rp108

• -safety
• -guidance
• -discover interests
• -curriculum planning
• -assessment
• -accountability
• -extend childrens' learning

• -see/observe
• -interpret for meaning
• -make decision to act or to do nothing

• A brief account of an event.  Tells a story.  Taken over time and of development areas-gives picture of child's development.
• ·        A brief account of an important developmental event.
• ·        One directly observed incident written in a short, concise, nonjudgmental narrative
• ·        A specific incident or event that teacher identifies as important in the child’s development

• Have a beginning, middle, and end
• -descriptive
• -snapshots of child's skills and abilities
• -objective
• -provide details
• -written in past tense

• -most commonly used because they are quick and easy to do
• -only pen and paper required
• -can focus on significant behaviors in different developmental domains
• -include valuable info about the context of the behavior
• -can be done without separating self from ongoing class activities
• -can focus on both typical and atypical behavior

• -not a complete picture of behavior
• -possible bias: observer chooses what to record

-anytime observing children:  tell a story about what you see

• 1.Set the stage:  where are you, what is happening, describe setting, how many children, what are they doing/saying
• 2.Use direct quotes
• 3.Stay objective
• 4.Provide detailed descriptions
• **no emotion/feeling words unless quoting a child
• **no "looks like", "I think"

• Observe
• Record in past tense
• Organize notes
• Reflect
• Use

growth occurs from head to toe (upper body before lower body)

growth proceeds from torso outward (e.g. sucking, before kicking)

• Cephalocaudal - head to toe (1. head lift 2. sit, stand, walk)
• Proximal Distal - inside to out (1. sucking 2. kicking)

Physical development is individualized, cuture and ethnicity can influence

• most difficult to master
• develop step by step
• contribute to child's ability to explore
• are enhanced by development of gross motor
• developed at same sequence as gross motor but age differs
• involves small muscles that control extremities

• age 3-5 = most rapid growth in fine motor skills
• learning to write:  Development Stages
• -scribble stage (w/any instrument)
• -separated scribbles
• -mock writing
• -first letters
• -string of letters
• -copies print
• -conventional writing

• Understands placement of letters=ready to begin writing.
• Artwork is a tool for assessing a child.
• Most nerves are in the fingertips.
• ***Relationship between art and writing is important for literacy development.

• Be unobtrusive
• Do not engage with the children
• Do not stand over the children, sit down
• Be professional
• Do not interfere with teachers
• Maintain confidentiality

• Develop body awareness
• Perfect eye/hand coordination
• Improved balance
• Awareness of position and space
• Improvement in throwing, catching, and jumping skills
• Engaging in imaginative activities that foster creativity while enhancing large muscle skills

• Has a begin and end time.  Is written in present tense.
• A sequential record over a given time to recorded while the behavior is occurring.

Can be used when a teacher is concerned about the behavior of a particular child or a small group of children.

• Require time and training to do.
• When recording the teacher cannot interact with the children.
• Behaviors are not seen in context, making it easy to miss some important information.
• Small sample of time may cause frequency of occurence of certain behaviors to be overestimated.

• The whole child - whole growth
• Cognitive
• Social
• Emotional
• Physical

• Provide activities
• Provide play time
• Provide crayons, pencils, paper, scissors, paint, variety of everyday items for fostering creativity