Through the Looking Glass Observations in the Early Childhood Classroom

by Nicolson, Sheryl A.; Shipstead, Susan G.

• ISBN13: 9780130420800
• ISBN10: 0130420808
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-07-30
• Publisher: Pearson

Summary

Taking a strong developmental focus, this book ensures that teachers understand the close relationship between observing, understanding what has been observed, and improving the educational curriculum and environment. This edition is the result of a continued commitment to produce a book on observation that unites solid methodological instruction with a broad understanding of children's development.Chapter 1 now covers information on professional development such as the reader's responsibilities and an introduction to professional organizations, developmentally appropriate practice, and ethical conduct in early childhood education. A new Chapter 2 details the practical issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity. Highlights of development during preschool and primary grades serve as a common ground of information for both novice and knowledgeable readers to respond sensitively to children's individualities and cultures. Each chapter incorporates an ethic from the National Association for the Education of Young Children's (NAEYC) "Code of Ethical Conduct" and presents a concrete application to connect daily work with professional valuesFor early childhood educators.

Table of Contents

PART I PREPARING THE LOOKING GLASS	1	(110)
The Educated Observer	2	(14)
Ambitions and Organization of This Book	4	(2)
Professional Development	6	(4)
Take Charge of Your Education: Active Reading and Active Learning	6	(1)
Learn About Professional Organizations	7	(1)
Developmentally Appropriate Practice	8	(1)
Ethical Conduct in Early Childhood Education	9	(1)
The Educated Observer	10	(3)
Commitment to All Children	10	(2)
Reasons for Observing	12	(1)
Authentic Assessment	12	(1)
Quick Review	13	(1)
Take a Moment to Reflect	14	(2)
Personal Reflection	14	(1)
Ethical Reflection	14	(2)
On the Road to Sound Observations	16	(16)
Taking the First Steps	18	(5)
The Teacher's Role in Observation	18	(2)
Observational Topics	20	(3)
Moving Down the Path	23	(6)
Guidelines for Observation	23	(2)
Observer Subjectivity	25	(4)
Quick Review	29	(2)
Take a Moment to Reflect	31	(1)
Personal Reflection	31	(1)
Ethical Reflection	31	(1)
Highlights of Development During the Preschool Years	32	(44)
Selected Highlights of Physical Development	34	(10)
Body Growth	34	(1)
Brain Development	34	(1)
Motor Development	35	(2)
Gross Motor Skills	37	(3)
Fine Motor Skills	40	(4)
Selected Highlights of Cognitive Development	44	(14)
Representational Abilities	45	(2)
Language	47	(3)
Reasoning	50	(1)
Social Cognition	51	(2)
Classification	53	(1)
Seriation	54	(1)
Number Development	55	(1)
Memory	56	(2)
Selected Highlights of Psychosocial Development	58	(9)
Expanding Relationships with Adults and Peers	58	(1)
Self-Concept	59	(2)
Play	61	(1)
Fears	62	(1)
Aggression	63	(2)
Impulse Control	65	(2)
Selected Highlights of Creative Development	67	(8)
Quick Review	75	(1)
Take a Moment to Reflect	75	(1)
Personal Reflection	75	(1)
Ethical Reflection	75	(1)
Highlights of Development During the Primary Grades Years	76	(35)
Selected Highlights of Physical Development	78	(7)
Body Growth	78	(1)
Motor Development	78	(1)
Gross Motor Skills	79	(2)
Fine Motor Skills	81	(2)
Elements Affecting Motor Development	83	(2)
Selected Highlights of Cognitive Development	85	(11)
Representational Abilities	85	(1)
Language	86	(3)
Logical Thought	89	(2)
Metacognition	91	(1)
Classification	92	(1)
Number Development	92	(2)
Memory	94	(2)
Selected Highlights of Psychosocial Development	96	(8)
Self-Concept and Self-Esteem	96	(1)
Advances in Play	97	(1)
Moral Reasoning and Prosocial Behavior	98	(3)
Relationships with Peers	101	(2)
Managing Stress	103	(1)
Selected Highlights of Creative Development	104	(5)
Quick Review	109	(1)
Take a Moment to Reflect	110	(1)
Personal Reflection	110	(1)
Ethical Reflection	110	(1)
PART II OBSERVING INDIVIDUAL CHILDREN	111	(142)
Observing the Development of Individual Children by Using Running Records	112	(22)
Overview of Observing Using Running Records	114	(8)
Description	114	(1)
Purpose	115	(1)
Guidelines for Writing Running Records	115	(7)
Integration of Developmental Theory and Observation	122	(7)
Preschool Example	122	(4)
Primary Grade Example	126	(3)
Applications	129	(2)
Strengths and Limitations	129	(2)
Quick Review	131	(1)
Take a Moment to Reflect	132	(2)
Personal Reflection	132	(1)
Ethical Reflection	133	(1)
Observing the Development of Individual Children by Using Anecdotal Records	134	(24)
Overview of Observing Using Anecdotal Records	136	(8)
Description	136	(2)
Purpose	138	(2)
Guidelines for Writing Anecdotes	140	(4)
Integration of Developmental Theory and Observation	144	(6)
Preschool Example	145	(2)
Primary Grade Example	147	(3)
Anecdotes and Other Forms of Recording	150	(1)
Applications	151	(4)
Strengths and Limitations	151	(4)
Quick Review	155	(1)
Take a Moment to Reflect	156	(2)
Personal Reflection	156	(1)
Ethical Reflection	157	(1)
Observing the Development of Individual Children by Using Checklists	158	(20)
Overview of Observing Using Checklists	160	(5)
Description	160	(1)
Purpose	161	(2)
Guidelines for Constructing a Checklist	163	(2)
Integration of Developmental Theory and Observation	165	(7)
Preschool Example	165	(4)
Primary Grade Example	169	(3)
Applications	172	(2)
Strengths and Limitations	172	(2)
Quick Review	174	(2)
Take a Moment to Reflect	176	(2)
Personal Reflection	176	(1)
Ethical Reflection	176	(2)
Observing the Development of Individual Children by Using Rating Scales	178	(22)
Overview of Observing Using Rating Scales	180	(6)
Description	180	(5)
Purpose	185	(1)
Guidelines for Constructing Rating Scales	185	(1)
Integration of Developmental Theory and Observation	186	(8)
Preschool Example	186	(4)
Primary Grade Example	190	(4)
Applications	194	(2)
Strengths and Limitations	194	(2)
Quick Review	196	(2)
Take a Moment to Reflect	198	(2)
Personal Reflection	198	(1)
Ethical Reflection	198	(2)
Observing the Development of Individual Children by Using ABC Narrative Event Sampling	200	(22)
Overview of Observing Using ABC Narrative Event Sampling	202	(5)
Sampling	202	(1)
Description	203	(2)
Purpose	205	(1)
Guidelines for ABC Narrative Event Sampling	205	(2)
Integration of Developmental Theory and Observation	207	(9)
Preschool Example	207	(4)
Primary Grade Example	211	(5)
Applications	216	(2)
Strengths and Limitations	217	(1)
Quick Review	218	(2)
Take a Moment to Reflect	220	(2)
Personal Reflection	220	(1)
Ethical Reflection	221	(1)
Classroom Portfolios and Parent Conferences	222	(31)
Overview of Child Portfolios	224	(11)
Portfolio System Description	225	(1)
Storage Choices for Teachers' Observations	226	(6)
Storage Choices for Children's Work	232	(2)
Guidelines for Designing a Portfolio System	234	(1)
Overview of Parent Conferences	235	(8)
Conference Preparation and Content	235	(3)
Getting Started	238	(2)
Supporting Documentation	240	(1)
Guidelines for Parent Conferences	241	(2)
Guidelines for Using Videotapes During Parent Conferences	243	(1)
Applications	243	(7)
Quick Review	250	(2)
Take a Moment to Reflect	252	(1)
Personal Reflection	252	(1)
Ethical Reflection	252	(1)
PART III OBSERVING CHILDREN, TEACHERS, INTERACTIONS, AND ENVIRONMENTS	253	(110)
Observing Children and Teachers at Work by Using Tally Event Sampling	254	(24)
Overview of Observing Using Tally Event Sampling	256	(4)
Description	256	(3)
Purpose	259	(1)
Recording Time	259	(1)
Guidelines for Constructing Tally Event Sampling Instruments	260	(1)
Integration of Classroom Situations and Observation	260	(13)
Preschool Example	260	(10)
Primary Grade Example	270	(3)
Applications	273	(2)
Strengths and Limitations	273	(2)
Quick Review	275	(1)
Take a Moment to Reflect	276	(2)
Personal Reflection	276	(1)
Ethical Reflection	277	(1)
Observing Children and Teachers at Work by Using Time Sampling	278	(26)
Overview of Observing Using Time Sampling	280	(6)
Description	280	(1)
Purpose	281	(1)
Guidelines for Constructing Time Sampling Instruments	281	(5)
Integration of Classroom Situations and Observation	286	(13)
Preschool Example	286	(6)
Primary Grade Example	292	(7)
Applications	299	(3)
Strengths and Limitations	299	(3)
Quick Review	302	(1)
Take a Moment to Reflect	303	(1)
Personal Reflection	303	(1)
Ethical Reflection	303	(1)
Designing Observational Instruments to Use in the Early Childhood Classroom	304	(34)
Select an Appropriate Topic, and Formulate an Observational Question	306	(2)
Classroom Example	307	(1)
Select an Appropriate Method of Observation	308	(1)
Classroom Example	308	(1)
Research the Topic in Libraries and Classrooms	309	(1)
Classroom Example	309	(1)
Identify Clear, Distinct Categories	309	(1)
Classroom Example	309	(1)
Design a Recording Form	310	(1)
Classroom Example	311	(1)
Pilot Test the Instrument	311	(1)
Classroom Example	311	(1)
Establish Inter-Rater Reliability	311	(4)
Classroom Example	313	(2)
Collect Data	315	(2)
Classroom Example	315	(2)
Analyze and Present the Data	317	(4)
Frequencies	317	(1)
Classroom Example	317	(1)
Percentages	317	(1)
Classroom Example	318	(2)
Visual Presentations	320	(1)
Classroom Example	320	(1)
Conclusion	321	(1)
Interpret the Data	321	(2)
Classroom Example	321	(2)
Formulate Follow-Through Plans	323	(2)
Classroom Example	324	(1)
Quick Review	325	(1)
Take a Moment to Reflect	326	(12)
Personal Reflection	326	(1)
Ethical Reflection	327	(11)
Selecting Methods to Observe, Plan, and Enrich the Physical Environment	338	(25)
Indoor Environment	330	(17)
Room Arrangement	332	(7)
Lighting	339	(2)
Visual Appeal	341	(6)
Outdoor Environments	347	(6)
Developmental Benefits	347	(1)
Outdoor Design Factors	348	(2)
Teacher's Role	350	(1)
Outdoor Materials and Equipment Selection	350	(3)
Observing the Physical Environment	353	(7)
Classroom Example	354	(6)
Quick Review	360	(1)
Take a Moment to Reflect	361	(2)
Personal Reflection	361	(1)
Ethical Reflection	361	(2)
PART IV OBSERVING CLEARLY	363	(9)
Through the Looking Glass	364	(8)
The Teacher's Commitment to Observation	368	(1)
The Benefits of Observation in the Early Childhood Classroom	369	(1)
Take a Moment to Reflect	370	(2)
Personal Reflection	370	(1)
Ethical Reflection	371	(1)
Appendix A Growth Indicators	372	(4)
Appendix B Quick Review Answers	376	(3)
Glossary	379	(5)
References	384	(10)
Index	394

Excerpts

In the fall of 1988, we taught a course on observation in the early childhood classroom, and therein we sowed the seeds of the first edition ofThrough the Looking Glass.The third edition you hold in your hands is the product of our continued commitment to write a book on observation that unites solid methodological instruction with a broad understanding of children's development. We have found that learninghowto observe while also paying close attention towhatto observe encourages educational practitioners to use their skills to full potential. This book maintains a close relationship between observing, understanding what one observes, and improving the educational curriculum and environment. NEW TO THIS EDITIONBecause our goal inThrough the Looking Glassis to integrate observation and child development within a professional context, we have included several helpful features in the text. As the material we wanted to include in Chapter 1 grew, we decided to develop it into two chapters for more manageable digestion. We are excited about the information about professional development in Chapter 1, including the reader's responsibilities and an introduction to professional organizations, developmentally appropriate practice, and ethical conduct in early childhood education. The second chapter turns to the more nuts-and-bolts issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity. All our chapters now end with two reflections: one personal and one ethical. We hope these reflections will help our readers integrate information into their personal storehouses of knowledge and connect their daily work with our professional values as early childhood educators. Chapters 3 and 4, describing highlights of development during the preschool and primary grade years, have been updated and serve to establish a common ground of information for both knowledgeable and novice readers in the field of child development. Our "Growth Indicators" of child development from these two chapters are concrete guides towhatto observe and are reprinted in Appendix A for easy access. In each chapter presenting an observational method, we offer two detailed examples, one preschool and one primary grade, to model how educators effectively study issues in classrooms, interpret the data, and initiate follow-through plans. Brief vignettes at the beginning of each chapter ask the reader to ponder a question or problem that anticipates the chapter's content. "Practice Activities" and "Off on Your Own" provide abundant opportunities to add to the reader's expertise in the observational process, and our new "Quick Reviews" at the ends of most chapters serve to underscore the major points.On completion of the original manuscript, we flipped a coin to determine the first author's name. We hope our readers remember that the order was set by chance and is a fair reflection of the teamwork that producedThrough the Looking Glass.