Preface to the Fifth Edition | p. ix |
Getting Started | p. 1 |
Why Records? | p. 1 |
Keeping Records | p. 6 |
Language as a Tool in Recording | p. 10 |
Importance of the Environment | p. 13 |
Recording a Child's Behavior During Routines | p. 15 |
Organizing the Information | p. 15 |
The Meaning of Routines to Young Children | p. 19 |
Recording Eating Behavior | p. 21 |
Recording Toileting Behavior | p. 24 |
Recording Behavior at Nap Time | p. 26 |
Recording Behavior During Transitions | p. 28 |
Patterns of Behavior | p. 29 |
Recording a Child's Use of Materials | p. 34 |
The Meaning of Materials to Young Children | p. 34 |
What to Observe | p. 40 |
Records of Use of Materials | p. 42 |
How the Child Does What | p. 43 |
Records Illustrating Detail | p. 46 |
Interpretation-The Last Dimension | p. 49 |
Patterns of Behavior | p. 49 |
Recording Children's Behavior with One Another | p. 53 |
How Children Learn to Socialize | p. 53 |
Do We Really See What Is Going On? | p. 57 |
What to Observe | p. 59 |
Patterns of Behavior: Summary of a Child's Response to Other Children | p. 65 |
Group Membership | p. 67 |
Recording Children's Behavior in Dramatic Play | p. 70 |
Capacity for Symbolic Representation | p. 72 |
A Framework for Recording Dramatic Play | p. 77 |
Focusing on Dramatic Roles | p. 81 |
Social Aspects of Dramatic Play | p. 87 |
Patterns of Behavior | p. 94 |
Recording the Child's Relationships with Adults and in Adult-Directed Activities | p. 96 |
Teachers Observe Themselves | p. 96 |
Recording a Child's Interaction with an Adult | p. 97 |
Gaining Information About a Child's Larger Social World | p. 102 |
Recording a Child in Teacher-Directed Group Activities | p. 104 |
Patterns of Behavior | p. 107 |
Clues to Cognitive Functioning: Developmental Approach | p. 110 |
How Do Children Learn? | p. 110 |
Developmental Approach to Thinking in Early Childhood | p. 112 |
How Can We Know a Child's Approach to Thinking? | p. 116 |
Clues to Cognitive Functioning: Individual Approach | p. 128 |
Idiosyncratic Approach to Thinking | p. 128 |
How Much Does a Child Know? | p. 138 |
Observing Children Develop the Power to Think | p. 142 |
Forming Generalizations | p. 142 |
Ability to Differentiate | p. 143 |
Ability to Perceive Similarities and Differences | p. 144 |
Ability to Draw Analogies | p. 144 |
Ability to Perceive Cause and Effect | p. 145 |
Time Orientation | p. 146 |
Ability to Classify | p. 147 |
Perceiving Patterns | p. 148 |
Understanding Spatial Relationships | p. 149 |
Recording Children's Developing Language and Emerging Literacy | p. 152 |
Language and Culture | p. 152 |
Recording Children's Use of Language | p. 154 |
Observing Speech Patterns | p. 164 |
Observing Emergent Literacy | p. 170 |
Observing and Recording the Behavior of Infants and Toddlers | p. 172 |
Making Sense of What You See | p. 172 |
The Value of Recording | p. 173 |
Time | p. 174 |
What to Observe | p. 175 |
Recording the Behavior of Children for Whom There Are Special Concerns | p. 205 |
Sensory Reactivity and Self-Regulation | p. 207 |
General Impression | p. 223 |
Patterns-Summary-and Interpretation | p. 225 |
Patterns | p. 225 |
Features of the Final Summary | p. 228 |
Interpretation | p. 233 |
Final Summary | p. 235 |
References | p. 239 |
Index | p. 245 |
About the Authors | p. 253 |
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