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Through the Looking Glass: Observations in the Early Childhood Classroom,9780136519935

Through the Looking Glass: Observations in the Early Childhood Classroom

by ;
Edition:
2nd
ISBN13:

9780136519935

ISBN10:
0136519938
Format:
Paperback
Pub. Date:
8/1/1997
Publisher(s):
Prentice Hall
List Price: $44.33
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  • Through the Looking Glass : Observations in the Early Childhood Classroom
    Through the Looking Glass : Observations in the Early Childhood Classroom




Summary

Taking a strong developmental focus, this book ensures that readers understand the close relationship between observing, understanding what has been observed, and improving the educational curriculum and environment. This edition is the result of a continued commitment to produce a book on observation that unites solid methodological instruction with a broad understanding of children's development. In the seven chapters that presents an observational method, two detailed examples taken from preschool and primary grade levels model how effectively study individual children and issues in classrooms, interpret the data, and initiate follow-through plans.

Table of Contents

PART 1 Preparing the Looking Glass 1(90)
CHAPTER 1 Toward an Educational Approach
3(14)
Ambitions of This Book
4(1)
On the Road to Sound Observation
5(10)
Reasons for Observing
6(1)
What to Observe
7(3)
Guidelines for Observation
10(2)
Observer Subjectivity
12(3)
Take a Moment to Reflect
15(2)
CHAPTER 2 Highlights of Development During the Preschool Years
17(42)
Selected Highlights of Physical Development
17(10)
Motor Development
18(1)
Gross Motor Skills
19(4)
Fine Motor Skills
23(4)
Selected Highlights of Cognitive Development
27(14)
Representational Abilities
27(1)
Language
28(2)
Reasoning
30(4)
Theory of Mind
34(2)
Classification
36(1)
Seriation
37(1)
Number Development
38(1)
Memory
39(2)
Selected Highlights of Psychosocial Development
41(7)
Expanding Relationships with Adults and Peers
41(1)
Self-Concept
42(2)
Play
44(1)
Fears
45(1)
Aggression
46(1)
Impulse Control
46(2)
Selected Highlights of Creative Development
48(9)
Take a Moment to Reflect
57(2)
CHAPTER 3 Highlights of Development During the Primary Years
59(32)
Selected Highlights of Physical Development
60(7)
Body Growth
60(1)
Motor Development
60(1)
Gross Motor Skills
61(2)
Fine Motor Skills
63(1)
Elements Affecting Motor Development
64(3)
Selected Highlights of Cognitive Development
67(9)
Representational Abilities
67(1)
Language
67(4)
Logical Thought
71(1)
Metacognition
72(1)
Classification
73(2)
Number Development
75(1)
Memory
75(1)
Selected Highlights of Psychosocial Development
76(8)
Self-Concept and Self-Esteem
76(3)
Advances in Play
79(2)
Relationships with Peers
81(1)
Prosocial Moral Development
82(1)
Managing Stress
83(1)
Selected Highlights of Creative Development
84(6)
Take a Moment to Reflect
90(1)
PART II Observing Individual Children 91(130)
CHAPTER 4 Observing Development of Individual Children Using Running Records
93(20)
Overview of Observing Using Running Records
93(8)
Description
93(2)
Purpose
95(1)
Guidelines for Writing Running Records
96(5)
Integration of Developmental Theory and Observation
101(7)
Preschool Example
101(4)
Primary Grade Example
105(3)
Applications
108(2)
Strengths and Limitations
108(2)
Points to Remember
110(1)
Take a Moment to Reflect
110(3)
CHAPTER 5 Observing Development of Individual Children Using Anecdotal Records
113(22)
Overview of Observing Using Anecdotal Records
113(8)
Description
114(2)
Purpose
116(2)
Guidelines for Writing Anecdotes
118(3)
Integration of Developmental Theory and Observation
121(6)
Preschool Example
122(3)
Primary Grade Example
125(2)
Anecdotes and Other Forms of Recording
127(1)
Applications
127(4)
Strengths and Limitations
127(4)
Points to Remember
131(1)
Take a Moment to Reflect
131(4)
CHAPTER 6 Observing the Development of Individual Children by Using Checklists
135(18)
Overview of Observing Using Checklists
135(6)
Description
135(3)
Purpose
138(1)
Guidelines for Constructing a Checklist
139(2)
Integration of Developmental Theory and Observation
141(6)
Preschool Example
141(4)
Primary Grade Example
145(2)
Applications
147(2)
Strengths and Limitations
147(2)
Points to Remember
149(1)
Take a Moment to Reflect
150(3)
CHAPTER 7 Observing the Development of Individual Children by Using Rating Scales
153(20)
Overview of Observing Using Rating Scales
154(7)
Description
154(5)
Purpose
159(1)
Guidelines for Constructing Rating Scales
160(1)
Integration of Developmental Theory and Observation
161(7)
Preschool Example
161(3)
Primary Grade Example
164(4)
Applications
168(2)
Strengths and Limitations
168(2)
Points to Remember
170(1)
Take a Moment to Reflect
171(2)
CHAPTER 8 Observing the Development of Individual Children by Using ABC Narrative Event Sampling
173(20)
Overview of Observing Using ABC Narrative Event Sampling
173(5)
Sampling
173(2)
Description
175(1)
Purpose
176(1)
Guidelines for ABC Narrative Event Sampling
177(1)
Integration of Developmental Theory and Observation
178(10)
Preschool Example
178(5)
Primary Grade Example
183(5)
Applications
188(2)
Strengths and Limitations
190(1)
Points to Remember
190(1)
Take a Moment to Reflect
191(2)
CHAPTER 9 Classroom Portfolios and Parent Conferences
193(28)
Overview of Classroom Portfolios
194(12)
Description
195(1)
Notebook or File Box System
195(2)
File Folder System
197(4)
Child-Created Portfolios
201(1)
Comparison of Record-Keeping Systems
201(1)
Guidelines for Designing a Classroom System
202(2)
Finding the Time
204(2)
Overview of Parent Conferences
206(8)
Conference Preparation and Content
206(3)
Getting Started
209(2)
Supporting Documentation
211(1)
Guidelines for Parent Conferences
212(2)
Guidelines for Using Videotapes During Parent Conferences
214(1)
Applications
214(5)
Points to Remember
219(1)
Take a Moment to Reflect
220(1)
PART III Observing Children, Teachers, Interactions, and Environments 221(106)
CHAPTER 10 Observing Children and Teachers at Work by Using Tally Event Sampling
223(24)
Overview of Observing Using Tally Event Sampling
224(6)
Description
224(3)
Purpose
227(1)
Recording Time
228(1)
Confidentiality
228(1)
Guidelines for Constructing Tally Event Sampling Instruments
229(1)
Integration of Classroom Situations and Observation
230(12)
Preschool Example
230(9)
Primary Grade Example
239(3)
Applications
242(2)
Strengths and Limitations
242(2)
Points to Remember
244(1)
Take a Moment to Reflect
244(3)
CHAPTER 11 Observing Children and Teachers at Work by Using Time Sampling
247(24)
Overview of Observing Using Time Sampling
247(6)
Description
247(1)
Purpose
248(1)
Guidelines for Constructing Time Sampling Instruments
248(5)
Integration of Classroom Situations and Observation
253(12)
Preschool Example
253(6)
Primary Grade Example
259(6)
Applications
265(2)
Strengths and Limitations
265(2)
Points to Remember
267(1)
Take a Moment to Reflect
268(3)
CHAPTER 12 Designing Observational Instruments to Use in the Early Childhood Classroom
271(24)
Select an Appropriate Topic, and Formulate and Observational Question
274(1)
Classroom Example
274(1)
Select an Appropriate Method of Observation
274(1)
Classroom Example
275(1)
Research the Topic in Libraries and Classrooms
275(1)
Classroom Example
275(1)
Identify Clear, Distinct Categories
275(2)
Classroom Example
276(1)
Design a Recording Form
277(1)
Classroom Example
277(1)
Pilot Test the Instrument
277(2)
Classroom Example
277(2)
Establish Inter-Rater Reliability
279(3)
Classroom Example
279(3)
Collect Data
282(1)
Classroom Example
282(1)
Analyze and Present the Data
282(4)
Frequencies
282(2)
Percentages
284(2)
Tables and Graphs
286(1)
Conclusion
286(1)
Interpret the Data
286(3)
Classroom Example
287(2)
Formulate Follow-Through Plans
289(3)
Classroom Example
291(1)
Points to Remember
292(1)
Take a Moment to Reflect
292(3)
CHAPTER 13 Selecting Methods to Observe, Plan, and Enrich the Physical Environment
295(32)
Indoor Environments
295(18)
Room Arrangement
298(6)
Lighting
304(2)
Visual Appeal
306(7)
Outdoor Environments
313(6)
Developmental Benefits
313(1)
Outdoor Design Factors
314(1)
Teacher's Role
315(1)
Outdoor Materials and Equipment Selection
316(3)
Observing the Physical Environment
319(6)
Classroom Example
320(5)
Points to Remember
325(1)
Take a Moment to Reflect
325(2)
PART IV Observing Clearly 327(8)
CHAPTER 14 Through the Looking Glass
329(6)
The Teacher's Commitment to Observation
332(1)
The Benefits of Observation in the Early Childhood Classroom
332(2)
Take a Moment to Reflect
334(1)
Appendix A The NAEYC Code of Ethical Conduct 335(8)
Appendix B Preschool and Primary Grade Growth Indicators 343(6)
Glossary 349(6)
References 355(10)
Index 365


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