Week by Week Documenting the Development of Young Children

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  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2004-06-17
  • Publisher: Wadsworth Publishing
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Week by Week: Documenting the Development of Young Children presents the accepted methods of recording developmental observations, including their advantages and disadvantages, giving educators the information they need to make an educated choice. The author also has added an overview of child development with the premise that one must know what to look for as well as how to record it. The most unique feature of this publication is a manageable weekly system to gather data on all children in all developmental areas over the course of a year, using methods that are the most appropriate for that particular development. Each developmental area is revisited at least three times. Forms for recording observation and charts for tracking these efforts, along with recommendations for making the time to invest in these important activities, make this a must-have guide and resource for teachers.

Table of Contents

Prefacep. xi
Acknowledgmentsp. xiii
About the Autorp. xiii
Introduction: Getting Startedp. 1
The Whys of Observingp. 1
Portfoliosp. 7
Week by Week Planp. 11
Topics in Observation: The Ecological View of the Childp. 15
Now You Can Get Startedp. 20
A Word about Ethics and Confidentialityp. 20
Key Termsp. 21
Using the Class List Log to Look at Separation and School Adjustmentp. 23
Using the Class List Logp. 23
Topics in Observation: Why Not Use a Diary or Daily Journal?p. 27
Using the Reflective Journalp. 29
Looking at Separation and School Adjustmentp. 32
Helping All Children with Separation and School Adjustmentp. 42
Helping Professionals for Separation and School Adjustment Concernsp. 43
Other Methodsp. 43
Key Termsp. 43
p. 44
p. 45
p. 46
Using Anecdotal Recordings to Look at Self-Carep. 48
Using the Anecdotal Recordingp. 48
Looking at Self-Care Skillsp. 54
Topics in Observation: Using All Our Sensesp. 56
Helping All Children with Self-Care Skillsp. 66
Helping Professionals for Self-Care Skillsp. 67
Other Methodsp. 67
Key Termsp. 67
p. 68
p. 69
p. 70
Using Checklists to Look at Physical Developmentp. 72
Using the Checklistp. 72
Topics in Observation: Your Frame of Referencep. 78
Looking at Growth and Developmentp. 80
Helping All Children with Physical Developmentp. 92
Helping Professionals for Physical Development Concernsp. 92
Other Methodsp. 92
Key Termsp. 92
p. 93
p. 94
p. 95
Using Running Records to Look at Social Developmentp. 97
Using Running Recordsp. 97
Looking at Social Developmentp. 103
Topics in Observation: "The Stew"p. 104
Helping All Children with Social Developmentp. 114
Helping Professionals for Social Development Concernsp. 114
Other Methodsp. 115
Key Termsp. 115
p. 115
p. 116
p. 117
Using Frequency Counts to Look at Emotional Developmentp. 119
Using Frequency Countsp. 119
Looking at Emotional Developmentp. 123
Helping All Children with Emotional Developmentp. 135
Helping Professionals for Emotional Concernsp. 135
Other Methodsp. 135
Key Termsp. 135
Topics in Observation: The Assessment and Curriculum Braidp. 136
p. 139
p. 140
p. 140
Using Conversations to Listen to Language and Speechp. 143
Using Conversations as an Observation Methodp. 143
Listening to Language and Speechp. 149
Helping All Children with Language Developmentp. 157
Helping Professionals for Speech and Language Concernsp. 158
Topics in Observation: Diversityp. 159
Other Methodsp. 161
Key Termsp. 161
p. 161
p. 163
p. 164
Using Time Samples to Look at Attention Spanp. 166
Using Time Samplesp. 166
Looking at Cognitive Developmentp. 171
Helping All Children with Attention Spanp. 180
Topics in Observation: Attention Span and Autismp. 181
Helping Professionals for Attention Concernsp. 182
Other Methodsp. 182
Key Termsp. 183
p. 183
p. 184
p. 185
Using Standardized Tests to Look at Cognitive Developmentp. 187
Using Testsp. 187
Topics in Observation: Measuring Cognitive Development--Why Not Test?p. 193
Looking at Cognitive Development: Math and Sciencep. 197
Helping All Children with Cognitive Developmentp. 207
Topics in Observation: "Real" Curriculump. 208
Helping Professionals for Cognitive Concernsp. 210
Other Methodsp. 210
Key Termsp. 210
p. 211
p. 211
p. 212
p. 213
Using Rating Scales to Look at Literacyp. 216
Using the Rating Scalep. 216
Looking at Literacyp. 222
Helping All Children with Literacyp. 233
Topics in Observation: Books in the Sandboxp. 235
Helping Professionals for Literacy Concernsp. 236
Other Methodsp. 236
Key Termsp. 236
p. 236
p. 238
p. 239
Using Work Samples to Look at Creativityp. 242
Using Work Samples to Observe a Child's Developmentp. 242
Looking at Children's Creative Developmentp. 248
Helping All Children with Creativityp. 260
Helping Professionals for Creative Artsp. 261
Other Methodsp. 261
Topics in Observation: Responding to Children's Workp. 261
Key Termsp. 261
p. 264
p. 264
p. 266
Using Technology to Look at Sociodramatic Playp. 268
Using Technology as Documentationp. 268
Topics in Observation: Protecting the Rights of the Childp. 274
Looking at Dramatic Playp. 275
Helping All Children with Sociodramatic Playp. 283
Helping Professionals for Play Concernsp. 284
Other Methodsp. 284
Key Termsp. 284
p. 284
p. 286
p. 287
Using Documentation for Child Abuse Suspicions and Looking at Self-Conceptp. 290
Using Documentation for Child Abuse Suspicionsp. 290
Diversity and Child Abusep. 295
Topics in Observation: Dealing with Families Suspected of Child Maltreatmentp. 297
Self-Concept and Self-Esteemp. 298
Helping All Children with Self-Esteemp. 307
Helping Professionals for Child Abuse and Self-Esteem Concernsp. 308
Other Methodsp. 308
Key Termsp. 309
p. 309
p. 310
p. 311
Using Program Assessments to Look at Children in Groupsp. 313
Assessing Early Childhood Programsp. 313
Topics in Observation: Assessing the Environment--Pointing Back at Youp. 320
Looking at the Adjustment of the Child to the Programp. 322
Helping All Children in Group Settingsp. 332
Helping Professionals for Program Evaluation and Supportp. 332
Other Methodsp. 333
Key Termsp. 333
p. 333
p. 335
p. 335
p. 336
Using the Portfolio to Conference with Families and Looking at the Child's Interactions with Adultsp. 338
Communication between Home and Schoolp. 338
Using the Portfolio to Conference with Familiesp. 340
Daily Contactsp. 340
Looking at the Child's Interactions with Adultsp. 356
Topics in Observation: Does the Week by Week Plan Meet NAEYC Guidelines for Assessment?p. 359
Helping All Children through Home and School Communicationsp. 362
Helping Professionals for Home and School Communicationsp. 363
Other Methodsp. 363
Key Termsp. 363
p. 364
p. 365
p. 365
p. 366
Using the Yearly Plan to Observe and Record Children's Developmentp. 368
Week by Week: An Observation Plan for Portfolio Building (Practitioners)p. 372
Weeks 15 through 40: Plans for the Weekp. 376
Summary of Plans by Developmental Areasp. 407
Observation Formsp. 410
Weeks 15 through 40: Reflective Journalp. 429
Glossaryp. 456
Indexp. 461
Table of Contents provided by Ingram. All Rights Reserved.

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