Observing Development of the Young Child / Edition 8 available in Paperback
Janice J. Beaty’s best-selling Observing Development of the Young Child teaches its audience how to observe, record, and interpret the development of children ages three through five by utilizing a unique checklist to document each aspect of development. This proven resource discusses what these young children are like, and how to support them in their early development with exciting hands-on activities. Even though the new edition has undergone quite an extensive revision, long-time adoptees and fans of the book in its previous editions can rest assured that the author has preserved many of the original features while adapting them to new circumstances of today’s early childhood education environment, the key issues, and new research. Streamlined from previous editions, with 12 chapters instead of 14, this practical, easy-to-use system is based on a progression of children’s skill development in six major areas: emotional, social, physical, cognitive, language, and creative. Used successfully in early childhood programs all over the country since its inception, this unique and mainstay text looks at child development versus child behaviors, preparing its readers to become avid observers, recording what he/she sees, mastering how to interpret the data, and becoming adept at how to use the observations to plan for the young individuals they will encounter.
|Edition description:||New Edition|
|Product dimensions:||7.30(w) x 9.00(h) x 0.70(d)|
About the Author
Janice J. Beaty is a professor emerita, Elmira College, Elmira, New York. Dr. Beaty is not only a writer of many college texts for early childhood educators, but also a traveler. Her books for Pearson include Skills for Preschool Teachers, 9th ed., 2012, Early Literacy in Preschool and Kindergarten with L. Pratt, 3rd ed., 2011; 50 Early Childhood Literacy Strategies, 3rd ed., 2013;and 50 Early Childhood Guidance Strategies, 2006. She developed a training program for CDA trainers and led training workshops at Elmira College, Elmira, NY, in Columbia, SC, and Orlando, Fl. She has visited early childhood programs in China, Russia, Poland, Bermuda, and pueblos in New Mexico, Arizona, and many in central Missouri where she does training of Foster Grandparents who work in the classrooms. She has been a keynote speaker at early childhood conferences in Montreal, Chicago, Oshkosh, WI, San Antonio, and New Orleans. When she is not at her computer in her office on a Cape Coral canal, you might find her “out west” in one of the National Parks creating another “Jarod and the Mystery of….” juvenile books for middle school children.
Table of Contents
Chapter 1 Observing to Assess Children’s Development
Chapter 2 Recording and Collecting Observational Data
Chapter 3 Self-Esteem
Chapter 4 Emotional Competence
Chapter 5 Social Competence
Chapter 6 Physical Development
Chapter 7 Cognitive Development
Chapter 8 Spoken Language
Chapter 9 Emergent Writing and Reading Skills
Chapter 10 Art, Music, and Dance Skills
Chapter 11 Dramatic Play Skills
Chapter 12 Sharing Observational Data with Families
The text focuses on six major aspects of child development: (a) emotional, (b) social, (c) physical, (d) cognitive, (e) language, and (f) creative. It divides each of these aspects further into specific areas: self-identity and emotional development; social play and prosocial behavior; large and small motor development; cognitive development of classification, number, time, and space; spoken language and prewriting/prereading skills; art skills and imagination.
THE CHILD SKILLS CHECKLISTA PRACTICAL TOOL
The six areas of child development previously identified are outlined in a Child Skills Checklist that includes specific, observable child behaviors in the sequence in which they occur. Each of 11 chapters discusses one of these areas, using the items on the checklist as subheads for the chapter and giving ideas for classroom activities for children who havenot demonstrated that specified behavior. The most recent child development research in each area is presented as background for the checklist items as they are discussed. Each chapter concludes with a discussion of an actual child observation in the particular area and an interpretation of the data gathered.
The text serves college students as a guide for observing and recording development of young children in their student teaching and coursework. The book is especially well suited as a supplementary text for child development courses. It also can help in-service teachers and assistants who are upgrading their skills in observing children, as well as those who are learning to plan for individuals based on their developmental needs.
Unique aspects of Observing Development of the Young Child include discussions of how to observe and interpret the data recorded, and plan for children based on observations. Important topics include children's emotional development, how young children make friends, how to help children develop empathy toward others as the basis for conflict resolution, how children use exploratory play to learn, and how to develop children's creativity through dramatic play.
NEW FEATURES IN THE FIFTH EDITION
New developmental assessment instruments are discussed, along with alternate approaches to child assessment using shadow studies, play-based assessment and child interviews, as well as digital camera photos. New information on the emergence of emotions in young children is presented, with special attention given to affection and love in early childhood as the basis for a child's growth and development in every area. New brain research showing the importance of physical development is translated into new large motor activities such as Eric Carle's picture book From Head to Toe, motivating children into exercising every muscle in their bodies. Can preschool children complete 100-piece puzzles? Do we underestimate their skills? Read on. Teachers of children learning English as a second language will find new support in Chapter 10 on spoken language, as will teachers encouraging prewriting and prereading Skills (Chapter 11).
Using picture books to assist children's development continues to play an important role in this new edition. Under the heading "Read a Book"of the 190 children's books discussed, 50 are new and 85 contain multiethnic characters. New children's computer programs are also discussed in appropriate chapters.
The text concludes with Chapter 14, "Sharing Observational Data with Parents," a unique approach to involving parents in their children's development through child observations at home and developing collaborative child portfolios with teachers and children in the classroom.
But don't forget the Epilogue! An intriguing new concept is presented here, called "The Missing Component of Child Development." What is it? Turn to this final section to find out!
USE AS A COMPANION TEXT
This edition of Observing Development of the Young Child is designed to be used as a companion volume with the author's text Skills for Preschool Teachers (Merrill/Prentice Hall, 2000). While Observing Development of the Young Child is intended as a child development textbook, the companion volume Skills for Preschool Teachers is a teacher development book, focusing on 13 areas of teacher competencies.
Like this textbook, Skills for Preschool Teachers is also based on an observational checklist, the Teacher Skills Checklist, which documents teacher competencies in the 13 Child Development Associate (CDA) "functional areas": safe, healthy, learning environment, physical, cognitive, communication, creative, self, social, guidance, families, program management, and professional.
Together, the textbooks form a cohesive, complete training program for preservice teachers, beginning teachers, and in-service teachers preparing for the CDA credential. Preservice teachers can use these complementary texts as especially effective guidance in their student teaching field experiences. Both books focus on positive behaviors in children and teachers. Both the development of children and the training of teachers look at "areas of strength and confidence" and "areas needing strengthening" to set up individualized training plans.
Once again, my thanks go to my colleague Bonny Helm, a college instructor and CDA field supervisor who read the original text and offered valuable suggestions for this new edition; to the teachers, parents of children, and directors from the Helm Nursery School in Corning, New York, from the Noah's Ark Christian Preschool in Taos, New Mexico, and from the Head Start Programs in Columbia, Missouri, and Mexico, Missouri, for allowing me to photograph their children in the classrooms; to the librarians at the Gannett Tripp Library at Elmira College; to my editor, Ann Davis for her continued support; and to the people in the field who have used the text and offered their constructive criticism for this revised edition.
Finally, I would like to thank the reviewers of this text: Lori A. Beasley, University of Central Oklahoma; Jane H. Bugnand, Eastern New Mexico University-Roswell; Patricia Disterhoft, Mount St. Mary's College (CA); Russ Firlik, Sacred Heart University (CT); and Barbara G. Graham, Norfolk State University.
Janice J. Beaty