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Through the Looking Glass: Observations in the Early Childhood Classroom, 3rd edition

Published by Pearson (July 30, 2001) © 2002

  • Sheryl A. Nicolson
  • Susan G. Shipstead
$106.66

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  • NEW - Chapter 1 has been expanded into two chapters—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.
  • NEW - A new Chapter 2—Covers the practical issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity.
  • NEW - All chapters now end with two reflections: one personal and the second ethical—These are designed to help the readers integrate information into their personal storehouses of knowledge and connect their daily work with professional values as early childhood educators.
  • NEW - Practice Activities and Off on Your Own features—Provide abundant opportunities to add to the reader's expertise in the observational process, and the new Quick Reviews at the end of most chapters serve to underscore the major points through student quizzes.
  • Seven chapters present a different observational method in each—Includes two detailed examples taken from preschool and primary grade levels. Model how educators effectively study individual children and issues in classrooms, interpret the data, and initiate follow-through plans.
  • 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 values.
  • “Growth Indicators” detailing children's physical, cognitive, psychosocial, and creative development—Act as concrete guides for what to observe and are reprinted in Appendix A for easy access.
  • Practice activities and action projects—Build further expertise in the observation process by including examples of family partnerships, diverse case studies, and developmentally appropriate practices.
  • “Take a Moment to Reflect” in each chapter—Asks readers to integrate information into their personal storehouses of knowledge.
  • Chapter 1 has been expanded into two chapters—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—Covers the practical issues of finding the time to observe, learning the basics of observation, and minimizing subjectivity.
  • All chapters now end with two reflections: one personal and the second ethical—These are designed to help the readers integrate information into their personal storehouses of knowledge and connect their daily work with professional values as early childhood educators.
  • Practice Activities and Off on Your Own features—Provide abundant opportunities to add to the reader's expertise in the observational process, and the new Quick Reviews at the end of most chapters serve to underscore the major points through student quizzes.

I. PREPARING THE LOOKING GLASS.

 1. The Educated Observer.

 2. On the Road to Sound Observations.

 3. Highlights of Development During the Preschool Years.

 4. Highlights of Development During the Primary Years.

II. OBSERVING INDIVIDUAL CHILDREN.

 5. Observing Development of Individual Children by Using Running Records.

 6. Observing Development of Individual Children by Using Anecdotal Records.

 7. Observing the Development of Individual Children by Using Checklists.

 8. Observing the Development of Individual Children by Using Rating Scales.

 9. Observing the Development of Individual Children by Using ABC Narrative Event Sampling.

10. Classroom Portfolios and Parent Conferences.

III. OBSERVING CHILDREN, TEACHERS, INTERACTIONS, AND ENVIRONMENTS.

11. Observing Children and Teachers at Work by Using Tally Event Sampling.

12. Observing Children and Teachers at Work by Using Time Sampling.

13. Designing Observational Instruments to Use in the Early Childhood Classroom.

14. Selecting Methods to Observe, Plan, and Enrich the Physical Environment.

IV. OBSERVING CLEARLY.

15. Through the Looking Glass.

Appendix A. Preschool and Primary Grade Growth Indicators.

Appendix B. Quick Review Answers.

Glossary.

References.

Index.

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