Preface | |
Acknowledgements | |
Introduction: Getting Started | |
Using the Class List Log to Look at Separation and School Adjustment | |
Using Anecdotal Recordings to Look at Self-Care | |
Using Checklists to Look at Physical Development | |
Using Running Records to Look at Social Development | |
Using Frequency Counts to Look at Emotional Development | |
Using Conversations to Listen to Language and Speech | |
Using Time Samples to Look at Attention Span | |
Using Standardized Tests to Look at Cognitive Development | |
Using Rating Scales to Look at Literacy | |
Using Work Samples to Look at Creativity | |
Using Technology to Look at Sociodramatic Play | |
Using Documentation for Child Abuse Suspicions and Looking at Self-Concept | |
Using Program Assessments to Look at Children in Groups | |
Using the Portfolio to Conference with Families and Looking at the Child's Interactions with Adults | |
Using the Yearly Plan to Observe and Record Children's Development | |
Week by Week: An Observation Plan for Portfolio Building | |
Weeks 15 through 40: Plans for the Week | |
Summary of Plans by Developmental Areas | |
Observation Forms | |
Weeks 15 through 40: Reflective | |
Journal Glossary | |
Index | |
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