Preface | p. ix |
Acknowledgments | p. x |
Introduction: Getting Started | p. 1 |
The Whys of Observing | p. 1 |
Portfolios | p. 7 |
Week by Week Plan | p. 9 |
Topics in Observation: The Ecological View of the Child | p. 12 |
Now You Can Get Started | p. 15 |
A Word about Confidentiality | p. 16 |
Using the Class List Log to Look at Separation and School Adjustment | p. 18 |
Using the Class List Log | p. 18 |
Topics in Observation: Why Not Use a Diary or Daily Journal? | p. 21 |
Using the Reflective Journal | p. 23 |
Looking at Separation and School Adjustment | p. 25 |
Helping All Children with Separation and School Adjustment | p. 35 |
Helping Professionals for Separation and School Adjustment Concerns | p. 36 |
Other Methods | p. 36 |
Plan A | p. 37 |
Plan B | p. 38 |
Plan C | p. 38 |
Using Anecdotal Recordings to Look at Self-Care | p. 40 |
Using the Anecdotal Recording | p. 40 |
Looking at Self-Care Skills | p. 45 |
Topics in Observation: Using All Our Senses | p. 47 |
Helping All Children with Self-Care Skills | p. 57 |
Helping Professionals for Self-Care Skills | p. 57 |
Other Methods | p. 57 |
Plan A | p. 58 |
Plan B | p. 59 |
Plan C | p. 60 |
Using Checklists to Look at Physical Development | p. 62 |
Using the Checklist | p. 62 |
Topics in Observation: Your Frame of Reference | p. 66 |
Looking at Growth and Development | p. 68 |
Helping All Children with Physical Development | p. 79 |
Helping Professionals for Physical Development Concerns | p. 79 |
Other Methods | p. 79 |
Plan A | p. 79 |
Plan B | p. 80 |
Plan C | p. 81 |
Using Running Records to Look at Social Development | p. 83 |
Using Running Records | p. 83 |
Looking at Social Development | p. 88 |
Topics in Observation: "The Stew" | p. 89 |
Helping All Children with Social Development | p. 98 |
Helping Professionals for Social Development Concerns | p. 98 |
Other Methods | p. 99 |
Plan A | p. 99 |
Plan B | p. 100 |
Plan C | p. 101 |
Using Frequency Counts to Look at Emotional Development | p. 103 |
Using Frequency Counts | p. 103 |
Looking at Emotional Development | p. 107 |
Helping All Children with Emotional Development | p. 118 |
Helping Professionals for Emotional Concerns | p. 118 |
Other Methods | p. 118 |
Topics in Observation: The Assessment and Curriculum Braid | p. 119 |
Plan A | p. 122 |
Plan B | p. 123 |
Plan C | p. 124 |
Using Conversations to Listen to Language and Speech | p. 126 |
Using Conversations as an Observation Method | p. 126 |
Listening to Language and Speech | p. 131 |
Helping All Children with Language Development | p. 138 |
Topics in Observation: Diversity | p. 139 |
Helping Professionals for Speech and Language Concerns | p. 140 |
Other Methods | p. 141 |
Plan A | p. 141 |
Plan B | p. 143 |
Plan C | p. 144 |
Using Time Samples to Look at Attention Span | p. 146 |
Using Time Samples | p. 146 |
Looking at Cognitive Development | p. 151 |
Topics in Observation: Measuring Cognitive Development--Why Not Test? | p. 158 |
Helping All Children with Attention Span | p. 161 |
Helping Professionals for Attention Concerns | p. 162 |
Other Methods | p. 162 |
Plan A | p. 163 |
Plan B | p. 164 |
Plan C | p. 165 |
Using Cognitive Task Experiments to Look at Cognitive Development | p. 167 |
Using Cognitive Task Experiments and Assessments | p. 167 |
Looking at Cognitive Development: Math and Science | p. 169 |
Topics in Observation: "Real" Curriculum | p. 179 |
Helping All Children with Cognitive Development | p. 180 |
Helping Professionals for Cognitive Concerns | p. 181 |
Other Methods | p. 181 |
Plan A | p. 182 |
Plan B | p. 182 |
Plan C | p. 183 |
Plan D | p. 184 |
Using Rating Scales to Look at Literacy | p. 186 |
Using the Rating Scale | p. 186 |
Looking at Literacy | p. 190 |
Helping All Children with Literacy | p. 205 |
Topics in Observation: Books in the Sandbox | p. 207 |
Helping Professionals for Literacy Concerns | p. 208 |
Other Methods | p. 208 |
Plan A | p. 209 |
Plan B | p. 210 |
Plan C | p. 211 |
Using Work Samples to Look at Creativity | p. 213 |
Using Work Samples to Observe a Child's Development | p. 213 |
Looking at Children's Creative Development | p. 219 |
Helping All Children with Creativity | p. 230 |
Helping Professionals for Creative Arts | p. 230 |
Other Methods | p. 230 |
Topics in Observation: Responding to Children's Work | p. 231 |
Plan A | p. 233 |
Plan B | p. 234 |
Plan C | p. 235 |
Using Technology to Look at Sociodramatic Play | p. 237 |
Using Technology as Documentation | p. 237 |
Topics in Observation: Protecting the Rights of the Child | p. 242 |
Looking at Dramatic Play | p. 243 |
Helping All Children with Sociodramatic Play | p. 250 |
Helping Professionals for Play Concerns | p. 251 |
Other Methods | p. 251 |
Plan A | p. 252 |
Plan B | p. 253 |
Plan C | p. 254 |
Using Documentation for Child Abuse Suspicions and Looking at Self-Concept | p. 256 |
Using Documentation for Child Abuse Suspicions | p. 256 |
Diversity and Child Abuse | p. 261 |
Topics in Observation: Dealing with Families Suspected of Child Maltreatment | p. 263 |
Self-Concept and Self-Esteem | p. 264 |
Helping All Children with Self-Esteem | p. 272 |
Helping Professionals for Child Abuse and Self-Esteem Concerns | p. 273 |
Other Methods | p. 273 |
Plan A | p. 274 |
Plan B | p. 275 |
Plan C | p. 276 |
Using Program Assessments to Look at Children in Groups | p. 278 |
Assessing Early Childhood Programs | p. 278 |
Topics in Observation: Assessing the Environment--Pointing Back at You | p. 284 |
Looking at the Adjustment of the Child to the Program | p. 285 |
Helping All Children in Group Settings | p. 294 |
Helping Professionals for Program Evaluation and Support | p. 295 |
Other Methods | p. 295 |
Plan A | p. 296 |
Plan B | p. 297 |
Plan C | p. 297 |
Plan D | p. 298 |
Using the Portfolio to Conference with Families and Looking at the Child's Interactions with Adults | p. 300 |
Communication between Home and School | p. 300 |
Using the Portfolio to Conference with Families | p. 301 |
Daily Contacts | p. 302 |
Looking at the Child's Interactions with Adults | p. 316 |
Topics in Observation: Does the Week-by-Week Plan Meet NAEYC Guidelines for Assessment? | p. 319 |
Helping All Children through Home and School Communications | p. 322 |
Helping Professionals for Home and School Communications | p. 323 |
Other Methods | p. 323 |
Plan A | p. 323 |
Plan B | p. 324 |
Plan C | p. 324 |
Plan D | p. 325 |
Using the Yearly Plan to Observe and Record Children's Development | p. 327 |
Week by Week: An Observation Plan for Portfolio Building | p. 331 |
Weeks 15 through 40: Plans for the Week | p. 335 |
Summary of Plans by Developmental Areas | p. 367 |
Observation Forms | p. 371 |
Weeks 15 through 40: Reflective Journal | p. 391 |
Glossary | p. 419 |
Index | p. 423 |
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