Observation and Participation in Early Childhood Settings : A Practicum Guide / Edition 1

Observation and Participation in Early Childhood Settings : A Practicum Guide / Edition 1

by Jean B. Billman
     
 

ISBN-10: 0205159931

ISBN-13: 9780205159932

Pub. Date: 10/11/1995

Publisher: Allyn & Bacon, Inc.

This book was written to give readers experience in using effective methods for observing young children's development (ages 0-8) and documenting their observations. The book is designed to guide readers' participation with children of different age groups in a variety of early childhood settings. The book encourages readers to

Overview

This book was written to give readers experience in using effective methods for observing young children's development (ages 0-8) and documenting their observations. The book is designed to guide readers' participation with children of different age groups in a variety of early childhood settings. The book encourages readers to interact with children as they learn more about development by carrying out the activities outlined in each chapter. For anyone involved with the education of young children, or practicing in a related field.

Product Details

ISBN-13:
9780205159932
Publisher:
Allyn & Bacon, Inc.
Publication date:
10/11/1995
Edition description:
Older Edition
Pages:
256
Product dimensions:
8.26(w) x 11.01(h) x 0.66(d)

Table of Contents

Preface xv
The Role of Observation and Participation in Early Childhood Education
1(12)
Observing Young Children
1(7)
What Is Observation?
1(2)
Purposes of Observation
3(3)
Observation and Children's Privacy
6(1)
How to Do Observations in Early Childhood Settings
6(1)
Observation as a Major Part of the Assessment Process
7(1)
Participation in Early Childhood Settings
8(3)
The Need for Field Experience as a Part of Early Childhood Teacher Education
8(1)
Tips for Practicum Students and Student Teachers
9(2)
Summary
11(1)
References
12(1)
Methods for Recording Observations of Young Children's Behavior
13(28)
Keeping a Reflective Diary/Journal/Log
13(4)
Audio Recording
17(1)
Videotaping
18(1)
Anecdotal Records
19(2)
Sociometric Techniques
21(1)
Event Sampling
22(3)
Time Sampling
25(3)
Rating Scales
28(2)
Checklists
30(2)
Case Studies
32(3)
Child Studies
35(1)
Portfolios
36(3)
Summary
39(1)
References
39(2)
Caring for Infants and Observing Them in Home and Group-Care Settings
41(22)
The Prenatal Experience
41(2)
Maternal Behaviors That Affect Prenatal Development
42(1)
Paternal Behaviors That Affect Prenatal Development
43(1)
Fetal Monitoring Procedures
43(1)
The Birthing Experience
43(2)
Prepared Childbirth Methods
45(1)
Alternative Childbirth and Care Arrangements
45(1)
The Newborn
45(2)
Assessing a Newborn (Part 1)
45(1)
Assessing a Newborn (Part 2)
46(1)
At-Risk Infants
47(1)
Activity 3.8 Neonatal Intensive Care Units (NICU)
48(1)
Development of Infants
48(5)
Physical Development
49(1)
Cognitive Development
50(1)
Language Development
51(1)
Socioemotional Development
51(1)
Observation of an Infant under One Year
52(1)
Out-of-Home Care
53(6)
The Controversy over Infant Care
53(1)
Pros and Cons of Infant Day Care
53(1)
Caring for Infants from Birth to Sixteen Months
54(1)
The Physical and Social Environment of Infant Programs
54(1)
Evaluate the Environment in an Infant Program
55(1)
Design an Environment for Infant Care
56(1)
Keeping a Journal about Infants
56(1)
Infants and Toddlers with Special Needs
56(1)
Cultural Differences in Infant and Toddler Programs
57(1)
Staff Development for Infant Caregivers
57(1)
Inservice Training
58(1)
Videos on Infant Care
59(1)
Summary
59(1)
References
60(3)
Exploring the World of Toddlers
63(20)
Toddler Development
63(5)
Physical Development-Gross Motor
63(1)
Physical Development-Fine Motor
64(1)
Cognitive and Language Development
64(1)
Socioemotional Development
65(3)
Toddler Play
68(1)
Preparation of Teachers for Toddlers
69(1)
Parent-Teacher Relations in Toddler Programs
70(1)
Observing Toddlers in Home and Child-Care Settings
70(11)
Observing a Toddler at Home
70(1)
Observations in the Toddler's Home
71(1)
Toddler Play Materials
72(1)
Toddlers' Fears
73(1)
Observing a Toddler in a Family Day-Care Home
73(1)
Toddler's Interaction with Others in Family Day Care
73(1)
Observing a Toddler in a Child-Care Setting
73(1)
Design a Toddler Playground
74(1)
Observe a Toddler's Physical Development
75(1)
Observe Sensorimotor Intelligence
75(2)
Observe Pretend Play in Toddlers
77(2)
Analyze Toddlers' Language Development
79(1)
Analyze Toddlers' Language Development (Advanced Students)
79(1)
Toddlers' Need for Autonomy
79(1)
Toddlers' Attachment to Parents (Advanced Students)
79(1)
Toddlers' Social Development
80(1)
Comparison of Toddler Care Arrangements
80(1)
Summary
81(1)
References
81(2)
Interacting with Preschool Children in Group Settings
83(30)
Development of Preschool Children
83(17)
Motor Development
83(1)
Preschoolers' Large Motor Skills
84(2)
Children's Free Play
86(1)
Preschoolers' Small Motor Development
87(1)
Intellectual Development
87(1)
Preschoolers' Intellectual Development
88(1)
Recognitive Memory in Preschool Children
89(1)
Counting Skills and One-to-One Correspondence in Preschool Children
89(1)
Design Two Learning Environments for Preschool Children
90(1)
Plan a Week-Long Unit for a Half-Day Preschool Session
90(1)
Carry Out and Evaluate Your Unit Plan (Student Teachers and Advanced Students)
91(1)
Language Learning
92(1)
Preschoolers' Listening Skills
92(1)
Preschoolers' Verbal Interactions
93(1)
Tell a Story to a Group of Children
93(1)
Social Development
93(3)
Observe How Children's Temperamental Characteristics Shape Their Social Environment
96(1)
Teaching Social Skills
97(1)
Emotional Development
97(1)
Evaluate a Child's Stress Level
98(1)
Provide Emotional Support for an Individual Child (Advanced Students or Student Teachers)
98(1)
Creative Expression
98(2)
The Expression of Creativity and Individuality through Art
100(1)
The Teacher's Role in Guiding Preschoolers' Play
100(2)
The Teacher's Role in Play
102(1)
Guiding Preschoolers' Behavior
102(2)
Teachers' Guidance of Children's Behavior
104(1)
Multicultural Education
104(2)
Art Center
105(1)
Plan a Multicultural Movement or Music
105(1)
The Availability of Multicultural Children's Literature
105(1)
Children with Special Needs
106(1)
A Case Study of a Child with Special Needs
106(1)
Observing an IFSE or IEP Meeting
106(1)
Transition to Kindergarten
107(1)
Transition-to-Kindergarten Activities
107(1)
Staff Development
107(2)
Plan an Inservice Workshop or Classroom Presentation
107(1)
Develop an Annotated List of Videos on Preschool Development and Education
108(1)
Summary
109(1)
References
109(4)
Living and Learning with Kindergarten Children
113(32)
What Is Kindergarten?
113(30)
Developmental Characteristics of Kindergarten Children
113(1)
Physical Development
113(6)
Observing the Physical Development of the Kindergarten Child
119(1)
Measurement of Self
119(1)
Classroom Survey of "Lost Teeth"
119(1)
Checklist of Gross Motor Skills
119(1)
Analyze Children's Responses to a Story
120(1)
Small Motor Activities in the Kindergarten Classroom
120(1)
Children's Paper Folding and Cutting Skills
120(1)
Children's Psychomotor Needs
120(1)
Cognitive Development
120(9)
Checklist Observation
129(1)
Design a Cognitive Development Inventory
129(1)
The Dial-R
129(1)
Kindergarten Screening
129(1)
Interview with a Teacher
130(1)
Group Report Card
130(1)
Classroom Organization
130(1)
Social and Emotional Development of the Kindergarten Child
131(2)
Atypical Development
133(1)
Independence and Responsibility
134(1)
Inferiority versus Competence
134(1)
Play
134(1)
Gender Roles
135(1)
Gender Observation
135(1)
Teacher Guidance
135(1)
Equal Opportunity
135(1)
The History of Kindergarten
135(1)
Types of Kindergarten Programs
136(1)
Variations in Kindergarten
136(1)
Length of Day: Half-Day, Full-Day, or Full-Day, Alternate-Day Scheduling
136(1)
Entry Age
137(1)
Kindergarten Retention
138(1)
Teacher Education Requirements
138(2)
Length of Kindergarten Day
140(1)
Other's Views on Kindergarten Schedules
140(1)
Observation of Length of Class Day
141(1)
Entry Age for Kindergarten
141(1)
Interviewing Teachers
142(1)
Observation in a Kindergarten Intervention Classroom
142(1)
Education of Kindergarten Teachers
142(1)
Summary
143(1)
References
143(1)
Recommended Videos on Kindergarten Education
144(1)
Work and Play in the Primary Grades
145(38)
What Are the Primary Grades?
145(1)
Development Characteristics of the Six-to Eight-Year-Old
145(34)
Physical Development
145(2)
Observing the Physical Development of Children in the Primary Grades
147(1)
Measuring Growth
147(1)
Fine Motor Activities
147(1)
Writing Tools
148(1)
Gross Motor Activities
148(1)
Physical Education
148(1)
Art Activity
148(1)
Vision Center
149(1)
Vision Problems
149(1)
Health and Safety Curriculum
149(1)
Cognitive Development
149(6)
Work and Play in the Primary Classroom
155(11)
Observing Cognitive Development through Work and Play in the Primary Grades
166(1)
Your Own Primary Classroom
166(1)
Piagetian Conservation and Classification Tasks
167(1)
Cognition
168(1)
Teacher's Plan Book
168(1)
Learning Centers
168(1)
Choices in the Classroom
169(1)
Work versus Play
169(1)
Social and Emotional Development in the Primary Grades
169(4)
Observing Psychosocial Development through Work and Play in the Primary Grades
173(1)
Children's Self-Recognition
173(1)
Children's Fears
173(1)
Sociometric Technique
174(1)
Friendships
174(1)
Multiage Classroom Observance
174(1)
Paley's Rule
174(1)
Development in Literature
175(1)
Developmental Needs
175(1)
Event Sampling
175(4)
Atypical Development
179(2)
ADD or ADHD Observations
180(1)
Summary
181(1)
References
181(1)
Videos about the Primary Grades
182(1)
Working with Families of Young Children
183(22)
Parental Involvement in Education
183(3)
Parents as Nurturers
183(1)
Parents as Participants in Adult Relationships
184(1)
Parents as Individuals
184(1)
Parents as Workers
184(1)
Parents as Consumers
185(1)
Parents as Community Members
185(1)
Parents as Educators
185(1)
Parent/Family Education
186(4)
Parent Education Activities
189(1)
Parental Roles
189(1)
Parent Education
189(1)
Family Education Activities
189(1)
Parent Education Meeting Plan
189(1)
Home Visits
190(3)
Role-Playing a Home Visit
191(1)
Making Home Visits (Student Teachers and Advanced Students)
192(1)
Home Visit (Student Teachers and Advanced Students)
192(1)
Parent Involvement/Family Support/Volunteers
193(3)
Parental Support of the Program
193(3)
Activities for Volunteers
196(1)
Parent Involvement Survey
196(1)
Volunteer Guidelines
196(1)
Volunteer Observation
196(1)
Home-School Communication
196(5)
Oral Communication
197(1)
Written Communication
198(1)
Role-Play Parental Interactions
199(2)
Role-Play a Parent Conference
201(1)
Role-Play a Conflict
201(1)
Parents' Bulletin Board
201(1)
Create a Newsletter
201(1)
Activity Calendar
201(1)
Parent Meetings/Orientations/Open Houses
201(2)
Initial Contact with Parents
202(1)
Parental Evaluation of the Program
203(1)
Plan the First Family Meeting
203(1)
Plan a Kindergarten Orientation
203(1)
Parental Thank You
203(1)
Summary
203(1)
References
204(1)
Curriculum and the Young Child
205(44)
What Is Curriculum?
205(1)
Early Childhood Curriculum Models
206(9)
Froebel's Kindergarten Gifts and Occupations
207(1)
Froebelian Occupations and Gifts
207(1)
The Montessori Method
207(3)
Montessori Classroom
210(1)
The Bank Street Approach/Developmental-Interactionist Model
210(1)
The Direct Instruction Approach
211(3)
The Cognitively Oriented High Scope Approach
214(1)
Early Childhood Curriculum in the 1990s
215(26)
Integrated Whole Language Curriculum
217(5)
Integrated Curriculum Unit
222(1)
Transformational Curriculum
223(1)
The Project Approach
224(2)
Project Approach
226(1)
Emergent Curriculum
226(2)
Open Structures Integrated Learning
228(1)
Observe Two Classrooms
229(3)
Multiethnic, Multicultural, Antibias Curriculum
232(1)
Classroom Practices Inventory
233(8)
Curriculum for and about Young Children with Special Needs
241(2)
Special Needs Observation
243(1)
Infant and Toddler Programing
243(1)
Decisions, Decisions, Decisions!
244(1)
Summary
245(1)
References
246(3)
Appendix A A Time-Sampling Technique for Evaluating Infant/Toddler Programs 249(8)
Appendix B Playground Improvement Rating Scale 257(4)
Appendix C Ways to Increase Positive Social Interaction among Children 261(4)
Index 265

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