Week by Week

Description

Contents Preface Ch 1: Getting Started 1-2: Why Write It Down? 1-3: Why, When, and Who 1-4: Building Child Development Portfolios 1-5: How to Use This Book Ch 2: Using the Class List Log to Look at Separation and School Adjustment 2-1: Using the Class List Log 2-2: Using the Reflective Journal 2-3: Looking at Separation and School Adjustment 2-4: Helping All Children with School Adjustment 2-5: Including All Children with School Adjustment Ch 3: Using Anecdotal Recordings to Look at Self-Care 3-1: Using the Anecdotal Recording 3-2: Keeping Inferences Out of Anecdotal Recording 3-3: Looking at Self-Care Skills Ch 4: Using Checklists to Look at Physical Development 4-1: Using the Checklist 4-2: Your Frame of Reference 4-3: Looking at Physical Growth and Development 4-4: Physical Development and Other Areas of Development 4-5: Physical Development and Play 4-6: Helping All Children with Physical Development Ch 5: Using Running Records to Look at Social Development 5-1: Using Running Records 5-2: Looking at Social Development 5-3: The Importance of Play in Social Development 5-4: Observing Social Development in Play 5-5: Helping all Children with Social Development Ch 6: Using Frequency Counts to Look at Emotional Development 6-1: Using Frequency Counts 6-2: Looking at Emotional Development 6-3: Helping Children with Emotional Expression 6-4: Helping All Children with Emotional Development: Infants and Toddlers Ch 7: Using Conversations to Listen to Language and Speech 7-1: Using Conversations to Listen to Language and Speech 7-2: Listening to Speech 7-3: Language Development 7-4: The Teacher's Role in Language Development 7-5: Helping All Children with Language Development Ch 8: Using Time Samples to Look at Attention Span 8-1: Using Time Samples 8-2: Looking at Approaches to Learning 8-3: Playful Curriculum 8-4: Piaget and Cognitive Development 8-5: Vygotsky and Social Interaction's Role in Cognition 8-6: Helping All Children with Attention Ch 9: Using Standardized Measurements to Look at Cognitive Development 9-1: Using Standards and Tests as a Way of Knowing 9-2: World of Tests 9-3: Looking at Play and Cognitive Development 9-4: Observing Developing Mathematical Concepts 9-5: Observing Developing Scientific Concepts 9-6: Young Children and Technology 9-7: Helping All Children with Cognitive Development Ch 10: Using Rating Scales to Look at Literacy 10-1: Using the Rating Scale 10-2: Looking at Literacy 10-3: Learning to Read 10-4: Learning to Write 10-5: Literacy Assessment 10-6: Helping All Children with Literacy Ch 11: Using Work Samples to Look at Creativity 11-1: Using Work Samples to Observe a Child's Development 11-2: Looking at Children's Creative Development 11-3: Children Drawing 11-4: Other Creative Media 11-5: Helping All Children with Creativity Ch 12: Using Technology for Documentation of Dramatic Play 12-1: Using Technology for Documentation 12-2: Looking at Dramatic Play 12-3: Dramatic Play and Development 12-4: Helping All Children with Dramatic Play Ch 13: Using Documentation for Child Abuse Suspicions and Looking at Self-Concept 13-1: Using Documentation for Child Abuse Suspicions 13-2: Looking at Self-Concept 13-3: Looking at Self-Esteem 13-4: Observing Self-Concept and Self-Esteem 13-5: Helping All Children with Self-Esteem Ch 14: Using Program Assessments to Look at Children in Groups 14-1: Assessing Early Childhood Programs 14-2: Program Assessments 14-3: Looking at the Adjustment of the Child to the Program 14-4: Effects on Children in Group Settings 14-5: Helping All Children in Group Settings Ch 15: Using the Portfolio for Communications with Families and Looking at the Child's Interactions with Adults 15-1: Communications with Families 15-2: Using Portfolios for Progress Reports and Child Studies 15-3: Looking at the Child's Interactions with Adults 15-4: Helping All Children through Home and School Communications Glossary References Index