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