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Table of Contents
|An Introduction to Growth and Development||p. 19|
|General Guidelines for Observing Children||p. 55|
|Methods, Behavior, Plans, and Contexts||p. 93|
|An Introduction to Observation and Recording Methods||p. 101|
|Narrative Descriptions||p. 109|
|Time Sampling||p. 130|
|Event Sampling||p. 154|
|Diary Description||p. 166|
|Anecdotal Records||p. 177|
|Frequency Counts or Duration Records||p. 188|
|Checklists and Rating Scales||p. 197|
|Interpretation of Observations, Implementation of Findings, and Ongoing Evaluation||p. 230|
|Observing the Newborn: Birth to One Month||p. 257|
|Observing the Infant: 1 to 24 Months||p. 284|
|Observing the Young Child: Ages Two through Five||p. 338|
|The School-Age Years: The Six-Year-Old Child||p. 396|
|The School-Age Years: The Seven- and Eight-Year-Old Child||p. 434|
|Developmental Checklists||p. 465|
|Social-Emotional Checklist||p. 471|
|Areas for Notice in Observing an Individual Child||p. 473|
|Emotional Dependency Behavior: Time Samples Procedure||p. 475|
|Observation Record (Social Skills)||p. 477|
|Observational Records||p. 478|
|Summary of Piaget's First Two Stages of Cognitive Development||p. 480|
|Havighurst's Developmental Tasks - Infancy through Middle-Childhood||p. 481|
|Annotated Bibliography||p. 498|
|Table of Contents provided by Blackwell. All Rights Reserved.|