Activity /Time |
10:00 |
10:05 |
10:10 |
10:15 |
10:20 |
10:25 |
Total number of children |
Dramatic play |
4 |
4 |
4 |
4 |
2 |
2 |
22 |
Sensory table |
1 |
2 |
1 |
2 |
2 |
3 |
11 |
Blocks |
2 |
2 |
1 |
|
1 |
|
6 |
Painting |
|
|
|
2 |
2 |
|
4 |
Baking project |
4 |
4 |
2 |
2 |
1 |
|
13 |
These results can later be shown in a variety of ways, for example on a graph or pie chart, and be accompanied by a written summation. Here’s an example: “On this morning, the dramatic play area was the busiest and baking almost as popular (until the muffins went into the oven at 10:15). Blocks were the next most popular spot, the sensory table was always in use, and painting was unused until baking was done.”
Findings are more meaningful if time sampling is done several times, rather than in just one period. Time samples can also be expanded to include other details, such as where the teachers are at different times and whether there are new materials in an area. These two facts could help the observer understand motivations during the interpretation.