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The Power, Process, and Ethics of Observation in Early Childhood | |
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The Power of Observation in Early Childhood | |
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There Is Power in Observation | |
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Observation Facilitates Learning About Child Development | |
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Observation Is Preferable to Formal Testing of Young Children | |
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Observation Is the First Step in Constructing Developmentally Appropriate Curriculum and Instructional Methods | |
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Observation Is the First Step in Making Wise Child Guidance Decisions | |
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Observation Enables Teachers to Reflect on Their Own Practices | |
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Observation Is the Key to Preventing or Solving Many Problems | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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The Ethics and Process of Observing | |
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Hannah's Teacher | |
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The Ethics of Observation | |
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Protect Children's Privacy | |
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Develop and Communicate Policies About Confidentiality of Observations | |
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Avoid Triangulation | |
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Know When You Are Required to Divulge Confidential Information | |
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The Process of Observing | |
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Observation Is an Active Process | |
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Useful Observation Is Systematic | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Methods of Observing and Documenting Progress and Development in Early Childhood | |
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Anecdotal Records: A Short Narrative Method of Observation | |
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Anecdotal Records | |
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Anecdotal Records-Description | |
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Use Anecdotal Records for Preplanned or Spontaneous Observations | |
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Guidelines for Writing Anecdotal Records (Bergen, 1997) | |
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Advantages and Disadvantages of Using Anecodtal Records | |
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Advantages of Anecdotal Records | |
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Disadvantages of Anecdotal Records | |
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Using Anecdotal Records Effectively | |
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Organize the Anecdotes Well | |
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Have a Clear Plan for Analyzing and Using Information from Anecdotes | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Running Records: A Longer Narrative Method of Observation | |
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Running Records | |
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Running Record: Description | |
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A Running Record Is a Narrative Form of Observation | |
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A Running Record Is an Open Form of Observation | |
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A Running Record Is a Longer Form of Observation Than an Anecdotal Record | |
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Observers Do Not Participate in Activities When Doing Running Records | |
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Format of a Running Record | |
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Suggested Form | |
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Parts of the Running Record Report: Explanation | |
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Establish a Focus for Running Records | |
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Reasons for Having a Focus | |
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Selecting the Focus | |
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Advantages and Disadvantages of Observing with Running Records | |
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Disadvantages of Running Records | |
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Advantages of Running Records | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Checklists and Rating Scales: Nonnarrative Methods for Observing Development and Progress | |
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Checklists | |
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Description | |
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Different Ways to Use Checklists | |
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Guidelines for Developing Checklists | |
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Advantages of Using Checklists | |
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Disadvantages of Using Checklists | |
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Rating Scales | |
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Description | |
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Types of Rating Scales | |
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Advantages and Disadvantages of Using Rating Scales | |
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Suggestions for Increasing the Power of Checklists and Rating Scales | |
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Combine Checklists and Rating Scales with Anecdotal or Running Records | |
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Add Space to Checklist and Rating Scale Forms for Comments, Date, Summary | |
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Develop a Checklist or Rating Scale Plan | |
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Place Observations and Assessments on a Timeline | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Documenting and Reporting Development and Progress: Children's Products, Observation Reports, and Portfolios | |
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Documenting and Reporting Development and Progress | |
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Documentation | |
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Reporting | |
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Different Ways to Document and Report Development and Progress | |
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Document and Report with Children's Products and Work Samples | |
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Document and Report with Documentary Displays | |
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Document and Report with Observation Reports | |
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Portfolios: Pulling It All Together | |
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What Is a Portfolio? | |
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Benefits of Portfolios | |
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Benefits of Portfolios for Children | |
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Benefits of Portfolios for Teachers | |
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Benefits of Portfolios for Parents | |
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Types of Portfolios | |
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Current-Year Portfolio | |
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Permanent Portfolio | |
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Contents of Portfolios | |
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Child-Produced Materials | |
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Teacher-Produced Materials | |
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Items Produced by Others | |
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Portfolios Are Useful for All Young Children | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Using Observation | |
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Observing Behavior: Cracking the Code | |
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Authoritative Caregiving and Observation (Case Study) | |
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Reasons for Observing Children's Behavior | |
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Children Communicate with Behavior | |
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Observe Behavior to Discover and Build on Children's Strengths | |
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Observe Behavior to Assess Special Needs | |
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Observe Behavior as the First Step in Dealing with Challenging Behavior | |
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Observe Behavior to Recognize Children's Feelings, Signs of Stress, or Signs of Child Abuse and Neglect | |
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Who, What, When, Where, Why: Five Questions About Behavior | |
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Background of Michael's Behavior | |
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Synopsis of Observations of Michael's Behavior | |
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Who Was Involved in This Behavior? | |
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What Happened? | |
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When Did the Behavior Occur? | |
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Where Does the Behavior Typically Take Place? | |
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Why Does the Child Behave This Way? | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Using the Eclectic Approach to Observe Motor and Cognitive Development | |
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An Observation and Assessment Dilemma | |
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Purposes of This Chapter | |
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Explain the Eclectic Approach to Observing Development | |
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Describe, Explain, and Give Examples of Different Categories of Observation and Assessment Strategies | |
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Reiterate Major Reasons for Observing Children's Development | |
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Categories of Observation and Assessment Strategies | |
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Standardized Assessment Instruments | |
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Description and Purpose: Standardized Tests | |
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Problems with Standardized Tests | |
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Teacher-Made and Ready-Made Observation and Assessment Tools | |
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Ready-Made Assessment Instruments | |
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Teacher-Made Observation Instruments | |
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Observing and Assessing Motor Development | |
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Definitions | |
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Different Children, Different Levels of Motor Development | |
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Observing the Basics About Large Motor Development | |
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Going Beyond the Basics in Assessing Motor Development | |
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Identify Developmental Lags in Motor Skills | |
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An Example of a Standardized Test for Assessing Motor Development: Cratty's Perceptual-Motor Behaviors Checklist | |
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Teacher-Made Observation Instruments for Assessing Motor Development | |
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A Ready-Made Informal Observation Instrument for Assessing Motor Development: Williams's Preschool Motor Development Checklist | |
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A Ready-Made Observation Instrument: Project Spectrum | |
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Authentic Assessment of Motor Skill | |
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Wise Use of Observation in Action | |
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Observing Cognitive Development | |
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Major Cognitive Ability: 2- to 6-Year-Olds Can Represent Experiences | |
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Limitations on Preoperational Thinking | |
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Concrete Operational Stage: Major Changes in Cognition | |
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Memory | |
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Definitions | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Using the Eclectic Approach to Observe Emotional and Social Development | |
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Children's Feelings: Emotional Development | |
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Definition of Emotion | |
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Basic Emotions | |
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Self-Conscious Emotions | |
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Emotional Regulation | |
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Emotional Intelligence | |
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The Brain's Role in Emotional Regulation and Emotional Intelligence | |
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A Child's Feelings: Anger as an Example | |
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Anger Is a Basic Emotion, Perceived as Unpleasant | |
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What Causes Anger for Children? | |
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How Do Children Express Anger? | |
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Children's Peer Relationships: Their Role in Social Development | |
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Three Levels of Peer Experiences: Interactions, Relationships, Groups | |
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Children's Interactions | |
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Children's Relationships | |
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Children's Groups | |
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Social Competence | |
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Vygotsky and Piaget: A Constructivist Look at the Value of Peer Relationships | |
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Social Skills | |
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Play | |
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Reframing Our Perspective on Sequences of Play | |
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Snapshots of Play | |
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Observing Emotional and Social Development | |
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Social Attributes Checklist: A Ready-Made Instrument | |
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Teacher-Made Instruments: Mr. Nellis Uses Checklists, Anecdoral Records, and Photographs | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Using Observation to Prevent and Solve Problems | |
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Adopting a Problem-Solving Perspective | |
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Reflective Teachers Acknowledge That Problems Exist | |
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Reflective Teachers Are Professional and Act Ethically When Solving Problems | |
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Reflective Teachers Responsibly Manage Emotions When Solving Problems | |
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Reflective Teachers Value Observation as a Tool in Problem Solving | |
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Problem Solving in Action | |
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Problem Solving in Action: Mrs. Vargas (Preschool) | |
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The Problem: Child Abuse and Neglect | |
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How Mrs. Vargas Used Observation: Checklist and Anecdotal Records | |
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Problem Solving in Action: Mr. Claiborne (First Grade) | |
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The Problem: A Child's Fear | |
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How Mr. Claiborne Used Observation: Running Record and Anecdotal Records | |
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Problem Solving in Action: Mr. Nellis (K-2) | |
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The Problem: Child Hurts Others When She Is Angry | |
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How Mr. Nellis Used Observation: Anecdotal Records and a Rating Scale | |
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Problem Solving in Action: Mr. Lee (Third and Fourth Grades) | |
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The Problem: Minimize Stress for a Child Who Moves to a New School | |
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How Mr. Lee Used Observation: Checklist | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Using Observation to Become a Reflective Practitioner | |
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Professional Development Plans: Oaklawn School (Case Study) | |
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Reflection in Teaching | |
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What Is Reflection in Teaching? | |
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Reflection: A Professional Responsibility | |
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Different Teachers, Different Beliefs About Self-Reflection | |
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Levels of Reflection in Teaching | |
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School Environments That Encourage Reflective Teaching | |
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Observation: The Foundation of Reflection in Teaching | |
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ECERS-R (Early Childhood Environment Rating Scale-Revised) | |
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Description | |
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Administration and Scoring of ECERS-R | |
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APEEC (Assessment of Practices in Early Elementary Classrooms) | |
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Description | |
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Administration and Scoring of APEEC | |
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Reflection in Action | |
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Group Action Plan | |
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Mr. Lee: Reflecting on Conflict Resolution | |
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Mr. Nellis's Action Plan | |
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Mr. Nellis Reflects | |
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Activities to Help You Construct Knowledge and Skills in Observing | |
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References | |
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Web Sites Related to This Chapter | |
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Appendix A | |
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Suggestions for Organizing Periodic and Final Observation Reports | |
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Outline for Periodic or Final Observation Reports for an Individual Child | |
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Appendix B | |
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Suggested Items to Look for in Observing a Play Material or Activity | |
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Appendix C | |
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Selected Observation Forms Used in This Textbook | |
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Name Index | |
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Subject Index | |