Observing Development of the Young Child

by Beaty, Janice J.

• ISBN13: 9780130271532
• ISBN10: 0130271535
• Edition: 5th
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Prentice Hall

Summary

One of the few books that successfully combines observation techniques with child development, this user-friendly book takes an applied approach that allows students to observe, record, and interpret child development by looking at particular behavior. Using the observation data to determine the level of a child's development, plans and activities are illustrated to show readers how to help children strengthen specific areas of development. Chapter coverage discusses developmental assessment instruments--along with alternate approaches to child assessment using shadow studies, play-based assessment and child interviews, as well as digital camera photos. It also includes information on the emergence of emotions in young children, new brain research showing the importance of physical development, sharing observational data with parents, and a child skills checklist that can be used by teachers to determine children's levels of development. For early childhood teachers.

Author Biography

Janice J. Beaty, professor emerita, Elmira College, Elmira, New York, is a full-time writer of early childhood college textbooks and a consultant in early childhood education from her new location in Taos, New Mexico

Table of Contents

Assessing Children's Development Through Observation	2	(38)
Assessment of Young Children	3	(2)
A New Point of View	3	(2)
Tests as Tools for Assessing Preschool Children	5	(3)
Strengths, Not Weaknesses	7	(1)
Guidelines for Developmentally Appropriate Assessment	8	(2)
Alternative Approaches to Assessment of Preschool Children	10	(6)
Play-Based Assessment	10	(1)
Interviews	11	(2)
Shadow Study Assessments	13	(1)
Media Techniques	13	(1)
Photographs	13	(2)
Videotapes	15	(1)
Audiotapes	15	(1)
What Should Child Observers Look For?	16	(2)
Collecting and Recording Observational Data	18	(16)
Narratives	19	(3)
Objective Recording of Narrative Data	22	(3)
Samples	25	(4)
Rating Scales	29	(1)
Rating Scales Observer Errors	30	(2)
Checklists	32	(2)
Choosing the Method for Observing and Recording	34	(2)
References	36	(1)
Suggested Readings	37	(1)
Children's Books	37	(1)
Videotapes	37	(1)
Learning Activities	38	(2)
Using the Child Skills Checklist	40	(26)
Becoming an Observer	41	(1)
Taking Time to Observe	42	(1)
Recording Information	43	(2)
Learning Center Logs	44	(1)
Using the Child Skills Checklist	45	(12)
Using One Checklist Section at a Time	45	(1)
Making a Running Record and Transferring Data to the Checklist	45	(10)
Using the Entire Checklist	55	(1)
Evidence	55	(2)
Interpreting the Data	57	(2)
Inferences	57	(2)
Conclusions	59	(1)
Planning for Children Based on Observations	59	(4)
Learning Prescription	60	(1)
Chapters to Follow	60	(2)
Use of the Checklist by Preservice Teachers and Student Teachers	62	(1)
Observation of Each Child	63	(1)
References	63	(1)
Suggested Readings	63	(1)
Videotapes	64	(1)
Learning Activities	64	(2)
Self-Identity	66	(32)
Developing a Self-Concept	67	(2)
Separates from Parents Without Difficulty	69	(5)
Initial Attachment	69	(1)
Initial Separation	70	(1)
School Separation	71	(3)
Does Not Cling to Classroom Staff Excessively	74	(3)
Makes Eye Contact with Adults	77	(3)
Makes Activity Choices Without Teacher's Help	80	(2)
Seeks Other Children to Play With	82	(2)
Plays Roles Confidently in Dramatic Play	84	(4)
Stands Up for Own Rights	88	(2)
Displays Enthusiasm About Doing Things for Self	90	(3)
Observing, Recording, and Interpreting Self-Identity	93	(1)
References	94	(1)
Suggested Readings	94	(1)
Children's Books	95	(1)
Videotapes	95	(1)
Learning Activities	95	(3)
Emotional Development	98	(34)
Developing Emotions in Young Children	99	(3)
Allows Self To Be Comforted During Stressful Time	102	(4)
Distress	102	(1)
The Teacher's Role	102	(4)
Eats, Sleeps, Toilets Without Fuss Away from Home	106	(5)
Fear (Anxiety)	106	(2)
Eating	108	(2)
Sleeping	110	(1)
Toileting	110	(1)
Handles Sudden Changes/Startling Situations with Control	111	(2)
Surprise (Startle)	111	(2)
Can Express Anger in Words Rather than Actions	113	(5)
Anger	113	(3)
Aggression	116	(2)
Does Not Withdraw from Others Excessively	118	(2)
Shyness (Shame)	118	(2)
Shows Affection, Connection, Love	120	(3)
Shows Interest/Attention in Classroom Activities	123	(2)
Interest (Excitement)	123	(2)
Smiles, Seems Happy Much of the Time	125	(2)
Joy (Enjoyment)	125	(2)
Observing, Recording, and Interpreting Emotional Development	127	(1)
References	128	(2)
Suggested Readings	130	(1)
Videotapes	130	(1)
Children's Books	130	(1)
Learning Activities	131	(1)
Social Play	132	(30)
Developing Social Play Skills	133	(1)
Early Research	134	(1)
Social Play Development	135	(1)
Access Rituals	136	(1)
The Teacher's Role	136	(1)
Spends Time Watching Others Play	137	(2)
Plays by Self with Own Toys/Materials	139	(2)
Plays Parallel to Others with Similar Toys/Materials	141	(1)
Plays with Others in Group Play	142	(3)
Makes Friends with Other Children	145	(3)
Gains Access to Ongoing Play in a Positive Manner	148	(3)
Maintains Role in Ongoing Play in a Positive Manner	151	(3)
Resolves Play Conflicts in Positive Manner	154	(3)
Observing, Recording, and Interpreting Social Play	157	(3)
References	160	(1)
Suggested Readings	160	(1)
Videotapes	160	(1)
Children's Books	161	(1)
Learning Activities	161	(1)
Prosocial Behavior	162	(28)
Developing Prosocial Behavior	163	(2)
Shows Concern for Someone in Distress	165	(4)
Empathy	165	(4)
Can Tell How Another Child Feels During Conflict	169	(2)
Empathy	169	(2)
Shares Something with Another	171	(3)
Generosity	171	(3)
Gives Something to Another	174	(2)
Generosity	174	(2)
Takes Turns Without a Fuss	176	(3)
Cooperation	176	(3)
Complies with Requests Without a Fuss	179	(1)
Cooperation	179	(1)
Helps Another Do a Task	180	(2)
Caregiving	180	(2)
Helps (Cares for) Another in Need	182	(2)
Caregiving	182	(2)
Observing, Recording, and Interpreting Prosocial Behavior	184	(2)
References	186	(1)
Suggested Readings	186	(1)
Videotapes	187	(1)
Children's Books	187	(1)
Learning Activities	188	(2)
Large Motor Development	190	(36)
Developing Large Motor Skills	191	(3)
Motor Development in Infancy	192	(2)
Walks Down Steps Alternating Feet	194	(3)
Three-year-olds	194	(1)
Four-year-olds	195	(1)
Five-year-olds	195	(2)
Runs with Control over Speed and Direction	197	(3)
Three-year-olds	197	(1)
Four-Year-Olds	198	(1)
Five-Year-Olds	199	(1)
Jumps Up And Lands On Two Feet	200	(4)
Three-Year-Olds	201	(1)
Four-Year-Olds	202	(1)
Five-Year-Olds	202	(2)
Hops on One Foot	204	(1)
Throws, Catches, and Kicks Balls	205	(4)
Uses Climbing Equipment with Ease	209	(2)
Moves Legs/Feet in Rhythm to Beat	211	(6)
Creative Movement	213	(4)
Moves Arms and Hands in Rhythm to Beat	217	(3)
Observing, Recording, and Interpreting Large Motor Development	220	(2)
References	222	(1)
Suggested Readings	222	(1)
Videotapes	223	(1)
Children's Books	223	(1)
Learning Activities	224	(2)
Small Motor Development	226	(28)
Developing Small Motor Skills	227	(2)
Reflexes	227	(1)
Readiness	228	(1)
Shows Hand Preference (Which Is___)	229	(1)
Turns with Hand Easily (Knobs, Lids, Eggbeaters)	230	(5)
Pours Liquid Into Glass Without Spilling	235	(1)
Unfastens and Fastens Zippers, Buttons, Velcro Tabs	236	(2)
Picks Up and Inserts Objects with Ease	238	(4)
Manipulative Materials	238	(1)
Children's Skills	238	(1)
Gender Differences	239	(3)
Uses Drawing/Writing Tools with Control	242	(1)
Uses Scissors with Control	243	(2)
Pounds in Nails and Uses Clay with Control	245	(3)
Observing, Recording, and Interpreting Small Motor Development	248	(3)
References	251	(1)
Suggested Readings	251	(1)
Videotapes	251	(1)
Children's Books	251	(1)
Learning Activities	252	(2)
Cognitive Development: Classification, Number, Time, and Space	254	(42)
Developing Cognitive Concepts	255	(2)
New Brain Research	257	(2)
Using Play	259	(1)
Stages of Exploratory Play	260	(1)
Classification	261	(1)
Assessing Development	261	(1)
Identifies Objects by Shape	261	(5)
Identifies Objects by Color	266	(2)
Identifies Objects by Size	268	(3)
Comparisons	269	(1)
Using Opposites	269	(2)
Sorts Objects by Likenesses	271	(2)
Collections	272	(1)
Puts Events in a Sequence; Objects in a Series	273	(4)
Counts How Many Are Present	277	(5)
Using Marks, Picture Symbols, Number Symbols to Record	280	(2)
Knows What Happens Today	282	(3)
Understanding Time	282	(1)
Using the Daily Schedule	283	(2)
Can Build a Block Enclosure	285	(5)
Understanding Space	285	(5)
Observing, Recording, and Interpreting Cognitive Development	290	(2)
References	292	(1)
Suggested Readings	292	(1)
Videotapes	293	(1)
Children's Computer Programs	293	(1)
Children's Books	293	(1)
Learning Activities	294	(2)
Spoken Language	296	(32)
Developing Spoken Language	297	(3)
Stages of Language Acquisition	298	(1)
Preschool Stages of Language Production	299	(1)
Listens But Does Not Speak	300	(3)
Preproduction Stage	300	(1)
Provide a Stress-Free Environment	300	(3)
Gives Single-Word Answers	303	(2)
Transition to Production	303	(2)
Gives Short-Phrase Responses	305	(2)
Early Production	305	(2)
Does Chanting and Singing	307	(5)
Early Production	307	(5)
Takes Part in Conversations	312	(2)
Early Production	312	(2)
Speaks in Expanded Sentences	314	(4)
Expansion of Production	314	(4)
Asks Questions	318	(1)
Expansion Of Production	318	(1)
Can Tell a Story	319	(3)
Expansion of Production	319	(3)
Observing, Recording, and Interpreting Spoken Language	322	(1)
References	323	(1)
Suggested Readings	324	(1)
Videotapes	324	(1)
Children's Books	325	(1)
Learning Activities	325	(3)
Prewriting and Prereading Skills	328	(32)
Developing Prewriting and Prereading Skills	329	(3)
Pretends to Write with Pictures and Scribbles	332	(3)
Makes Horizontal Lines of Writing Scribbles	335	(2)
Includes Letterlike Forms in Writing	337	(2)
Makes Some Letters, Prints Name or Initial	339	(6)
Holds Book Right-Side Up; Turns Pages Right to Left	345	(4)
Pretends to Read Using Pictures to Tell Story	349	(2)
Retells Stories from Books with Increasing Accuracy	351	(2)
Shows Awareness that Print in Books Tells the Story	353	(2)
Observing, Recording, and Interpreting Prewriting and Prereading Development	355	(2)
References	357	(1)
Suggested Readings	357	(1)
Videotapes	358	(1)
Children's Computer Programs	358	(1)
Children's Books	358	(1)
Learning Activities	359	(1)
Art Skills	360	(24)
Developing Art Skills	361	(3)
Makes Random Marks on Paper	364	(2)
Makes Controlled Scribbles	366	(3)
Makes Basic Shapes	369	(1)
Combines Circles/Squares With Crossed Lines	370	(1)
Makes Suns	371	(2)
Draws Person as Sun-Face with Arms and Legs	373	(2)
Draws Animals, Trees, Flowers	375	(2)
Animals	375	(1)
Trees, Flowers	376	(1)
Draws Objects Together in a Picture	377	(2)
Observing, Recording, and Interpreting Art Skills	379	(2)
References	381	(1)
Suggested Readings	381	(1)
Videotapes	381	(1)
Children's Books	381	(1)
Learning Activities	382	(2)
Imagination	384	(30)
Developing Imagination	385	(2)
Pretends an Action Without Taking a Role	387	(3)
Assigns Roles or Takes Assigned Roles	390	(4)
Takes on Characteristics and Actions of Role	394	(1)
Needs Particular Props to Do Pretend Play	395	(3)
Can Pretend With Imaginary Objects	398	(3)
Uses Language for Creating and Sustaining the Plot	401	(1)
Uses Exciting, Danger-Packed Themes	402	(4)
Superhero Play	403	(3)
Uses Elaborate Themes, Ideas, Details	406	(2)
Observing, Recording, and Interpreting Imagination	408	(2)
References	410	(1)
Suggested Readings	410	(1)
Children's Books	411	(1)
Videotapes	411	(1)
Learning Activities	411	(3)
Sharing Observational Data with Parents	414	(24)
Involving Parents in Their Children's Programs	415	(3)
Focusing on the Child	415	(2)
Using the Child Skills Checklist	417	(1)
Making Parents Professionals	418	(2)
Sharing Observation Results	420	(12)
Communication Methods	420	(1)
Interpreting Checklist Results	420	(8)
Sharing Checklist Results with Staff	428	(1)
Sharing Checklist Results with Parents	428	(1)
Planning for the Child Based on Checklist Results	429	(2)
Ongoing Observations by Parents and Staff	431	(1)
Parent Observation in the Classroom	432	(1)
Developing Collaborative Portfolios	432	(3)
Appropriate Portfolio Items	432	(3)
References	435	(1)
Suggested Readings	436	(1)
Videotapes	436	(1)
Learning Activities	436	(2)
Epilogue: The Missing Component of Child Development	438	(8)
Six Principal Elements	439	(1)
Is Something Missing?	439	(6)
Spirit. What Is It?	440	(1)
Why Overlook or Ignore Spirit?	440	(1)
How Spirit Can Be Developed in the Young Child	441	(1)
Unconditional Love from Others	442	(1)
Love and Concern Toward Others	443	(1)
Love Vibrations from Natural Beauty	443	(1)
A Sixth Sense	444	(1)
The Need for Silence	444	(1)
References	445	(1)
Index of Children's Books	446	(3)
Index	449

Excerpts

Observing Development of the Young Childpresents a unique system for observing and recording development of children ages 3 to 5 in early childhood classroom settings. It is based on a progression of children's skill development in six major areas. The text is designed for use by college students preparing to be teachers in prekindergarten programs, nursery schools, child care centers, Head Start classes, and preschools. The book can also be used in such programs by the teachers and assistant teachers who want to learn more about children in order to make individual learning plans. Staff members preparing for Child Development Associate (CDA) Assessment will also find this textbook helpful with its suggestions for classroom activities that are developmentally appropriate for young children. 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 CHECKLIST--A PRACTICAL TOOL The six areas of child development previously identified are outlined in aChild Skills Checklistthat 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 have not 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 ofObserving Development of the Young Childinclude 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 pl