
individual children as well as to compare many children and the different types of play
they participated in. After collecting the observation data, we were able to further
discuss the next steps in the social development of the children, and how we as
professionals could help scaffold the children and co-teachers in the classroom to reach
new social goals.
The six children we observed using our time sampling assessment included:
Child C, 46 month old female, Child J, 42 month old female, Child A, 41 month old

LAB 3: TIME SAMPLING

female, Child G, 40 month old male, Child JJ, 42 month old female, and Child L, 40
month old male. Inside the classroom, the six children explored the carpet area/ large
group area, loft, art table, snack table, writing table, and the cognitive table.
In ten minute intervals, each group member observed two separate children (first
Child 1 for ten minutes, then Child 2 for ten minutes). After observing two children for
ten minutes each, we took a five minute break, and then continued our observation in
the same pattern one more time. Every 30 seconds, we marked a tally in the
appropriate column representing the type of social play the child was engaged in for
most of the time (Unoccupied/ Wandering, Solitary Play, Onlooker Play, Parallel Play,
Associative Play, Cooperative Play, Teacher Directed Activity, and Other).

Data: Time Sampling Tables

Observer: Alyssa Ayers
Purpose of observation: To determine for all children for all children in your class the
skills they demonstrate through play in the social domain, in order to determine how to
modify the play environment to support skill development.
Classroom observed, and general physical environment: Ms. Lins Classroom, 36
month classroom, tiled area included: snack, art, sensory and writing, carpet area
included: nap, blocks, pretend play and cognitive
Date, time, routines observed: 10/7/15, 2:00-3:00 PM, Wake up time, snack, signing
in, free choice (pretend play, blocks, art, cognitive, sensory)
Child 1: Child C, female, 46 months
Child 2: Child J, female, 42 months
Unoccupied/
Wandering
Child 1
Time: 2:10-2:20 pm

Onlooker
Play

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Child 2
Time: 2:20-2:30 pm
Child 1

Solitary
Play

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Parallel
Play

Associative
Play
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Cooperative
Play

Teacher
Directed
Activity

Other

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LAB 3: TIME SAMPLING

Time: 2:35-2:45 pm
Child 2
Time: 2:45-2:55 pm

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Other Notes:
Child 1: Unoccupied/ Wandering- In the bathroom with another child, teacher redirected
her to the classroom, she wandered to each table looking around. Associate Play- In the
bathroom with another child asking to play with the pictures in the childs hand. Child
says no but Child C takes pictures and makes the sound of a plane flying while moving
the pictures up and down. Teacher Directed Activity- Child C works with a teacher to
create her skin color using a variety colors of paint. Other- Child C ate at the snack table
and told another child to stop eating his grapes that way.
Child 2: Solitary Play- painting by herself at the art table, writing by herself at the writing
table, Onlooker Play- watched children play in the sensory table, Teacher Directed
Activity- making skin color paint with teacher at art
Child 1: Unoccupied/Wandering- wandered over to the writing table and looked around,
Solitary Play- Child C walked to the art table and painted the table with a paint brush,
she then mixed colors together, Onlooker Play- watched children play at the sensory
table, Teacher Directed Activity- wrote name with teacher at writing table, Other- Talked
to teacher about grapes
Child 2: Unoccupied/Wandering- Snack table and writing table, Solitary Play- matching
triangles at the cognitive table, Onlooker Play- at writing table, Teacher Directed
Activity- drawing and identifying shapes with teacher, identify stars

Observer: Connar Hurst

Purpose of observation: To determine for all children in our class the skills they
demonstrate through play in the social domain, in order to determine how to modify the
play environment to support skill development.
Classroom observed, and general physical environment: Ms. Lins Classroom, 36
month classroom, tile area: snack, art, sensory, writing, carpet area: large group area,
book area, blocks, pretend play, the loft, and cognitive
Date, time, and routines observed: 10/7/15, 9:30-10:30 AM
Child 1: Child A, female, 41 months
Child 2: Child G, male, 40 months
Unoccupied/
Wandering

Solitary
Play

Onlooker
Play

Parallel
Play

Child 1:
Time: 9:30-9:40 am

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Child 2:

Associative
Play

Cooperative
Play

Teacherdirected
Activity

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Other

LAB 3: TIME SAMPLING

Time: 9:40-9:50 am

Child 1:
Time: 9:55-10:05

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Child 2:
Time: 10:05-10:15

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Other Notes:
Child 1: Solitary Play- collecting books from the book shelf, sitting by herself on the
carpet area. Onlooker Play- stood next to the art table and watched another child use
the material. Parallel Play- sat with another child on the carpet both looking at books but
not communicating. Cooperative Play- she went and collected 3 books from the
bookshelf and gave 1 to the child sitting close to her. Teacher-directed activities- teacher
was singing along to a book (about shapes) with music playing.
Child 2: Solitary Play- Up in the loft playing. Onlooker Play- watched as the teacher
was engaged with other children in the carpet area. Cooperative Play- engaged with
another child covering each other up with a blanket. Teacher-directed activity- morning
routine in a group on the carpet area (calendar, attendance, jobs).
Child 1: Unoccupied/ Wandering: after leaving group time she wandered till the teacher
directed her to the tables. Solitary Play- engaged with blocks under the loft. Parallel
Play- small groups at the tables. Cooperative Play- passing containers to another child
at the table. Teacher-directed activity- she was on the carpet area engaged in an activity
where the teacher covered a child with a blanket and the other children had to guess
who was missing.
Child 2: Solitary Play- engaged in the cognitive area by himself. Cooperative Play- in
the loft with another child talking down at Ms. Lin. Other- Snack and bathroom
Observer: Lauren Salome
Purpose of observation: To determine for all children in our class the skills they
demonstrate through play in the social domain, in order to determine how to modify the
play environment to support skill development.
Classroom observed, and general physical environment: Ms. Lins Classroom, 36
month classroom, tile area: art table, cognitive table, Carpet area: large group area
Date, time, and routines observed: 10/6/15
Child 1: Child A Female
Child 2: Child B Male

Child 1:
Time: 2 PM
Child 2:
Time: 2:10

Unoccupied/
Wandering

Solitary
Play

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Onlooker
Play

Parallel
Play

Associative
Play

Cooperative
Play

Teacherdirected
Play

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Other

LAB 3: TIME SAMPLING

PM
Child 1:
Time: 2:20
PM
Child 2:
Time: 2:30
PM

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Child 1: Solitary play: engaged in activity at art table for majority of sampling. Parallel play:
continued to play at art table as other children came to engage in their own art projects.
Child 2: Parallel play: engaged at writing table majority of time as other children engaged in
their own writing activities near him. Teacher-directed play: would observe and follow as teacher
modeled an activity at the writing table.

Summary & Interpretation

After looking at the tables, there is a clear indication that all of the children we
observed used more than one type of play. Most of the children were involved in either
teacher-directed play or solitary during the time of our observations. Before going into
the observation, we as a group, thought that the children would be doing more parallel
play versus cooperative. We think this because they are still cognitively developing skills
to multi task, playing with materials and engaging with other children while doing so.
However, based on the data we collected and comparing our charts with each other,
parallel play was not as common as solitary and teacher-directed. All of the children we
observed, showed at one time, that they were either playing near or with another child,
or teacher. We determined that since a majority of the social interactions of play were
either solitary or teacher-directed across the board, that this is not to say, however, that
there wasnt time of children being unoccupied or wandering. During these times of
wandering and being unoccupied, the children were walking from the writing table, then
snack, then back to writing, until redirected by an adult.

LAB 3: TIME SAMPLING

The first child that Alyssa observed, spent 25% of her time wandering back and
forth between tables on the tile. She spent another 30% of her time either in the
bathroom or at the snack table. Because she spent more than half of her time
unengaged with other children and materials in the classroom, we believe that her
teachers should be notified so they can either help her engage with materials that are
more challenging, or create activities that require her to work with another child.
The data recorded for Child 2 on Alyssas observation table indicated that the
child spent 35% of her time in solitary play. She also spent 42.5% of her time
participating in teacher directed activities. Because she was engaged with the materials
available while she was alone and while she was working with a teacher, her results are
not as concerning. To develop Child 2s play, the teachers in her classroom, should
create more activities that require her to work with other children, just like Child 1. By
doing so, their play will develop into cooperative play.
Connars first child that she observed, spent 30% of her time in parallel play.
During this time she was engaged with books in the carpet area, along-side another
child, but not interacting with one another. She spent another 40% near or engaged with
the teachers activities. Because she spent a majority of her time involved with teachers
direction, we believe that providing additional activities for Child A that allow her get
engaged with cooperative play with other children would be beneficial. We think this
because she spends a lot of time around other children, just not directing interacting
with them. For example: The teacher could fill the sensory table with materials and
children work along-side each other and potentially engage in working together.

LAB 3: TIME SAMPLING

The second child Connar observed spent 30% engaged in teacher-directed play.
These activities included their morning routine of stating the weather, jobs, and
attendance. He spent another 40% in the bathroom by himself and then at the snack
table. When reviewing this data, the amount of time spent with the teacher could be of
concern. The adults and staff in the classroom should model ways of how he can help
engage the children in their own play, and not just directed by the teacher. For example:
Adults in the classroom could set up art materials at the table and allow the children to
explore them independently with no guidance, just supervision.
Laurens first child spent 35% of her time engaged in solitary play. She was
mostly working at the art table, but when finished with that activity she moved to play by
herself in the carpeted large group area. She only spent 10% of her time engaged in
parallel play. This data proves that child A spent well over half of her time engaged in
solitary play, which means that the adults in the room should keep an observant eye on
her when modeling the recommendations we had for the children who spent much of
their time unengaged with other children.
The second child Lauren observed spent 30% of their time engaged in parallel
play. This time was spent alongside other children at the art and cognitive tables. The
child also spent 12.5% engaged in teacher-directed activities at the writing table.
Because of the high level of parallel play that the child was engaged in we thought that
he could be guided towards children who prefer solitary play in order to increase their
social interactions and parallel play learning experiences.
According to the CDC Milestone Checklist, children should be at a certain level of
social development by this age. The checklist states that children should be able to

LAB 3: TIME SAMPLING

copy adults and other children in the classroom. After observing we were able to
conclude that the children had reached this milestone and were able to accomplish this
goal. However, we noticed that children chose to mostly engage in solitary play so our
hopes would be to even increase their amount of copying others and engagement in
parallel play.

Follow-Up Recommendation
Upon looking at the results of our observations, we found that the children we
were assessing spent a majority of their time either in solitary play or teacher-directed
play. Because the types of playing we mostly observed were either on one end of the
spectrum or the other, we decided that the children may benefit most by increasing their
interactions with other children. Learning through exploring on their own and by
receiving directions from adults is extremely important in their learning process,
however we thought that by engaging themselves with other peers could also help them
learn by seeing different perspectives and working side-by-side to achieve goals as
well. There was an instance in the classroom when we noticed to children that were
engaging in parallel play begin to interact with each other, which then lead them to
engage in cooperative play and work together to look at a story and talk about it with
each other.
In order to increase this type of interaction where they are learning with and from
each other, we thought we could use the adults in the classroom model behaviors the
children could be doing in order to increase their interactions. Specifically, we thought
an adult in the room could position themselves at the sensory table down at the

LAB 3: TIME SAMPLING

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childrens leveling, playing and modeling how the materials in the sensory table can be
used. The adult can invite children over to show them what they are doing in order to
support side-by-side play. The adult can also be aware of children in the room who are
wandering and extend an invitation to them in order to keep everyone in the room
engaged.

Reflection
As a result of using the time sampling type of assessment for this assignment,
we learned a lot about the importance of observing children in their natural
environments and better how to watch for specific behaviors that may keep reoccurring.
By knowing how often a child is partaking in a specific behavior, we are able to better
understand their needs for success in the classroom setting. Because time sampling is
a quantitative type of assessment, we were able to look at the frequency of behaviors
that were occurring among the children and then assess what areas of the classroom
could be bettered in order to produce the most successful learning behaviors. An
example of our specific observations included the desire to decrease the amount of
solitary play and wandering and support more parallel/ cooperative play by using the
adults in the room to model specific behaviors. We generated ideas of how to help
decrease the amount of wandering by aligning skills with the CDCs developmental
milestones. When evaluating children using this method it is important to keep sampling
as objective as possible. During the observation, we only focus on the childs actions
that we see, and dont interpret anything. Without interpreting any information until the
data was collected, we could clearly see numerous repetition in the types of play, some
areas higher than others. No interpretations has allowed us to focus on understanding

LAB 3: TIME SAMPLING

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how many different types of play happen without being objective in the situation. This
assessment tool is mainly used to monitor developmental changes and their
effectiveness of teaching. Teachers can use this assessment to help determine what
areas need to be changed in the classroom depending on the information they collect
from the charts.

References

CDC. (2009). CDC Milestone Checklist: Your Child at 3 Years. Elk Grove Village, IL:
American Academy
Losardo, A & Syverson, A. Alternative approaches to assessing young children. United
States. H. Brookes Publishing Co., Inc.
MSU Childrens Curriculum guide