Rent 9780827376656 | Seeing Young Children : A Guide to Observing and Recording Behavior

Summary Table of Contents

Students, teachers, parents, and professional child care providers and educators turn to this expertly written guide when they need detailed information on observing, recording and interpreting behavior in children from birth through age eight. It offers a combination of theoretical and practical aspects of observation. Readers will learn general observation guidelines and the basic elements of observing and recording children's behavior. Six chapters address recording techniques and instruments in great detail, including the pluses and minuses of each. The author, an authority in the field, dedicates considerable space in the book to the interpretation of one's observations, implementation of findings, and ongoing evaluation. Readers can apply all they have learned by employing some of the many observation exercises presented in the five final chapters, each dedicated to a particular age group.

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Preface	p. xi
Overview	p. 1
Introduction	p. 3
Observation: Some Preliminary Thoughts	p. 3
Observation and Theory	p. 10
You and the Observation Process	p. 13
An Introduction to Growth and Development	p. 20
Growth and Development: Some General Considerations	p. 21
Development: Some Basic Meanings and Concepts	p. 27
Development: Some Theoretical Considerations	p. 30
Developmental Theories: A General Overview	p. 36
Explanations or Interpretation of Growth and Development: The Practical Side to Observing Behavior	p. 43
General Guidelines for Observing Children	p. 55
Preparation for Observing	p. 55
Group or Individual Observation	p. 78
Group Components	p. 82
Some Approaches to Group Observation	p. 85
The Elements of Observation	p. 93
Introduction and Preparation	p. 94
Methods, Behavior, Plans, and Contexts	p. 95
How to Do It: Some Preliminary Thoughts and Cautions	p. 95
An Introduction to Observation and Recording Methods	p. 104
Methods of Observing and Recording Behavior: Some General Characteristics	p. 104
Narrative Descriptions	p. 112
General Description	p. 112
Time Sampling	p. 119
General Description	p. 119
Event Sampling	p. 137
General Description	p. 137
Diary Description	p. 143
General Description	p. 143
The Diary Description and the Case Study--A Brief Comparison	p. 145
Anecdotal Records	p. 149
General Description	p. 149
Frequency Counts or Duration Records	p. 155
General Description	p. 155
Checklists and Rating Scales	p. 161
General Description	p. 161
Rating Scales: General Description	p. 172
Videotaping and Audiotaping as Observation Tools?	p. 179
Application: Recording Methods in Action	p. 186
Interpretation of Observations, Implementation of Findings, and Ongoing Evaluation	p. 192
Interpretation of Observations	p. 192
Dealing with Observation and Interpretation in a Multicultural Setting	p. 195
Implementation of Findings	p. 207
Observation Exercises	p. 217
Introduction and Preparation	p. 217
Observing the Newborn: Birth to One Month	p. 219
Physical Characteristics of the Newborn	p. 219
Infant States and Responsiveness to Stimulation	p. 221
Individual Differences and the Newborn	p. 224
Motor Responses of the Newborn	p. 227
Perceptual Responses of the Newborn	p. 230
Emotional Functioning of the Newborn	p. 233
Observing the Infant: One to 24 Months	p. 242
Introduction	p. 242
Physical Characteristics and Motor Abilities of the Infant/Toddler (One to 24 Months)	p. 251
Social Behavior of The Infant (One to 24 Months)	p. 263
Cognitive and Language Behavior of the Infant (One to 24 Months)	p. 271
Emotional Development and Behavior in the Infant (Two to 18 Months)	p. 280
The Young Child: Ages Two through Five	p. 296
Introduction	p. 296
The Preschool Child in the Physical Environment	p. 297
Physical Growth and Motor Functioning	p. 299
Cognitive and Intellectual Development and Behavior	p. 308
Language Development	p. 314
Piaget's and Vygotsky's Views on Children's Private Speech: A Brief Comparison and Overview	p. 314
Play	p. 321
Emotional Behavior	p. 330
Social Development and Peer Interactions	p. 336
Middle Childhood-The School-Age Years	p. 353
Introduction and Preparation	p. 354
The School-Age Years: The Six-Year-Old Child	p. 357
Physical Growth and Motor Functioning	p. 357
Cognitive and Intellectual Development and Behavior	p. 360
Language	p. 365
Social and Emotional Development	p. 371
Physical Growth and Motor Functioning	p. 377
Cognitive and Intellectual Development and Behavior	p. 378
Language	p. 381
Social and Emotional Development	p. 383
The School-Age Years: The Seven- and Eight-Year-Old Child	p. 399
Physical Growth and Motor Development	p. 399
Cognitive and Intellectual Development and Behavior	p. 403
Language	p. 407
Social and Emotional Behavior	p. 410
Physical and Motor Skills	p. 413
Cognitive and Intellectual Development and Behavior	p. 415
Language	p. 416
Social and Emotional Development and Behavior	p. 417
Epilogue	p. 419
Developmental Checklists	p. 429
Social-Emotional Checklist	p. 435
Areas for Notice in Observing an Individual Child	p. 437
Emotional Dependency Behavior: Time Sample Procedure	p. 439
Observation Record (Social Skills)	p. 441
Observational Records	p. 442
Summary of Piaget's First Two Stages of Cognitive Development	p. 444
Havighurst's Developmental Tasks-Infancy through Middle-Childhood	p. 445
Glossary	p. 447
References	p. 459
Annotated Bibliography	p. 466
Index	p. 469
Table of Contents provided by Rittenhouse. All Rights Reserved.

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