Preface | p. xv |
Unlocking the Door: The Keys to Observation | p. 1 |
Observation | p. 3 |
Chapter Objectives | p. 3 |
Child Study Objectives | p. 3 |
Introduction to Observation | p. 4 |
Watching vs. Observing | p. 4 |
Why Observe? | p. 4 |
Systematic Observation | p. 5 |
The Nature of Observation | p. 7 |
Observation Etiquette | p. 7 |
Take the First Step | p. 8 |
Of Special Interest-Assessing Children with Special Needs | p. 8 |
Questions to Consider | p. 14 |
References | p. 15 |
Anecdotal Records | p. 16 |
Chapter Objectives | p. 16 |
Child Study Objectives | p. 16 |
Introduction to Anecdotal Recording | p. 17 |
The Nature of an Anecdotal Record | p. 17 |
The Advantages of Using Anecdotal Records | p. 18 |
Writing the Anecdotal Record: Just the Facts | p. 20 |
The Running Record | p. 23 |
Of Special Interest-Using Anecdotal Records to Assess Children with Special Needs and Identify Appropriate Interventions | p. 24 |
Questions to Consider | p. 25 |
References | p. 25 |
Checklists and Rating Scales | p. 26 |
Chapter Objectives | p. 26 |
Child Study Objectives | p. 26 |
Overview of Checklists and Rating Scales | p. 27 |
How to Use Checklists and Rating Scales | p. 32 |
Creating a Checklist or Rating Scale | p. 36 |
Of Special Interest-Checklists and Rating Scales for Children with Special Needs | p. 41 |
Questions to Consider | p. 41 |
References | p. 41 |
Structured Observation | p. 43 |
Chapter Objectives | p. 43 |
Child Study Objectives | p. 43 |
Introduction to Structured Observation | p. 44 |
Conducting a Structured Observation | p. 47 |
Building Rapport with Children | p. 50 |
Ethics of Conducting Structured Observations | p. 50 |
Of Special Interest-Functional Behavior Assessment | p. 52 |
Questions to Consider | p. 55 |
References | p. 55 |
Visual Documentation | p. 56 |
Chapter Objectives | p. 56 |
Child Study Objectives | p. 56 |
Introduction to Visual Documentation | p. 57 |
Purpose of Visual Documentation | p. 59 |
Reggio Emilia Educational Approach | p. 60 |
Advantages of Visual Documentation | p. 61 |
Developmental Significance of Children's Samples | p. 62 |
Gathering Visual Documentation | p. 65 |
Of Special Interest-Children At Risk and Art Therapy | p. 67 |
Questions to Consider | p. 68 |
References | p. 68 |
Parent Questionnaire and Background Information | p. 70 |
Chapter Objectives | p. 70 |
Child Study Objectives | p. 70 |
Introduction to Family Involvement in the Assessment Process | p. 71 |
The Scope of Parent Questionnaires | p. 73 |
Designing Quality Questionnaires | p. 74 |
Gathering Background Information | p. 77 |
Of Special Interest-Developing Goals and Objectives According to Family Needs | p. 79 |
Questions to Consider | p. 80 |
References | p. 80 |
Understanding Child Development: Developmental Concepts and Sequences | p. 81 |
Physical and Motor Development | p. 83 |
Chapter Objectives | p. 83 |
Child Study Objectives | p. 83 |
Introduction to Physical and Motor Development | p. 84 |
Brain Development | p. 84 |
Concepts of Physical Growth and Development | p. 87 |
Concepts of Motor Development | p. 97 |
Of Special Interest-Sensory Integration Dysfunction/Sensory Processing Disorder | p. 109 |
Questions to Consider | p. 115 |
References | p. 115 |
Cognitive Development | p. 117 |
Chapter Objectives | p. 117 |
Child Study Objectives | p. 117 |
Introduction to Cognitive Development | p. 118 |
Brain Development: Synaptic Proliferation | p. 120 |
Concepts of Cognitive Development | p. 121 |
Of Special Interest-Symbolic Play in Children with Developmental Delays | p. 138 |
Questions to Consider | p. 142 |
References | p. 142 |
Social Development | p. 144 |
Chapter Objectives | p. 144 |
Child Study Objectives | p. 144 |
Introduction to Social Development | p. 145 |
Brain Concepts Relevant to Social Development | p. 145 |
Concepts of Social Development | p. 147 |
Of Special Interest-Attachment Disorders | p. 164 |
Questions to Consider | p. 167 |
References | p. 167 |
Emotional Development | p. 169 |
Chapter Objectives | p. 169 |
Child Study Objectives | p. 169 |
Introduction to Emotional Development | p. 170 |
Brain Development Concepts: The Relationship between Trauma and Use-Dependent Development | p. 170 |
The Components of Emotional Development | p. 171 |
Introduction to Sense of Self | p. 180 |
Of Special Interest-Anxiety Disorders | p. 184 |
Questions to Consider | p. 185 |
References | p. 185 |
Language and Literacy Development | p. 187 |
Chapter Objectives | p. 187 |
Child Study Objectives | p. 187 |
Introduction to the Language Domain | p. 188 |
Brain Development and Language | p. 189 |
Modes of Language | p. 191 |
Development of Grammar | p. 197 |
Components of Language | p. 198 |
Introduction to Literacy | p. 203 |
Introduction to Writing | p. 204 |
Introduction to Reading | p. 210 |
Of Special Interest-Dyslexia | p. 218 |
Questions to Consider | p. 219 |
References | p. 219 |
The Creative Arts (By Mark Ahola) | p. 221 |
Chapter Objectives | p. 221 |
Child Study Objectives | p. 221 |
Brain Development: The Mozart Effect | p. 222 |
Introduction to Creativity | p. 223 |
Introduction to Art and Music Development | p. 227 |
Drawing Development | p. 227 |
Music Development | p. 234 |
Of Special Interest-The Child Who Is Artistically Gifted | p. 241 |
Questions to Consider | p. 243 |
References | p. 243 |
Interpreting Observations: Theoretical Perspectives | p. 245 |
Cognitive and Language Theory | p. 247 |
Chapter Objectives | p. 247 |
Child Study Objectives | p. 247 |
Introduction to Theories of Child Development | p. 248 |
Piaget's Cognitive-Developmental Theory | p. 249 |
Montessori's Philosophy | p. 255 |
Vygotsky's Social-Historical Theory | p. 259 |
Skinner's Behaviorist Theory | p. 262 |
Bandura's Social Learning Theory | p. 263 |
Gardner's Theory of Multiple Intelligences | p. 265 |
Chomsky's Nativist Theory of Language | p. 267 |
Questions to Consider | p. 269 |
References | p. 269 |
Social, Emotional, and Creativity Theory | p. 270 |
Chapter Objectives | p. 270 |
Child Study Objectives | p. 270 |
Introduction to Theories of Social and Emotional Development | p. 271 |
Erikson's Psychosocial Theory | p. 271 |
Greenspan's Theory of Emotional Development | p. 276 |
Maslow's Hierarchical Theory of Development | p. 279 |
Csikszentmihalyi's Theory of Creativity | p. 282 |
Questions to Consider | p. 284 |
References | p. 284 |
Putting It All Together | p. 285 |
Writing the Reports | p. 287 |
Chapter Objectives | p. 287 |
Child Study Objectives | p. 287 |
Overview Of the Summary Reports | p. 288 |
Preparing to Write the Reports | p. 289 |
Bronfenbrenner's Ecological Systems Theory | p. 292 |
Designing the Report | p. 295 |
Organization | p. 296 |
Questions to Consider | p. 300 |
References | p. 300 |
Preparing and Presenting the Child Study | p. 301 |
Chapter Objectives | p. 301 |
Child Study Objectives | p. 301 |
Introduction to Organization | p. 302 |
Steps in Organizing the Child Study | p. 302 |
Questions to Consider | p. 304 |
Index | p. 305 |
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