| |
| |
| Assessing Children's Development Through Observation | |
| |
| |
| Assessment of Young Children | |
| |
| |
| A New Point of View | |
| |
| |
| Tests as Tools for Assessing Preschool Children | |
| |
| |
| Strengths, Not Weaknesses | |
| |
| |
| Guidelines for Developmentally Appropriate Assessment | |
| |
| |
| Alternative Approaches to Assessment of Preschool Children | |
| |
| |
| Play-Based Assessment | |
| |
| |
| Interviews | |
| |
| |
| Shadow Study Assessments | |
| |
| |
| Media Techniques | |
| |
| |
| Photographs | |
| |
| |
| Videotapes | |
| |
| |
| Audiotapes | |
| |
| |
| What Should Child Observers Look For? | |
| |
| |
| Collecting and Recording Observational Data | |
| |
| |
| Narratives | |
| |
| |
| Objective Recording of Narrative Data | |
| |
| |
| Samples | |
| |
| |
| Rating Scales | |
| |
| |
| Rating Scale Observer Errors | |
| |
| |
| Checklists | |
| |
| |
| Choosing the Method for Observing and Recording | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Children's Books | |
| |
| |
| Videotapes | |
| |
| |
| Learning Activities | |
| |
| |
| Using the Child Skills Checklist | |
| |
| |
| Becoming an Observer | |
| |
| |
| Taking Time to Observe | |
| |
| |
| Recording Information | |
| |
| |
| Learning Center Logs | |
| |
| |
| Using the Child Skills Checklist | |
| |
| |
| Using One Checklist Section at a Time | |
| |
| |
| Making a Running Record and Transferring Data to the Checklist | |
| |
| |
| Using the Entire Checklist | |
| |
| |
| Evidence | |
| |
| |
| Interpreting the Data | |
| |
| |
| Inferences | |
| |
| |
| Conclusions | |
| |
| |
| Planning for Children Based on Observations | |
| |
| |
| Learning Prescription | |
| |
| |
| Chapters to Follow | |
| |
| |
| Use of the Checklist by Preservice Teachers and Student Teachers | |
| |
| |
| Observation of Each Child | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Learning Activities | |
| |
| |
| Self-Identity | |
| |
| |
| Developing a Self-Concept | |
| |
| |
| Separates from Parents Without Difficulty | |
| |
| |
| Initial Attachment | |
| |
| |
| Initial Separation | |
| |
| |
| School Separation | |
| |
| |
| Does Not Cling to Classroom Staff Excessively | |
| |
| |
| Makes Eye Contact with Adults | |
| |
| |
| Makes Activity Choices Without Teacher's Help | |
| |
| |
| Seeks Other Children to Play With | |
| |
| |
| Plays Roles Confidently in Dramatic Play | |
| |
| |
| Stands Up for Own Rights | |
| |
| |
| Displays Enthusiasm About Doing Things for Self | |
| |
| |
| Observing, Recording, and Interpreting Self-Identity | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Children's Books | |
| |
| |
| Videotapes | |
| |
| |
| Learning Activities | |
| |
| |
| Emotional Development | |
| |
| |
| Developing Emotions in Young Children | |
| |
| |
| Allows Self To Be Comforted During Stressful Time | |
| |
| |
| Distress | |
| |
| |
| The Teacher's Role | |
| |
| |
| Eats, Sleeps, Toilets Without Fuss Away from Home | |
| |
| |
| Fear (Anxiety) | |
| |
| |
| Eating | |
| |
| |
| Sleeping | |
| |
| |
| Toileting | |
| |
| |
| Handles Sudden Changes/Startling Situations with Control | |
| |
| |
| Surprise (Startle) | |
| |
| |
| Can Express Anger in Words Rather than Actions | |
| |
| |
| Anger | |
| |
| |
| Aggression | |
| |
| |
| Does Not Withdraw from Others Excessively | |
| |
| |
| Shyness (Shame) | |
| |
| |
| Shows Affection, Connection, Love | |
| |
| |
| Shows Interest/Attention in Classroom Activities | |
| |
| |
| Interest (Excitement) | |
| |
| |
| Smiles, Seems Happy Much of the Time | |
| |
| |
| Joy (Enjoyment) | |
| |
| |
| Observing, Recording, and Interpreting Emotional Development | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Social Play | |
| |
| |
| Developing Social Play Skills | |
| |
| |
| Early Research | |
| |
| |
| Social Play Development | |
| |
| |
| Access Rituals | |
| |
| |
| The Teacher's Role | |
| |
| |
| Spends Time Watching Others Play | |
| |
| |
| Plays by Self with Own Toys/Materials | |
| |
| |
| Plays Parallel to Others with Similar Toys/Materials | |
| |
| |
| Plays with Others in Croup Play | |
| |
| |
| Makes Friends with Other Children | |
| |
| |
| Gains Access to Ongoing Play in a Positive Manner | |
| |
| |
| Maintains Role in Ongoing Play in a Positive Manner | |
| |
| |
| Resolves Play Conflicts in Positive Manner | |
| |
| |
| Observing, Recording, and Interpreting Social Play | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Prosocial Behavior | |
| |
| |
| Developing Prosocial Behavior | |
| |
| |
| Shows Concern for Someone in Distress | |
| |
| |
| Empathy | |
| |
| |
| Can Tell How Another Child Feels During Conflict | |
| |
| |
| Empathy | |
| |
| |
| Shares Something with Another | |
| |
| |
| Generosity | |
| |
| |
| Gives Something to Another | |
| |
| |
| Generosity | |
| |
| |
| Takes Turns Without a Fuss | |
| |
| |
| Cooperation | |
| |
| |
| Complies with Requests Without a Fuss | |
| |
| |
| Cooperation | |
| |
| |
| Helps Another Do a Task | |
| |
| |
| Caregiving | |
| |
| |
| Helps (Cares for) Another in Need | |
| |
| |
| Caregiving | |
| |
| |
| Observing, Recording, and Interpreting Prosocial Behavior | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Large Motor Development | |
| |
| |
| Developing Large Motor Skills | |
| |
| |
| Motor Development in Infancy | |
| |
| |
| Walks Down Steps Alternating Feet | |
| |
| |
| Three-year-olds | |
| |
| |
| Four-year-olds | |
| |
| |
| Five-year-olds | |
| |
| |
| Runs with Control over Speed and Direction | |
| |
| |
| Three-Year-Olds | |
| |
| |
| Four-Year-Olds | |
| |
| |
| Five-Year-Olds | |
| |
| |
| Jumps Up And Lands On Two Feet | |
| |
| |
| Three-Year-Olds | |
| |
| |
| Four-Year-Olds | |
| |
| |
| Five-Year-Olds | |
| |
| |
| Hops on One Foot | |
| |
| |
| Throws, Catches, and Kicks Balls | |
| |
| |
| Uses Climbing Equipment with Ease | |
| |
| |
| Moves Legs/Feet in Rhythm to Beat | |
| |
| |
| Creative Movement | |
| |
| |
| Moves Arms and Hands in Rhythm to Beat | |
| |
| |
| Observing, Recording, and Interpreting Large Motor Development | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Small Motor Development | |
| |
| |
| Developing Small Motor Skills | |
| |
| |
| Reflexes | |
| |
| |
| Readiness | |
| |
| |
| Shows Hand Preference (Which Is--) | |
| |
| |
| Turns with Hand Easily (Knobs, Lids, Eggbeaters) | |
| |
| |
| Pours Liquid Into Glass Without Spilling | |
| |
| |
| Unfastens and Fastens Zippers, Buttons, Velcro Tabs | |
| |
| |
| Picks Up and Inserts Objects with Ease | |
| |
| |
| Manipulative Materials | |
| |
| |
| Children's Skills | |
| |
| |
| Gender Differences | |
| |
| |
| Uses Drawing/Writing Tools with Control | |
| |
| |
| Uses Scissors with Control | |
| |
| |
| Pounds in Nails and Uses Clay with Control | |
| |
| |
| Observing, Recording, and Interpreting Small Motor Development | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Cognitive Development: Classification, Number, Time, and Space | |
| |
| |
| Developing Cognitive Concepts | |
| |
| |
| New Brain Research | |
| |
| |
| Using Play | |
| |
| |
| Stages of Exploratory Play | |
| |
| |
| Classification | |
| |
| |
| Assessing Development | |
| |
| |
| Identifies Objects by Shape | |
| |
| |
| Identifies Objects by Color | |
| |
| |
| Identifies Objects by Size | |
| |
| |
| Comparisons | |
| |
| |
| Using Opposites | |
| |
| |
| Sorts Objects by Likenesses | |
| |
| |
| Collections | |
| |
| |
| Puts Events in a Sequence; Objects in a Series | |
| |
| |
| Counts How Many Are Present | |
| |
| |
| Using Marks, Picture Symbols, Number Symbols to Record | |
| |
| |
| Knows What Happens Today | |
| |
| |
| Understanding Time | |
| |
| |
| Using the Daily Schedule | |
| |
| |
| Can Build a Block Enclosure | |
| |
| |
| Understanding Space | |
| |
| |
| Observing, Recording, and Interpreting Cognitive Development | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Computer Programs | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Spoken Language | |
| |
| |
| Developing Spoken Language | |
| |
| |
| Stages of Language Acquisition | |
| |
| |
| Preschool Stages of Language Production | |
| |
| |
| Listens But Does Not Speak | |
| |
| |
| Preproduction Stage | |
| |
| |
| Provide a Stress-Free Environment | |
| |
| |
| Gives Single-Word Answers | |
| |
| |
| Transition to Production | |
| |
| |
| Gives Short-Phrase Responses | |
| |
| |
| Early Production | |
| |
| |
| Does Chanting and Singing | |
| |
| |
| Early Production | |
| |
| |
| Takes Part in Conversations | |
| |
| |
| Early Production | |
| |
| |
| Speaks in Expanded Sentences | |
| |
| |
| Expansion of Production | |
| |
| |
| Asks Questions | |
| |
| |
| Expansion Of Production | |
| |
| |
| Can Tell a Story | |
| |
| |
| Expansion of Production | |
| |
| |
| Observing, Recording, and Interpreting Spoken Language | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Prewriting and Prereading Skills | |
| |
| |
| Developing Prewriting and Prereading Skills | |
| |
| |
| Pretends to Write with Pictures and Scribbles | |
| |
| |
| Makes Horizontal Lines of Writing Scribbles | |
| |
| |
| Includes Letterlike Forms in Writing | |
| |
| |
| Makes Some Letters, Prints Name or Initial | |
| |
| |
| Holds Book Right-Side Up; Turns Pages Right to Left | |
| |
| |
| Pretends to Read Using Pictures to Tell Story | |
| |
| |
| Retells Stories from Books with Increasing Accuracy | |
| |
| |
| Shows Awareness that Print in Books Tells the Story | |
| |
| |
| Observing, Recording, and Interpreting Prewriting and Prereading Development | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Computer Programs | |
| |
| |
| Children's Books | |
| |
| |
| Learning Activities | |
| |
| |
| Art Skills | |
| |
| |
| Developing Art Skills | |
| |
| |
| Makes Random Marks on Paper | |
| |
| |
| Makes Controlled Scribbles | |
| |
| |
| Makes Basic Shapes | |
| |
| |
| Combines Circles/Squares With Crossed Lines | |
| |
| |
| Makes Suns | |
| |
| |
| Draws Person as Sun-Face with Arms and Legs | |
| |
| |
| Draws Animals, Trees, Flowers | |
| |
| |
| Animals | |
| |
| |
| Trees, Flowers | |
| |
| |
| Draws Objects Together in a Picture | |
| |
| |
| Observing, Recording, and Interpreting Art Skills | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Children's Books | |
| |
| |
| Learing Activities | |
| |
| |
| Imagination | |
| |
| |
| Developing Imagination | |
| |
| |
| Pretends an Action Without Taking a Role | |
| |
| |
| Assigns Roles or Takes Assigned Roles | |
| |
| |
| Takes on Characteristics and Actions of Role | |
| |
| |
| Needs Particular Props to Do Pretend Play | |
| |
| |
| Can Pretend With Imaginary Objects | |
| |
| |
| Uses Language for Creating and Sustaining the Plot | |
| |
| |
| Uses Exciting, Danger-Packed Themes | |
| |
| |
| Superhero Play | |
| |
| |
| Uses Elaborate Themes, Ideas, Details | |
| |
| |
| Observing, Recording, and Interpreting Imagination | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Children's Books | |
| |
| |
| Videotapes | |
| |
| |
| Learning Activities | |
| |
| |
| Sharing Observational Data with Parents | |
| |
| |
| Involving Parents in Their Children's Programs | |
| |
| |
| Focusing on the Child | |
| |
| |
| Using the Child Skills Checklist | |
| |
| |
| Making Parents Professionals | |
| |
| |
| Sharing Observation Results | |
| |
| |
| Communication Methods | |
| |
| |
| Interpreting Checklist Results | |
| |
| |
| Sharing Checklist Results with Staff | |
| |
| |
| Sharing Checklist Results with Parents | |
| |
| |
| Planning for the Child Based on Checklist Results | |
| |
| |
| Ongoing Observations by Parents and Staff | |
| |
| |
| Parent Observation in the Classroom | |
| |
| |
| Developing Collaborative Portfolios | |
| |
| |
| Appropriate Portfolio Items | |
| |
| |
| References | |
| |
| |
| Suggested Readings | |
| |
| |
| Videotapes | |
| |
| |
| Learning Activities | |
| |
| |
| Epilogue: The Missing Component of Child Development | |
| |
| |
| Six Principal Elements | |
| |
| |
| Is Something Missing? | |
| |
| |
| Spirit. What Is It? | |
| |
| |
| Why Overlook or Ignore Spirit? | |
| |
| |
| How Spirit Can Be Developed in the Young Child | |
| |
| |
| Unconditional Love from Others | |
| |
| |
| Love and Concern Toward Others | |
| |
| |
| Love Vibrations from Natural Beauty | |
| |
| |
| A Sixth Sense | |
| |
| |
| The Need for Silence | |
| |
| |
| References | |
| |
| |
| Index of Children's Books | |
| |
| |
| Index | |