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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 | |