Introduction | p. 3 |
An Introduction to Growth and Development | p. 19 |
General Guidelines for Observing Children | p. 55 |
Methods, Behavior, Plans, and Contexts | p. 93 |
An Introduction to Observation and Recording Methods | p. 101 |
Narrative Descriptions | p. 109 |
Time Sampling | p. 130 |
Event Sampling | p. 154 |
Diary Description | p. 166 |
Anecdotal Records | p. 177 |
Frequency Counts or Duration Records | p. 188 |
Checklists and Rating Scales | p. 197 |
Interpretation of Observations, Implementation of Findings, and Ongoing Evaluation | p. 230 |
Observing the Newborn: Birth to One Month | p. 257 |
Observing the Infant: 1 to 24 Months | p. 284 |
Observing the Young Child: Ages Two through Five | p. 338 |
The School-Age Years: The Six-Year-Old Child | p. 396 |
The School-Age Years: The Seven- and Eight-Year-Old Child | p. 434 |
Developmental Checklists | p. 465 |
Social-Emotional Checklist | p. 471 |
Areas for Notice in Observing an Individual Child | p. 473 |
Emotional Dependency Behavior: Time Samples Procedure | p. 475 |
Observation Record (Social Skills) | p. 477 |
Observational Records | p. 478 |
Summary of Piaget's First Two Stages of Cognitive Development | p. 480 |
Havighurst's Developmental Tasks - Infancy through Middle-Childhood | p. 481 |
Glossary | p. 482 |
References | p. 493 |
Annotated Bibliography | p. 498 |
Index | p. 500 |
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