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Table of Contents
|Introduction: Getting Started|
|Using the Class List Log to Look at Separation and School Adjustment|
|Using Anecdotal Recordings to Look at Self-Care|
|Using Checklists to Look at Physical Development|
|Using Running Records to Look at Social Development|
|Using Frequency Counts to Look at Emotional Development|
|Using Conversations to Listen to Language and Speech|
|Using Time Samples to Look at Attention Span|
|Using Standardized Tests to Look at Cognitive Development|
|Using Rating Scales to Look at Literacy|
|Using Work Samples to Look at Creativity|
|Using Technology to Look at Sociodramatic Play|
|Using Documentation for Child Abuse Suspicions and Looking at Self-Concept|
|Using Program Assessments to Look at Children in Groups|
|Using the Portfolio to Conference with Families and Looking at the Child's Interactions with Adults|
|Using the Yearly Plan to Observe and Record Children's Development|
|Week by Week: An Observation Plan for Portfolio Building|
|Weeks 15 through 40: Plans for the Week|
|Summary of Plans by Developmental Areas|
|Weeks 15 through 40: Reflective Journal|
|Table of Contents provided by Publisher. All Rights Reserved.|