Observing and Recording the Behavior of Young Children, Fifth Edition / Edition 5

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More About This Textbook

Overview

With more than 120,000 copies in print, this classic text has been widely acclaimed as a highly effective tool to help teachers better understand children's behavior. The thoroughly revised and updated Fifth Edition outlines methods for record-keeping that provide a realistic picture of each child's interactions and experiences in the classroom. Numerous examples of teachers' observations of children from birth to age 8 enrich this work and make it accessible, practical, and enjoyable to read. Based on the latest thinking in the field, the new Fifth Edition is an even more valuable resource for pre- and inservice educators of young children.

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Product Details

  • ISBN-13: 9780807748824
  • Publisher: Teachers College Press
  • Publication date: 6/29/2008
  • Edition description: New Edition
  • Edition number: 5
  • Pages: 264
  • Sales rank: 423,467
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.60 (d)

Table of Contents


Preface to the Fifth Edition     ix
Getting Started     1
Why Records?     1
Keeping Records     6
Language as a Tool in Recording     10
Importance of the Environment     13
Recording a Child's Behavior During Routines     15
Organizing the Information     15
The Meaning of Routines to Young Children     19
Recording Eating Behavior     21
Recording Toileting Behavior     24
Recording Behavior at Nap Time     26
Recording Behavior During Transitions     28
Patterns of Behavior     29
Recording a Child's Use of Materials     34
The Meaning of Materials to Young Children     34
What to Observe     40
Records of Use of Materials     42
How the Child Does What     43
Records Illustrating Detail     46
Interpretation-The Last Dimension     49
Patterns of Behavior     49
Recording Children's Behavior with One Another     53
How Children Learn to Socialize     53
Do We Really See What Is Going On?     57
What to Observe     59
Patterns of Behavior: Summary of a Child's Responseto Other Children     65
Group Membership     67
Recording Children's Behavior in Dramatic Play     70
Capacity for Symbolic Representation     72
A Framework for Recording Dramatic Play     77
Focusing on Dramatic Roles     81
Social Aspects of Dramatic Play     87
Patterns of Behavior     94
Recording the Child's Relationships with Adults and in Adult-Directed Activities     96
Teachers Observe Themselves     96
Recording a Child's Interaction with an Adult     97
Gaining Information About a Child's Larger Social World     102
Recording a Child in Teacher-Directed Group Activities     104
Patterns of Behavior     107
Clues to Cognitive Functioning: Developmental Approach     110
How Do Children Learn?     110
Developmental Approach to Thinking in Early Childhood     112
How Can We Know a Child's Approach to Thinking?     116
Clues to Cognitive Functioning: Individual Approach     128
Idiosyncratic Approach to Thinking     128
How Much Does a Child Know?     138
Observing Children Develop the Power to Think     142
Forming Generalizations     142
Ability to Differentiate     143
Ability to Perceive Similarities and Differences     144
Ability to Draw Analogies     144
Ability to Perceive Cause and Effect     145
Time Orientation     146
Ability to Classify     147
Perceiving Patterns     148
Understanding Spatial Relationships     149
Recording Children's Developing Language and Emerging Literacy     152
Language and Culture     152
Recording Children's Use of Language     154
Observing Speech Patterns     164
Observing Emergent Literacy     170
Observing and Recording the Behavior of Infants and Toddlers     172
Making Sense of What You See     172
The Value of Recording     173
Time     174
What to Observe     175
Recording the Behavior of Children for Whom There Are Special Concerns     205
Sensory Reactivity and Self-Regulation     207
General Impression     223
Patterns-Summary-and Interpretation     225
Patterns     225
Features of the Final Summary     228
Interpretation     233
Final Summary     235
References      239
Index     245
About the Authors     253
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