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Copyright, ii
About the Author, iv
Preface, v
1. Observing and Assessing Children’s Development, 2
Watching versus Observing, 3
For Curriculum Planning, 4
For Assessment, 4
A Different Point of View, 5
Why Assess Young Children?, 6
Assessing Through Observation, 7
The Child Development Checklist, 7
How Do You Become an Observer?, 8
Confidentiality, 9
How Should You Record Your Observations?, 9
How Do You Get Started?, 9
When and How Long Should You Observe?, 10
How Should You Plan for Observing?, 10
Using Systematic Observation, 11
Setting Up Systematic Observation, 12
Tests as Tools for Assessing Young Children, 12
Alternative Approaches to Assessment of Young Children, 14
Play-Based Assessment, 15
Child Interviews, 15
Visual Documentation, 17
Photographs, 18
Videotapes, 19
Audiotapes, 19
Documentation Panels, 20
Learning How to See, 20
Practicing Observation Skills, 21
The Chapters to Follow, 22
Learning Activities, 22
Suggested Readings, 22
Children’s Books, 23
2. Collecting and Recording Observational Data, 24
Recording Observational Data, 25
Narratives, 25
Anecdotal Records, 26
Running Records, 28
Observer Errors, 30
Recording Information, 33
Using Your Own Shorthand, 33
Learning Center Logs, 33
Sampling, 34
Rating Scales, 36
Rating Scale Observer Errors, 37
Checklists, 37
Choosing the Method for Observing and Recording, 39
Using the Child Development Checklist, 41
Using One Checklist Section at a Time, 41
Using the Entire Checklist, 41
Interpreting the Data, 48
Chapters to Follow, 49
Proceeding from the General to the Specific, 49
Proceeding from the Specific to the General, 49
Use of the Checklist by Preservice Teachers and Student Teachers, 50
Observation of Each Child, 50
Learning Activities, 51
Suggested Readings, 51
3. Self-Esteem, 52
Developing Self-Esteem, 53
Separates from Primary Caregiver Without Difficulty, 55
Initial Attachment, 55
Initial Separation, 56
School Separation, 57
Develops a Secure Attachment Relationship with Teacher, 60
Children with Insecure Attachments, 61
Completes a Task Successfully, 62
Makes Activity Choices Without Teacher’s Help, 64
Seeks Other Children to Play With, 66
Plays Roles Confidently in Dramatic Play, 68
Stands Up for Own Rights, 72
Cultural Differences in Standing Up for Own Rights, 73
Displays Enthusiasm About Doing Things for Self, 75
Observing, Recording, and Interpreting Self-Esteem, 77
Making a Running Record and Transferring Data to the Checklist, 77
Evidence, 78
Inferences, 80
Conclusions, 82
Learning Prescription, 82
Learning Activities, 84
Suggested Readings, 85
Children’s Books, 85
4. Emotional Development, 86
Developing Emotions in Young Children, 87
Releases Stressful Feelings in Appropriate Manner, 90
Distress, 90
The Teacher’s Role, 91
Expresses Anger in Words Rather Than Actions, 94
Anger, 94
Aggression, 97
Can Be Calmed in Difficult or Dangerous Situations, 99
Fear, 99
Overcomes Sad Feelings in Appropriate Manner, 103
Handles Surprising Situations with Control, 106
Surprise, 106
Shows Fondness, Affection, Love Toward Others, 109
Affection, 109
Shows Interest, Attention in Classroom Activities, 111
Interest (Excitement), 111
Smiles, Seems Happy Much of the Time, 114
Joy, 114
Humor, 115
Observing, Recording, and Interpreting Emotional Development, 117
Learning Activities, 119
Suggested Readings, 119
Children’s Books, 119
5. Social Play, 122
Developing Social Play Skills, 123
The Importance of Play, 124
Other Early Play Research, 125
Social Play Development, 126
Access Rituals, 126
The Teacher’s Role, 127
Spends Time Watching Others Play, 128
Plays by Self with Own Toys/Materials, 130
Plays Parallel to Others with Similar Toys/Materials, 133
Plays with Others in Group Play, 135
Makes Friends with Other Children, 137
Gains Access to Ongoing Play in a Positive Manner, 141
Maintains Role in Ongoing Play in a Positive Manner, 144
Resolves Play Conflicts in a Positive Manner, 146
Observing, Recording, and Interpreting Social Play, 150
Learning Activities, 152
Suggested Readings, 152
Children’s Books, 152
6. Prosocial Behavior, 154
Developing Prosocial Behavior, 155
Shows Concern for Someone in Distress, 157
Empathy, 157
Can Tell How Another Child Feels During Conflict, 160
Empathy, 160
Shares Something with Another, 163
Generosity, 163
Gives Something to Another, 166
Generosity, 166
Takes Turns Easily, 169
Cooperation, 169
Complies with Requests Easily, 171
Cooperation, 171
Helps Another Do a Task, 173
Caregiving, 173
Helps (Cares For) Another in Need, 175
Caregiving, 175
Observing, Recording, and Interpreting Prosocial Behavior, 178
Learning Activities, 180
Suggested Readings, 180
Children’s Books, 180
7. Large Motor Development, 182
Developing Large Motor Skills, 183
Need for More Exercise, 184
Motor Skills in the Preschool Years, 185
Walks Down Steps Alternating Feet, 186
Runs with Control over Speed and Direction, 189
Jumps with Feet Together, 191
Hops on One Foot, 194
Climbs Up and Down Climbing Equipment, 195
Throws, Catches, and Kicks Balls, 198
Throwing, 199
Catching, 200
Kicking, 201
Rides Trikes, Bikes, and Scooters, 203
Trikes, 203
Bikes, 204
Scooters, 204
Does Creative Movement, 205
Observing, Recording, and Interpreting Large Motor Development, 207
Learning Activities, 209
Suggested Readings, 209
Children’s Books, 210
8. Small Motor Development, 212
Developing Small Motor Skills, 213
Reflexes, 214
Timing, 214
Dexterity and Handedness, 215
Turns Knobs, Lids, Eggbeaters, 216
Puzzles, 217
Cooking, 218
Pours Liquid Without Spilling, 220
Fastens/Unfastens Zippers, Buttons, Tabs, 222
Picks Up and Inserts Objects with Dexterity, 224
Manipulative Materials, 224
Children’s Skills, 225
Gender Differences, 225
Molds Play Dough/Clay with Dexterity, 228
Uses Drawing/Writing Tools with Control, 231
Uses Scissors with Control, 233
Uses Hammer with Control, 235
Observing, Recording, and Interpreting Small Motor Development, 237
Learning Activities, 239
Suggested Readings, 240
Children’s Books, 240
9. Cognitive Development, 242
Developing Cognitive Concepts, 243
Brain Research, 246
Using Play, 248
Stages of Exploratory Play, 248
Classification, 249
Assessing Development, 251
Sorts Objects by Shape, Color, 251
Shape, 251
Color, 255
Classifies Objects by Size, 257
Comparing, 257
Using Opposites, 258
Collections, 258
Places Objects in a Sequence or Series, 260
Recognizes, Creates Patterns, 262
Counts by Rote to 20, 264
Displays 1-to-1 Correspondence with Numbers, 266
Using Marks, Picture Symbols, and Number Symbols to Record, 267
Problem-Solves with Concrete Objects, 269
Types of Reasoning, 269
Problem-Solves with Computer Programs, 273
Observing, Recording, and Interpreting Cognitive Development, 276
Learning Activities, 277
Suggested Readings, 278
Children’s Books, 278
10. Spoken Language, 280
Developing Spoken Language, 281
Stages of Language Acquisition, 282
Stages of Language Production, 283
Listens But Does Not Speak, 285
Preproduction Stage, 285
Provide a Stress-Free Environment, 286
Listening to the Teacher Speak, 288
Gives Single-Word Answers, 289
Transition to Production, 289
Gives Short-Phrase Responses, 291
Early Production, 291
Does Chanting, 293
Early Production, 293
Chanting, 295
Takes Part in Conversations, 296
Early Production, 296
The Rules of Conversation, 297
Teacher–Child Conversation, 298
Child–Child Conversations, 299
Speaks in Expanded Sentences, 301
Expansion of Production, 301
Second-Language Speakers, 303
Asks Questions, 305
Expansion of Production, 305
Linguistic Scaffolding, 306
Can Tell a Story, 307
Expansion of Production, 307
Decontextualized Talk, 308
Retelling Stories from Picture Books, 309
Observing, Recording, and Interpreting Spoken Language, 310
Learning Activities, 312
Suggested Readings, 312
Children’s Books, 312
11. Emergent Writing and Reading Skills, 314
Developing Early Literacy Skills, 315
Pretends to Write with Pictures and Scribbles, 318
Makes Horizontal Lines of Writing Scribbles, 321
Includes Letterlike Forms in Writing, 324
Makes Some Letters, Prints Name or Initial, 326
Alphabet Letters, 327
Printing Letters, 328
Holds Book Right-Side Up; Turns Pages Right to Left, 332
Pretends to Read Using Pictures to Tell Story, 335
Retells Stories from Books with Increasing Accuracy, 337
Predictable Books, 339
Shows Awareness That Print in Books Tells the Story, 341
Song Storybooks, 342
Observing, Recording, and Interpreting Emergent Literacy Development, 344
Learning Activities, 344
Suggested Readings, 346
Children’s Books, 346
12. Art and Music Skills, 348
Developing Art Skills, 349
Right Brain versus Left Brain, 352
Makes Basic Scribble Shapes, 352
Combines Circles/Squares with Crossed Lines, 356
Draws Person as Sun-Face with Arms and Legs, 357
Combines Objects Together in a Picture, 360
Observing, Recording, and Interpreting Art Skills, 364
Developing Music Skills, 365
Moves Legs and Feet in Rhythm to a Beat, 365
Dance, 366
Moves Arms and Hands in Rhythm to a Beat, 368
Plays Instruments, 369
Sings with Group or by Him-/Herself, 371
Learning Activities, 375
Suggested Readings, 375
Children’s Books, 375
13. Dramatic Play Skills, 378
Developing Dramatic Play Skills, 379
Observing Children in Dramatic Play, 381
Does Pretend Play by Him-/Herself, 382
Assigns Roles or Takes on Assigned Roles, 384
Needs Particular Props to Do Pretend Play, 388
Takes on Characteristics and Actions Related to Role, 391
Can Pretend with Imaginary Objects, 393
Uses Language for Creating and Sustaining the Plot, 396
Spoken Words for Internal Images, 397
Enacts Exciting, Danger-Packed Themes, 398
Superhero and War Play, 399
Group Play, 401
Uses Elaborate Themes, Ideas, Details, 403
Observing, Recording, and Interpreting Dramatic Play Skills, 405
Learning Activities, 406
Suggested Readings, 407
Children’s Books, 407
14. Sharing Observational Data with Families, 410
Involving Families in Their Children’s Programs, 411
Focusing on the Child, 411
Using the Child Development Checklist, 412
Making Parents Partners, 414
Sharing Observation Results, 415
Communication Methods, 415
Interpreting Checklist Results, 416
Sharing Checklist Results with Staff, 422
Sharing Checklist Results with Parents, 422
Planning for the Child Based on Checklist Results, 423
Ongoing Observations by Parents and Staff, 425
Parent Observation in the Classroom, 425
Developing Collaborative Portfolios, 426
Why Make Portfolios?, 427
What Form Should a Portfolio Take?, 430
How Can Portfolios Be Used?, 431
Learning Activities, 432
Suggested Readings, 432
References, 434
Web Sites, 443
Index of Children’s Books, 444
Index, 447

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