What is included with this book?
Preface | p. xi |
Overview | p. 1 |
Introduction | p. 3 |
Observation: Some Preliminary Thoughts | p. 3 |
Observation and Theory | p. 10 |
You and the Observation Process | p. 13 |
An Introduction to Growth and Development | p. 20 |
Growth and Development: Some General Considerations | p. 21 |
Development: Some Basic Meanings and Concepts | p. 27 |
Development: Some Theoretical Considerations | p. 30 |
Developmental Theories: A General Overview | p. 36 |
Explanations or Interpretation of Growth and Development: The Practical Side to Observing Behavior | p. 43 |
General Guidelines for Observing Children | p. 55 |
Preparation for Observing | p. 55 |
Group or Individual Observation | p. 78 |
Group Components | p. 82 |
Some Approaches to Group Observation | p. 85 |
The Elements of Observation | p. 93 |
Introduction and Preparation | p. 94 |
Methods, Behavior, Plans, and Contexts | p. 95 |
How to Do It: Some Preliminary Thoughts and Cautions | p. 95 |
An Introduction to Observation and Recording Methods | p. 104 |
Methods of Observing and Recording Behavior: Some General Characteristics | p. 104 |
Narrative Descriptions | p. 112 |
General Description | p. 112 |
Time Sampling | p. 119 |
General Description | p. 119 |
Event Sampling | p. 137 |
General Description | p. 137 |
Diary Description | p. 143 |
General Description | p. 143 |
The Diary Description and the Case Study--A Brief Comparison | p. 145 |
Anecdotal Records | p. 149 |
General Description | p. 149 |
Frequency Counts or Duration Records | p. 155 |
General Description | p. 155 |
Checklists and Rating Scales | p. 161 |
General Description | p. 161 |
Rating Scales: General Description | p. 172 |
Videotaping and Audiotaping as Observation Tools? | p. 179 |
Application: Recording Methods in Action | p. 186 |
Interpretation of Observations, Implementation of Findings, and Ongoing Evaluation | p. 192 |
Interpretation of Observations | p. 192 |
Dealing with Observation and Interpretation in a Multicultural Setting | p. 195 |
Implementation of Findings | p. 207 |
Observation Exercises | p. 217 |
Introduction and Preparation | p. 217 |
Observing the Newborn: Birth to One Month | p. 219 |
Physical Characteristics of the Newborn | p. 219 |
Infant States and Responsiveness to Stimulation | p. 221 |
Individual Differences and the Newborn | p. 224 |
Motor Responses of the Newborn | p. 227 |
Perceptual Responses of the Newborn | p. 230 |
Emotional Functioning of the Newborn | p. 233 |
Observing the Infant: One to 24 Months | p. 242 |
Introduction | p. 242 |
Physical Characteristics and Motor Abilities of the Infant/Toddler (One to 24 Months) | p. 251 |
Social Behavior of The Infant (One to 24 Months) | p. 263 |
Cognitive and Language Behavior of the Infant (One to 24 Months) | p. 271 |
Emotional Development and Behavior in the Infant (Two to 18 Months) | p. 280 |
The Young Child: Ages Two through Five | p. 296 |
Introduction | p. 296 |
The Preschool Child in the Physical Environment | p. 297 |
Physical Growth and Motor Functioning | p. 299 |
Cognitive and Intellectual Development and Behavior | p. 308 |
Language Development | p. 314 |
Piaget's and Vygotsky's Views on Children's Private Speech: A Brief Comparison and Overview | p. 314 |
Play | p. 321 |
Emotional Behavior | p. 330 |
Social Development and Peer Interactions | p. 336 |
Middle Childhood-The School-Age Years | p. 353 |
Introduction and Preparation | p. 354 |
The School-Age Years: The Six-Year-Old Child | p. 357 |
Physical Growth and Motor Functioning | p. 357 |
Cognitive and Intellectual Development and Behavior | p. 360 |
Language | p. 365 |
Social and Emotional Development | p. 371 |
Physical Growth and Motor Functioning | p. 377 |
Cognitive and Intellectual Development and Behavior | p. 378 |
Language | p. 381 |
Social and Emotional Development | p. 383 |
The School-Age Years: The Seven- and Eight-Year-Old Child | p. 399 |
Physical Growth and Motor Development | p. 399 |
Cognitive and Intellectual Development and Behavior | p. 403 |
Language | p. 407 |
Social and Emotional Behavior | p. 410 |
Physical and Motor Skills | p. 413 |
Cognitive and Intellectual Development and Behavior | p. 415 |
Language | p. 416 |
Social and Emotional Development and Behavior | p. 417 |
Epilogue | p. 419 |
Developmental Checklists | p. 429 |
Social-Emotional Checklist | p. 435 |
Areas for Notice in Observing an Individual Child | p. 437 |
Emotional Dependency Behavior: Time Sample Procedure | p. 439 |
Observation Record (Social Skills) | p. 441 |
Observational Records | p. 442 |
Summary of Piaget's First Two Stages of Cognitive Development | p. 444 |
Havighurst's Developmental Tasks-Infancy through Middle-Childhood | p. 445 |
Glossary | p. 447 |
References | p. 459 |
Annotated Bibliography | p. 466 |
Index | p. 469 |
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