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Observing and Recording the Behavior of Young Children

ISBN-10: 080774882X
ISBN-13: 9780807748824
Edition: 5th 2008 (Revised)
List price: $26.95
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Description: With more than 120,000 copies in print, this classic text has been widely acclaimed as a highly effective tool to help teachers better understand childrens behavior. The thoroughly revised and updated Fifth Edition outlines methods for  More...

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Book details

List price: $26.95
Edition: 5th
Copyright year: 2008
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 4/28/2008
Binding: Paperback
Pages: 264
Size: 6.00" wide x 8.75" long x 0.50" tall
Weight: 1.034
Language: English

With more than 120,000 copies in print, this classic text has been widely acclaimed as a highly effective tool to help teachers better understand childrens behavior. The thoroughly revised and updated Fifth Edition outlines methods for record-keeping that provide a realistic picture of each childs interactions and experiences in the classroom. Numerous examples of teachers observations of children from birth to age 8 enrich this work and make it accessible, practical, and enjoyable to read. Based on the latest thinking in the field, the new Fifth Edition is an even more valuable resource for pre- and inservice educators of young children. New features include updated observations that reflect the diverse population in contemporary classrooms, recent research on language and children with special needs, and a total revision of the chapter that relates thinking to Piagetian theory, with more relevant descriptions of the processes of assimilation and accommodation

Nancy Balaban is a faculty member of Bank Street Graduate School of Education, and Nancy Gropper is theCoordinator of Instructional Support, Bank Street Graduate School of Education

Barbara A. Lehman is Professor of Teaching and Learning at The Ohio State University, where she teaches graduate courses in children's literature and literacy at the Mansfield Campus. Her scholarly interests focus on multicultural and global children's literature and child-centered literary criticism. She co-edited Teaching with Children's Books: Paths to Literature-Based Instruction (National Council of Teachers of English [NCTE], 1995) and co-authored with Evelyn Freeman Global Perspectives in Children's Literature (Allyn & Bacon, 2001). Her third title, Children's Literature and Learning: Literary Study Across the Curriculum, was published by Teachers College Press (2007). She has had articles published in ChLA Quarterly, Children's Literature in Education, and the Journal of Children's Literature, among others. She has co-edited the Journal of Children's Literature (Children's Literature Assembly of NCTE) and Bookbird: A Journal of International Children's Literature for the International Board on Books for Young People. She has served on and chaired book and author award committees, such as NCTE's Award for Excellence in Poetry for Children Committee, the Children's Literature Assembly's Notable Books in the Language Arts Committee, the Hans Christian Andersen Award U.S. nominating committee, the USBBY's Astrid Lindgren Memorial Award nominating committee, the International Reading Association's Arbuthnot Award Committee and the Notable Books for a Global Society Committee, and the ChLA Article Award Committee. She is president-elect of USBBY (to be president in 2011). She was a Fulbright Scholar in South Africa during 2004-2005, and the 2009 recipient of the Arbuthnot Award from the International Reading Association.

Preface to the Fifth Edition
Getting Started
Why Records?
Keeping Records
Language as a Tool in Recording
Importance of the Environment
Recording a Child's Behavior During Routines
Organizing the Information
The Meaning of Routines to Young Children
Recording Eating Behavior
Recording Toileting Behavior
Recording Behavior at Nap Time
Recording Behavior During Transitions
Patterns of Behavior
Recording a Child's Use of Materials
The Meaning of Materials to Young Children
What to Observe
Records of Use of Materials
How the Child Does What
Records Illustrating Detail
Interpretation-The Last Dimension
Patterns of Behavior
Recording Children's Behavior with One Another
How Children Learn to Socialize
Do We Really See What Is Going On?
What to Observe
Patterns of Behavior: Summary of a Child's Response to Other Children
Group Membership
Recording Children's Behavior in Dramatic Play
Capacity for Symbolic Representation
A Framework for Recording Dramatic Play
Focusing on Dramatic Roles
Social Aspects of Dramatic Play
Patterns of Behavior
Recording the Child's Relationships with Adults and in Adult-Directed Activities
Teachers Observe Themselves
Recording a Child's Interaction with an Adult
Gaining Information About a Child's Larger Social World
Recording a Child in Teacher-Directed Group Activities
Patterns of Behavior
Clues to Cognitive Functioning: Developmental Approach
How Do Children Learn?
Developmental Approach to Thinking in Early Childhood
How Can We Know a Child's Approach to Thinking?
Clues to Cognitive Functioning: Individual Approach
Idiosyncratic Approach to Thinking
How Much Does a Child Know?
Observing Children Develop the Power to Think
Forming Generalizations
Ability to Differentiate
Ability to Perceive Similarities and Differences
Ability to Draw Analogies
Ability to Perceive Cause and Effect
Time Orientation
Ability to Classify
Perceiving Patterns
Understanding Spatial Relationships
Recording Children's Developing Language and Emerging Literacy
Language and Culture
Recording Children's Use of Language
Observing Speech Patterns
Observing Emergent Literacy
Observing and Recording the Behavior of Infants and Toddlers
Making Sense of What You See
The Value of Recording
Time
What to Observe
Recording the Behavior of Children for Whom There Are Special Concerns
Sensory Reactivity and Self-Regulation
General Impression
Patterns-Summary-and Interpretation
Patterns
Features of the Final Summary
Interpretation
Final Summary
References
Index
About the Authors

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