HD FS 221 DEVELOPMENT AND GUIDANCE: Ages 3 to 8 years

HD FS 221

DEVELOPMENT AND GUIDANCE: Ages 3 to 8 years

Course Handbook

Fall 2001

Susan Hegland, Ph. D.

Department of Human Development and Family Studies

Iowa State University

Ames, IA

August 2001

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Copyright 2001 Iowa State University

HD FS 221 Course Handbook - page 2

Table of Contents

Practicum Performance Goals and Expectations....................................................................................................................... 3

Health and Safety Guidelines ........................................................................................................................................................ 4

Bloodborne Pathogen Instructions for Student Participants .................................................................................................. 5

Child Abuse...................................................................................................................................................................................... 6

Guiding Young Children’s Development..................................................................................................................................... 7

Observing, Recording, and Interpreting Children's Behavior .............................................................................................11

Sample Observations ....................................................................................................................................................................14

Recording Observations...............................................................................................................................................................17

Assignment A: Positive Guidance..............................................................................................................................................18

Assessment, Evaluation, and Programming System (AEPS)................................................................................................21

Assignment B: Fine and Gross Motor Skills...........................................................................................................................22

Assignment C: Cognitive Skills.................................................................................................................................................24

Assignment D: Social Communication Interaction Skills ....................................................................................................26

Assignment E: Premath and Preliteracy Skills ......................................................................................................................28

Assignment F: Social Skills .......................................................................................................................................................30

Dialogue: Guidance Strategies ...................................................................................................................................................32

Dialogue: Separating Objective Behaviors From Subjective Interpretation......................................................................33

Dialogue: Art Development..........................................................................................................................................................34

Dialogue: Developmental Changes in Perceptual Motor Skills ...........................................................................................35

Dialogue: Applying Piaget...........................................................................................................................................................36

Dialogue: Observing Cognitive Development...........................................................................................................................37

Dialogue: Applying Information Processing............................................................................................................................39

Dialogue: Concepts about Death.................................................................................................................................................40

Dialogue: Observing Social Development.................................................................................................................................41

Dialogue: Rogerian Guidance.....................................................................................................................................................42

Dialogue: Adlerian Guidance......................................................................................................................................................43

Dialogue: Social Learning Guidance: Applied Behavior Analysis ......................................................................................44

Exam I Study Guide........................................................................................................................................................................45

Exam II Study Guide ......................................................................................................................................................................47

Exam III Study Guide .....................................................................................................................................................................48

Participant Evaluation...................................................................................................................................................................51

HD FS 221 Course Handbook - page 3

Practicum Performance Goals and Expectations

This course is intended to provide an entry into a career working with young children and families.

Observation and participation with groups of young children are a critical component of this course for the following reasons:

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Participation, a requirement for state adult licensure, helps the student assess whether work with young children and their families is an appropriate career choice.

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Participation helps build skills in communicating with young children and the adults, parents or adults, who work with them.

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Observation provides an opportunity to link theory and research to actual behaviors of children and adults.

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Observation is used by professionals daily as they assess, plan, implement, and evaluate developmentally appropriate learning and guidance experiences for young children.

During your observation and participation experiences, you will be expected to abide by the

Code of Ethical Conduct and Statement of

Commitment of the National Association for the

Education of Young Children (Feeney & Kipnis, 1992)

Selections from this statement are included below:

Above all, we shall not harm children. We shall not participate in practices that are disrespectful, degrading, dangerous, exploitative, intimidating, psychologically damaging, or physically harmful to children. This principal has precedence over all others in this code...To base program practices upon current knowledge in the field of child development and related disciplines and upon particular knowledge of each child (Feeney &

Kipnis, 192, p. 1.1).

Attendance

Arrive on time and stay through the entire assigned time period. Consistent with ISU course scheduling practices, morning practica start on the hour and end

10 minutes before the hour; afternoon practica start 10 minutes after the hour and end on the hour. If you have any conflict that will make you late for lab, inform your supervisor.

Attend each week for twelve weeks (through dead week). Arrange to make up any missed practica.

Practica cancelled because of weather-related program closings or because of holidays (e.g., Thanksgiving or Labor Day) do not need to be made up.

Program Policies

Be aware of the procedures in your program for diaper changes, bloodborne pathogens, and accident notification.

Health and Safety

Review the sections in this handbook on bloodborne pathogens and health and safety guidelines. Always place yourself so that you can see as much of the room or yard as possible so that you can prevent accidents or injuries. Respond to children’s needs quickly and appropriately.

Be alert to potential safety and health hazards such as broken equipment, rusty nails, uncovered outlets, etc.

Notify your supervising adult of any hazards that you find.

During your Participation

Support and assist the other staff, including set-up and clean-up of activities. Make positive contact with individual children as they arrive or as soon as possible after you arrive. However, avoid distracting children from activities in which they are involved.

Try to ensure that at least 3 out of every 4 contacts with any one child are encouraging. Display a positive attitude to parents, children, and other staff.

Use children’s names frequently and positively. Use appropriate, positive guidance techniques that will help children develop motor, language, cognitive, self, and social skills. Avoid discussing any child

(including the youngest infant) in the presence of any child or parent. Your interactions should be directed toward or include the children, not be directed toward another adult about the children.

Display a healthy, accepting attitude towards children’s bodies and bodily functions. Children will notice and model your body language, gestures, and facial cues.

HD FS 221 Course Handbook page 4

Health and Safety Guidelines

Adults working with young children need to follow certain health and safety guidelines for their own welfare and that of the children with whom they work.

These guidelines are critical for preventing transmission of diseases such as hepatitus, cholera, and AIDS. Professional standards have been set b y the National Association for the Education of Young

Children (Kendrick, Kaufmann, & Messenger, 1988); legal requirements have been set by the federal

Occupational Safety and Health Administration.

Because these standards are continually being reviewed and revised in accordance with the latest research, you will need to check with the program in which you are working regarding their health policies regarding such issues as handwashing, disinfecting food and toileting areas, disposal of bodily fluids, diaper changing, etc. Of course, combs, toothbrushes and eating utensils or containers can never be shared.

Because of lice outbreaks, many programs no longer permit the use of hats in dramatic play. You also need to know when and how to use disposable gloves, and when and how to use a bleach solution to disinfect toys, surfaces, and utensils. As a student participant, for example, you may need to use disposable gloves to help a child change wet pants. It is unlikely that you will need to use disinfectant. However, you must know when not to touch an object until it has been disinfected.

Handwashing by all adults and children is the most basic and one of the most effective health precaution.

According to NAEYC, hands that are unwashed or improperly washed are the most important carriers of infections such as colds, impetigo, and hepatitis.

When To Handwash

1. When you arrive at the program.

2. Before you handle or eat food.

3. Before you feed a child.

4. After toileting or diapering.

5. After handling any body fluid (such as mucus or vomit).

6. After wiping noses, mouths, sores, or bottoms.

7. Before and after handling any medication.

8. After touching any animal.

9. Before and after using a water table.

How To Handwash

1. Use soap (preferably liquid) and running water.

2. Rub hands (for 15 seconds); rinse well (for 30 seconds).

3. Use paper towels to turn off the faucet.

Another health issue for adults who work with children is when not to come to the program. Adults who work with children must make a decision about participation that balances personal, academic, and program needs. For example, adults who have diarrhea should not work until they are well or certified by a physician as non-contagious. Adults with serious diseases such as chicken pox or meningitis should not work with children. After beginning medical treatment, adults with some contagious diseases, such as lice, impetigo, or strep throat, may work with children. Adults with some contagious conditions, such as herpetic cold sores, may work with children only if they follow careful personal hygiene practices as prescribed by a physician.

In general, any adult who cannot carry out his/her professional responsibilites should stay home. The time required to wash hands before and after every sneeze and noseblow may make it impractical for a sick adult to participate. However, you also have a professional responsibility to notify the program (i.e., head adult) before missing any scheduled practicum and before arranging any make-up. It is important to recognize that the program is counting on your participation and needs to be informed if you are going to be late or absent.

For additional health and safety guidelines, see:

Kendrick, A. S., Kaufmann, R., & Messenger, K.

(1988). Healthy young children: A manual for programs . Washington, D.C.: NAEYC.

Marotz, L., Rush, J., & Cross, M. (1985). Health, safety, and nutrition for the young children .

Albany, NY: Delmar.

Oesterreich, L., Holt, B. G., & Karas, S. (1993).

Iowa family child care handbook . Ames, IA;

Iowa State University Extension.


Bloodborne Pathogen Instructions for Student Participants

Background

The OSHA Bloodborne Pathogen standards went into effect in Iowa on March 6, 1992. After that date, all employers are required to have an "exposure control plan" in place. Basically, an "exposure control plan" identifies those employees who must be exposed to bloodborne pathogens as part of their normal job responsibilities. Then the plan outlines the training that is required, the responsibilities and requirements of everyone carrying out the plan, and the medical oversight (including vaccinations) provided to employees with potential exposures.

What are Bloodborne Pathogens? blood, blood products, or PIM. The Child

Development Laboratory School, and other practicum sites, do not focus on this type of laboratory function.

Once beyond the obvious group of employees, it is a little more difficult to determine who should be included in a safety program. In many instances the job responsibilities can be structured so that every employee does not need to be trained in bloodborne pathogens. For example, in a school or program situation where there is a readily available full-time nurse, the nurse can handle all bloodborne situations.

However, if a nurse is not available, one adult or several adults may need to be trained to handle bloodborne situations. Custodians, plumbers, and other maintenance workers may also be included.

First of all, it is important to understand what is covered by the OSHA Bloodborne Pathogen

Standards. A bloodborne pathogen is defined as any pathogenic microorganism present in human blood that can cause disease in humans. These include, but are not limited to, HIV (Aids Virus) and HBV

(Hepatitis virus). Regulated, potentially infectious material is defined as human blood and blood products, contaminated sharps (needles, razor blades, etc.) and syringes, human tissues and microbiological material, and certain other human body fluids including: semen; vaginal secretions; saliva in dental procedures; cerebrospinal fluid; fluids from joints, chest cavity, heart sac, abdomen, birth sac, and any other body fluid that is visible contaminated with blood. Not included are tears, sweat, saliva, vomit, feces, urine, and nose fluids unless they are visibly contaminated with blood or conditions are such that it is difficult or impossible to distinguish between body fluids.

Who Needs to be Covered?

Any employee whose regularly assigned duties require them to deal with human blood or potentially infectious materials (PIM) must participate in a bloodborne pathogen safety program. Obvious participants would be health care workers (nurses, doctors, etc.), emergency response personnel (police, fire, ambulance), first aid providers, and anyone (such as researchers, etc.) having routine contact with

What Should Student Participants Do?

At Iowa State University, we are recommending the following approach for student participants:

1. Students will not be provided with full-blown training on bloodborne pathogens, nor will they b e given HBV vaccinations. The logic here is that students are in a support role when they go into the classroom, and there should always be a supervisor available who is properly trained in bloodborne pathogens and can handle possible situations involving human blood or other potentially infectious materials. Anyone who has been exposed to human blood or PIM should obtain an

HBV vaccination within 24 hours of exposure.

2. When students are assigned to a specific practicum situation, they should check and confirm what their responsibilities are. If bloodborne pathogen duties are included, the school or program supervisor needs to train the student in the specific responsibilities of the school or program, as each program will be slightly different.

If possible, students should avoid bloodborne pathogen responsibilities, but make sure they are aware of who are the full-time school or program employees with these duties.


Child Abuse

Anyone who works with children needs to be aware of the signs of child abuse and the laws regarding child abuse reporting. This information has been adapted from the Iowa Family Child Care Handbook

(Oesterreich, Holt, & Karas, 1993):

Any action or lack of action that results in harm or risk of harm to a child is child abuse. In Iowa, adults, social workers, and registered family child care providers are legally mandated reporters who must report to the Iowa Department of Human Services their suspicion of child abuse involving any child in their care. However, anyone, without fear of civil liability, may report to the Iowa Department of Human

Services the suspicion of child abuse.

The names of those who report suspected child abuse are not revealed; all reports of suspected child abuse are confidential. Investigations of child abuse are carried out promptly and confidentially by trained professionals. Therefore, you may report suspicions of child abuse without fear of professional or personal repercussions. You must keep your suspicions confidential and not share them with anyone outside the Department of Human Services, unless you are an employee of a child care program and you are required to notify your supervisor that you have filed such a report. As an unpaid student participant, however, you will usually want to discuss your observations with your practicum supervisor, unless you suspect that individual to be the abuser.

Identifying Child Abuse

Physical abuse involves any physical injury that is not accidental. Such abuse typically results from inappropriate or harsh discipline and may result from hitting, throwing, or shaking a child. Cuts, welts, bone fractures, bruises, burns, or bites are some of the injuries that can result from physical abuse. You may see evidence of such abuse when you change children’s diapers or assist children with toileting. For example, you may see round burns that result from cigarettes, a pattern of four bruises from fingers and one from a thumb, or a welt from a belt. Several bruises in various stages of healing may indicate physical abuse from repeated incidents. Parents may attempt to hide the results of abuse by dressing their children in long sleeves and pants even in warm weather.

Young children often fall down and bruise themselves in the course of their play. Bruises and scrapes on bony areas such as elbows, shins, knees, noses, and foreheads frequently result from such accidents.

However, bruises and marks on the cheeks, buttocks, upper arms, thighs, necks, or backs of legs are more likely to result from abuse. Abdomenal swelling, tenderness, and/or vomiting may indicate abuse, as can dizziness, bilateral black eyes, or blackouts.

You may also see behaviors that indicate child abuse.

Such behaviors might include repeatedly abusing dolls, hiding in fear behind a caregiver when a certain familiar adult approaches, or suddenly resisting any physical touch from familiar caregiver.

Sexual abuse can include activities from genital fondling to intercourse to exploitation through pornographic photography. Signs of sexual abuse may include pain or itching in the genital area as well as bruises or bleeding in the genital, vaginal, or anal area. Pain while walking or sitting may also indicate sexual abuse. Behavioral indices of sexual abuse include fear of places such as bathroom or bed, role play or discussio ns of specific sexual acts with dolls or other children. Excessive interest in sexual activities of adults or interest in the breasts or genitals of adults may also indicate sexual abuse.

Reporting Child Abuse

Adults who see behaviors that may indicate child abuse should not investigate through interviews with the parent or suspected caregiver, or through role plays with the child. Such activities may interfere with the investigations conducted by professionals.

Adults with reasonable grounds to suspect the presence of abuse should report their suspicions within 24 hours. A toll-free hotline is available 24 hours each day and is listed in the phone book government listings under state agencies. When you report, you need the child’s name, age, and address, the parent’s name and address, the child’s present location, and the nature and extent of the injury or condition observed. You will also be asked to give your name and location, and your relationship to the child.

Oesterreich, L, Holt, B. G., Karas, S. (1993). Iowa family child care handbook . Ames, IA: Iowa

State University Extension.


Guiding Young Children’s Development

Introduction

Susan Hegland and Lynn Graham

Goal 1: To foster each child's construction of a knowledgeable, confident self-identity.

Guidance refers to all behaviors that facilitate young children’s motor, cognitive, language, self, and social development. Guidance strategies are based on developmental theory and research about how children learn and what influences their development.

This goal includes both personal and group identity, which for many children involves a bicultural identity.

However, it means fostering confidence, not superiority.

The National Association for the Education of Young

Children joined with a number of other professional organizations (such as the National Council of Adults of Mathematics) to endorse a statement that identifies some basic assumptions about how children learn and how adults guide their learning (Bredekamp &

Rosegrant, 1992). As you review these assumptions, consider how each assumption influences the strategies use to guide children’s development:

Children learn best when their physical needs are met and they feel psychologically safe and secure.

Children construct knowledge. Children learn through social interaction with adults and other children.

Children’s learning reflects a recurring cycle that begins in awareness and moves to exploration, to inquiry, and finally, to utilization.

Goal 2: To foster each child's comfortable, empathetic interaction with diversity among people.

This goal includes developing the attitude as well as the knowledge to understand and appreciate similarities and differences among people, to ask and learn about differences, and to adapt to differences.

Goal 3. To foster each child's critical thinking about bias.

Thinking about bias means developing the cognitive skills to identify unfair and untrue images

(stereotypes), statements (teasing, name calling), and behaviors (discrimination) directed at one's own or another's identity--whether gender, race, ethnicity, disability, class, age, weight, or other characteristics.

It also requires the empathy to know that bias hurts.

Goal 4. To foster each child's ability to stand up for herself or himself and for others in the face of bias. Children learn through play.

Children’s interests and “need to know” motivates learning.

Human development and learning are characterized by individual variation.

Goals and Expectations of Antibias, Multicultural

Guidance For Young Children.

Developmentally appropriate guidance practices are sensitive to the developmental, individual, and cultural needs of the children and families served in a program. One of the primary goals for any program serving children and families is to facilitate the development of attitudes, knowledge, and skills required to interact successfu lly with others. This goal is embodied in the antibias, multicultural goals developed by Derman-Sparks (1992) and promulgated by the National Association for the Education of

Young Children. The guidance strategies are consistent with these goals:

Confronting bias means helping each child learn and practice a variety of ways to speak up (a) when another child acts in a biased manner toward her or him (b) when a child acts in a biased manner toward another child, and (c) when an adult acts in a biased manner. Goal 4 guilds upon Goal 3; critical thinking and empathy are necessary components of acting for oneself or for others in the face of bias.

From Derman-Sparks, L. (1992). Reaching potentials through antibias, multicultural curriculum. In S. Bredekamp & T. Rosegrant

(Eds.). Reaching potentials: Appropriate curriculum and assessment for young children .

Washington, DC: National Association for the

Education of Young Children.

Communicating Positively with Young Children

If this is your first experience working with young children, you may be surprised to learn that communication techniques that work effectively with adults can create disastrous outcomes in interactions with children. Children typically respond to statements literally and are not able to interpret

rhetorical questions such as "Would you like to clean up now?" or sarcastic questions such as "Who told you you could sit on that table?" Therefore, before your first participation experience, it is important to review some basic guidance survival techniques.

Young children need clear positive messages about their behavior. Both cognitively and affectively, children understand and respond best to short, clear, positive, and behavioral statements. Later in the course we will compare and contrast different theoretical approaches to guidance. However, some basic positive communication and guidance strategies common to most guidance approaches are supported by numerous research findings and theories. Similarly, some common negative guidance practices are contraindicated both by research and theories. Marion

(1999) has an excellent review of the research and theory identifying the harmful effects of negative disciplineas well as a broader explanation of theory underlying positive discipline.

Guidance Strategies For Survival

1 . Speak Softly, Calmly, And Clearly .

The most effective speech is simple and direct and slow. Use brief instructions; give children only one or two directions at a time. Slowing down speech is more effective than raising pitch.

Use child's name to get his/her attention at the start. Move near the child before speaking, get to the child's level, and make eye contact; children quickly learn to not "hear" intructions shouted across a room or playground.

Always respond to a child who is talking with you.

2 . Keep Words To A Minimum.

Talking too much and "explaining" too much are among least effective guidance behaviors of adults. Children can easily develop a protective

"deafness" and tune out. For children, actions speak louder than words.

3. Use Yourself As A Model Of Appropriate

Behavior.

If you want children to speak softly indoors, speak softly! If you want children to learn emotional control, do not become shrill or excited.

If you don't want children to be aggressive toward each other, do not be punitive and critical towards them. If you want children to appreciate

HD FS 221 Course Handbook page 8 humor, laugh with them, and share your own funny experiences.

If you want children to like others, let them know you like them -- smile, call them by name, and be interested in their news and accomplishments.

4. Give Praise By Linking The Child's Effort To

The Outcome.

Praise a child's efforts to achieve an outcome that she/he values. For example: "Thank you for picking the books up off the floor; now no one will trip over them." "You worked a long time on that puzzle and you solved it!"

Avoid vague, global praise statements, such as

"Nice job." Be specific, say, "You used lots of colors in your painting." (Remember that young children are process-oriented, not productoriented. Beware of praising a product that they did not intend to create! When once I asked a three-year-old what he was painting, he responded, incredulously, "How will I know until

I'm done?")

Avoid praise that emphasizes pleasing you, such as "I like the way you're sitting so quietly."

Instead, say, "You're sitting so quietly, now everyone can hear the story."

5. Never Use Words That Shame, Ridicule, Label,

Or Threaten.

Learn to use words that build up a child's selfrespect, not tear it down. Eliminate labels and other words that are harmful and destructive to self-respect, such as "bad," "naughty," "silly,"

"messy," or "dumb."

Avoid sarcasm. and rhetorical questions such as

"Who told you to sit on the table?" Avoid preachy, "moralistic" tones. Discard the gestures, expressions, and tones of voice that convey the message "you ought to be ashamed of yourself."

Instead of using negative statements to motivate a child to acceptable behavior, increase the amount of praise you give for a job well done.

Build up a child's ego by smiling "just for the fun of it." Use children's names when talking to them; notice new things they have learned and compliment then.

When you need to discipline, learn to handle the situation with a crisp, matter-of-fact, "Mary

Poppins" attitude in word and tone. Find the tone of voice that is firm without being scary or aggressive.

6. Do Not Make Comparisons Among Children. Do

Not Encourage Competition.

Comparing one child with another is a dangerous way to influence behavior. Inevitably it leads to feelings of inferiority, superiority, resentment, and jealousy. Being told to "See if you can't build a taller block tower than Jessie's." gives children a poor reason for working, and makes it harder for them to get along together. Competition teaches children to work against each other; success is only gained through other persons' failures.

Use constructive teaching techniques: Praise and support efforts ("You've put away a lot of those blocks by yourself. Can I help?").

Link effort to desired outcomes: ("If everyone finishes clean-up soon, we'll have time for a story before lunch.")

7. Avoid Stereotypes.

Let each child have every opportunity to reach his or her potential through all of the activities you offer. Be aware of the sex role stereotypes that many of us were raised with and eliminate them from interactions with children.

Every activity and material should be available to both boys and girls. Groups should not be designated by sex. There should never be "the boys' line" or "the girls' coat rack."

Avoid perpetuating ethnic, racial, or cultural stereotypes. Avoid using terms and phrases that reinforce stereotypes such as as "Dutch treat,"

"sitting Indian style," "Ten Little Indians," and

"gypping."

Never assume you know the capabilities of a child with handicaps; your own stereotyped thinking may limit the child.

If you choose to compliment children on their appearance, strength, or athletic skills, be sure you apply this to both boys and girls.

8. Re-directing can be an Effective Technique to

Channel a Child's Behavior....If....

Redirecting means you give the child who is headed for trouble something else to do.

Redirecting, or diverting, techniques are most effective when they are consistent with the child 's desires and interests. Merely rushing in to stop a dispute over access to the computer by saying, "Wouldn't you like to play Candyland

HD FS 221 Course Handbook page 9 now?" may only goad the child to even greater frustration and anger.

Turn the child's attention to an act or object which has equal interest or value ("Let's find a computer program that you could use together.")

For example, if the child is throwing a ball dangerously close to a window -- don't send the child to a climbing apparatus, but suggest instead a legitimate place where she or he can throw the ball.

9. Give Only The Minimum Help Necessary!

Give the child a chance! Stand back and let the child try to solve her or his OWN problem. Stop talking. Hold your hands in back of you (no kidding, it helps!).

Offer help only if asked, or if the child is really getting upset. Help children help themselves by giving mostly moral support and praise...but let them work tasks out for themselves. For example, ask yourself: Can the child spoon the ingredients by him/herself? Can the child wipe up his/her own spill? Can the children take turns turning the rope?

Children like to solve such problems and doing so without adult assistance increases their selfconfidence, independence, and skills . If you need to give assistance, give just the minimum needed so that the child can complete the task successfully. For example, “Okay, I’ll start your zipper, and then you can finish zipping your coat yourself.”

Giving children opportunities to do things, however, does not mean denying requests for help. Encourage children to ask for help -- from adults or from peers -- when needed. Do not anticipate every wish by stepping in before children have time to try or ask for assistance.

Give children plenty of chances for self-help..as well as plenty of time to try activities.

Never help a child with his/her art activity (e.g., by drawing, cutting, or pasting); avoid demonstrating your art skills; children will copy your work instead of creating their own. Try "If I draw it, it will be my picture. I want to see your drawing."

10. Give Positive Directions. Plant Constructive

Ideas.

Train yourself to give positive and constructive suggestions. Help steer the child directly toward

constructive behavior. For example: "Walk slowly"...(instead of "Don't run!") "Sit on the chair"...(instead of "Don't sit on the tables.")

Don't use don't! Children remember best the last words you say -- so if you tell them "Don't run," they run. Furthermore, although a negative command leaves them with nothing to do, a positive comment tells them what to do.

11. Offer Choices Only When You Really Intend

That Children Choose.

When a child has no choice, use direct statements:"It's time to clean up now." NOT:

"Would you like to clean up now?" or "Clean-up time, okay?"

When you give the child a choice, be sure you really accept the decision made: "Want to help me put away the musical instruments?" If you have given a choice, you need to accept no for an answer. "Which story should we read today?" means that you will accept whatever story the group wants to read, even one brought from home that you do not feel is appropriate.

However, if you want to limit the choice, yet give the child alternatives: "Which of these two stories should we read t oday?"

12. Keep Your Promises...Or Don't Make Them.

Be sure that promises can be carried out before making them. Don't make a promise flippantly just to appease or please a child. "I'll read a story to you you next time" or "I have a computer game at home that you would like -- I'll bring it next time I come." Children need to develop trust in you. If you make promises and then don't live up to them, trust breaks down. Children can be hurt, disappointed, and resentful.


If it is necessary to change plans (such as a promised outdoor activity that must be rescheduled due to inclement weather), be sure to give the children a logical and simple explanation.

13. Use The Right Words.

One of the most significant tools the adult has is the type of language used in talking with children. The following strategies really do build children’s language and cognitive skills: a. Use the sentence as the basic unit of speech. b. Whenever possible, include the category or classification in the sentence. c. Use specific descriptive words rather than nonspecific relative pronouns and other overly general terms. d. Give the child enough information to keep him/her from becoming confused. e. Matching activities have traditionally been a part of the curriculum for early childhood education.

However, it is far more important for the children to see and be able to say how things match. f. Be accurate in referring to size, weight, height, and other dimensions of objects. g. Verbalizations of appropriate motor activities increases the child's vocabulary as it enhances understanding of words that might be only partially comprehended. h. An "echo" technique can provide the child a model for his groping and inexact speech patterns.

McAfee, O. (1967). The right words. Young

Children . 23 (2) . 74-78.


Objectives:

1. To distinguish between objective records and subjective interpretation

2. To compare anecdotal and checklist observation techniques

3. To identify the purpose for observation

Objective observation and interpretation of children's behavior provides the basis for planning and evaluating curriculum and guidance for children and their families. Professionals who work with children are both scientists and artists. As scientists, t hey carefully observe children interacting with adults, peers, and materials in their environments in an attempt to identify patterns of behavior. As artists, they creatively and imaginatively identify activities, behaviors, and situations that will facilitate the development of these children. Thus, professionals need precision and imagination to observe and interpret children's behaviors in order to implement developmentally appropriate programs.

With the study of child development and the practice of observing and recording children's behavior comes more recognition of developmental levels and patterns as well as the awareness of the need for varied strategies to guide children’s development.

Our goal is to understand human behavior and the circumstances that facilitate human development.

Currently, many programs used locally developed child assessment and curriculum planning systems that incorporate developmental rating scales, anecdotal observations, and portfolios of children's work. For example, Head Start, a national program for low income preschool children and their families, requires each program to establish procedures for

"ongoing observation, recording, and evaluating each child's growth and development for the purpose of planning activities to meet individual needs."

(Administration for Children, Youth, & Families, 1975).

In addition, several curriculum assessment and planning systems have been recently published that incorporate observations, checklists, and portfolios of children's work. These authentic, performance based systems include the COR (Child Observation Record)

(High Scope, 1994), MAPS system (Bergan & Feld,

1993), and Work Sampling System (Meisels, 1994).

Before you can implementent these curricula, however, you must develop skills in recording observations. As you begin observing and recording children's behavior, you may find it helpful to review

Observing, Recording, and Interpreting Children's Behavior

William Stern's (1930) guidelines for the beginning observer:

1. Distinguish between what you see and what conclusions you draw from it. In everyday conversations, people typically leap to conclusions or explanations without specifying the behavioral evidence supporting those conclusions. However, in order to have the opportunity to creatively explore all possible conclusions or explanations, the observer must clearly separate the observed, objective behaviors from subjective interpretations.

2. Interpret your observations from the child's perspective rather than imposing an adult interpretation of the situation.

In order to effectively work with the child, the adult must see and communicate at the child's level.

3. Limit interpretations to those that can be positively supported by the recorded observation.

It is very tempting to go beyond the evidence to the possibility. However, it is an ethical, and often legal, imperative for the professional to limit conclusions to those supported by evidence.

Anecdotal Observations

This course will focus on anecdotal observations as the primary method for recording children's behavior.

Children's skills and concepts first appear in familiar and meaningful contexts. Therefore, the most sensitive way to assess developing skills and concepts is to observe them in familiar and meaningful situations. For example, children's counting skills are likely to appear more advanced during snack time ("He has more crackers than I do.

I've only got four crackers; he's got five.") than in the decontextualized "testing" situation (e.g., "Here are some blocks. Give me four blocks."). Therefore, ongoing observations of children's behavior during free choice and adult directed activities provide critical assessment information that provides the basis for program planning, referrals for specialists, and conferences with parents.

When observing ongoing behavior, it is important t o record the details surrounding the behavior and the surrounding circumstances or context. Which of the following two observations would be more useful in planning follow-up instruction for Jennie and

Michael?

Adult: "So, how many would there be if we divided each of these four balls of playdough in half." Jennie (4-3), "Eight; you'd have eight."

Michael (4-9) made a ball of the playdough and then divided it in two. Adult:"How many balls of playdough do you have now?" Michael touches each ball as he counts, "One, two. Two!" Adult:

"And how many would you have if you divided these two in half." Michael divides each ball, counts them: "One, two, three, four. Four!"

Adult: "And if you divided them in half again?"

Jennie (4-3) is sitting at the next table, working a puzzle with her back to Michael and the playdough: "Eight, Carol, you'd have eight."

By including details about Michael's and Jennie's behavior, the adult might interpret the second anecdote to indicate that Jennie is more advanced in mathematical skills and concepts than Michael. What evidence would the adult use to come to that conclusion?

The above two stories are examples of anecdotal observations. Anecdotal observations are little snapshots of behavior and the immediate context in which it occurs. The adult who recorded these observations initially made a value decision to record observations related to children’s emergent understanding of mathematics because one of her developmental goals was to develop children’s understanding and skills in mathematics. Each observation that you record this semester should be related to a developmental goal for the children in your group. Each observation should provide one useful piece of information to use in planning individualized instruction and in communicating information about children’s developmental progress to their parents.

Although the recorded observations above are objective descriptions of behaviors, it is impossible to eliminate all subjective interpretation from any observation. By selecting what behaviors to observe, and what details of the antecedent and consequent behaviors to record, the observer is making a subjective judgement as to what aspects of the situation are relevant and which are not. However, by attempting to record observable behaviors, the observer can more easily explore alternative interpretations.

Principles for Recording Anecdotes

1. In recording objective behaviors, focus on active, visible verbs . Record what the child does and says, not what she/he thinks or feels. For example, rather

HD FS 221 Course Handbook page 12 than recording "James is sad when he arrives at school." record "When James arrives at school, his shoulders are slumped, he looks down at the floor, and he rubs his eyes." By recording the behaviors and temporarily suspending interpretation, the observer, and any other reader of the observation, can explore alternative explanations for James' behavior. Perhaps he is tired, perhaps his eyes itch because of allergies.

Recording behaviors, rather than interpretations has advantages when communicating with parents.

Interpretations such as "Jonathan doesn't enjoy school." typically elicit defensive arguments, while objective behaviors, "Jonathan rarely smiles at school." invite parents to join in generating possible interpretations.

2. Whenever possible, record the child's verbatim statements; avoid recording what the child thinks or feels . We can record behaviors, we can only speculate as to the child's thoughts and feelings.

Rather than recording "Brandi likes her mother and is eager to go home," o r "Brandi is glad to see her mother," record "When her mother arives, Brandi runs to get her coat, and then to her mother. She gives her mother a hug, holds her mother's hand and, as they walk to the door, starts talking quickly,"We went to the fire station and we saw the big hoses and the big dryers and the big boots."

3. Record behaviors, not intentions.

Avoid words such as because, in order to, since .

Again, we can only speculate as the child's purpose or goal. Instead of recording "David wants to play with the computer, so he quickly hangs up his coat and runs to the computer table, " record, "David quickly hangs up his coat and runs to the computer table. He quickly pulls out the Hodgepodge game disk and boots it up."

4. Limit alternate explanations to those that are supportable by the recorded behaviors.

If you feel the need to add possible causes to be explored, emphasize the tentative nature of your hypotheses through such words as possibly or maybe .

5. In addition to recording an objective description of the child's behavior, record the situation under which it occurred.

Record both the date and time of the observation; these can help in interpreting the child's behavior. For example, in one program, a child was particularly hard to involve appropriately in activities when he first arrived in the morning. By recording both examples of appropriate and inappropriate behavior, the staff realized that guidance problems only occurred before snack, and

that the child ate ravenously during snack. When they realized that the child was arriving at school hungry each morning, and made arrangements for the child to eat breakfast, the early morning guidance problems disappeared.

6. Preserve the actual order of events in the anecdote . Some individuals refer to anecdotal observations as ABC observations: Antecedent-

Behavior-Consequences. Others refer to the behavior sequence as Situation-Child Behavior-Outcome.

These phrases provide some guidelines in choosing what aspects of the situation to record. Initially, you are scanning the situation to (subjectively) select the most likely antecedent(s), possibly causal, to the child's behavior. Similarly, in choosing what to record after the child's behavior, you are selecting the most likely outcome(s), or consequence(s), to the child's behavior.

7. Record the observation as soon as possible after the event . The longer that you wait to record the observation, the more likely for interpretation to influence the recording of the behaviors. Many adults record anecdotes immediately after the last child leaves; others carry a pad of paper or notecards in a pocket to record behaviors when they occur. Some programs use sticky address labels, left on a shelf in the classroom, for adults to use for anecdotes, which are later placed in a child's folder.

7. Remember the KISS: Keep it short and sweet .

(Yes, I know there are other possibilities for KISS).

The anecdote should focus on one major activity or behavior, together with the minor subcomponents of that behavior, and details about those subcomponents. For example, a major activity might center on two children who are playing a game. The minor subcomponent might describe their negotiations about the rules of a game. Details might involve the verbal interchanges between the two children leading to an agreement, as in the following example:

Monday, Sept. 7 3:30 PM

Sarah S. (4-3) and Erica (4-7).

Sarah and Erica are playing Hi Ho Cherry-O.

Sarah spins; the spinner stops on the bucket.

Erica: "Ha! You gotta put all the cherries back."

Sarah: "Unh Uhn. Only 2. I can keep 1." Erica:

"No. You gotta put all back." Sarah: "No. We play only 2." Erica: "No--all." Sarah: "Only 2."

Erica: "Well, ok, this time. But tomorrow when we play, the bucket means you lose all." Sarah:

"Okay--tomorrow.


Initially, students usually record more than they need to; with experience, adults usually develop a short hand system of recording that can be in individual summaries used in parent conferences. However, beginning observers may find it helpful to record more comp lete observations in order to have more information recorded than needed rather than less.

Following this section is a set of examples of the type of anecdotal observations that clearly distinguish between the behaviors, recorded in the left column, and the interpretation, recorded in the right column.

Dialogue 2 is a compilation of some of the worst observations and interpretations that I have seen.

However, I omitted the following observation, written by an undergraduate in this class, of my 34-month-old daughter, "Corine is the shortest child in the preschool group. She has short legs and a protruding stomach. This could be due to malnutrition or heredity." Sometimes a little knowledge is a dangerous thing. Be careful not to overinterpret.

Corine is now 5 feet 8 inches tall.

You may find that the amount of behaviors recorded are too sparse to support any valid interpretation. In this case, you may want to suggest additional behaviors for the observer to look for next time.

Confidentiality

One of the hallmarks of professional ethics is confidentiality. Observations, assessments, and family information may only be shared on a need-toknow basis. This means that the identity of the child, family, and or program can only be shared with other professionals who have a need to know this information in order to meet their professional and legal responsibilities. Therefore, for observations in this course, record only first name, last initial, and birthdate. Do not record last name; the instructor has no need to know this information. Do not share your observations, in oral or written form, with students not currently enrolled in the course who do not have a need to know this information. If you wish to share an interesting anecdote with others, do not reveal either the name of the child or the program in the retelling. Even the child's first name may be sufficiently unique to reveal the identity to listeners.

In one such example, the parent of the child in the story was riding on the bus behind the student who was retellling a humorous incident.


Sample Observations

Children’s names were changed to protect confidentiality in the following samples from observation records:

Child: Kumil

Center: Lab 0372

Behaviors

Situation: Free choice time. K is coloring on a large sheet of paper.

Child Behavior: Stands at the table and holds a thick green crayon in his right fist. Makes several large diagonal strokes in one direction. Picks up a red crayon and makeseveral diagonal strokes in the other direction. Draws for five minutes, he stops, stands back from the paper and says, “Angie, look!--there’s a Christmas tree!” He points to a triangular shape at the bottom of the page formed where the diagonal lines meet.

Adult behavior: “I see the tree, too! You worked a long time on that picture.”

Outcome: K smiles.

Child: Jennifer

Center Lab 0362

Behaviors

Situation: During clean-up time, J. is picking up the unit blocks and putting them on the shelves.

Child Behavior.

First she picks up all of the square blocks and places them on top of the square outline on the block shelf. Then she picls up the cylinders and stacks them behind the cylinder outline. Finally, she picks up the rectangular blocks and stacks them behind the rectangular shape.

Adult behavior: None observed

Outcome: J. works for 5 minutes; putting away all the blocks, until clean-up time is over.

Age: 3-1

Date: 1-29-01; 9:30 AM

Interpretation

AEPS Developmental Domain:

Fine motor

AEPS Indicator:

Prewriting

Level of mastery:

Emerging: process-oriented (labels picture AFTER he’s drawn it.

Supportive/nonsupportive context:

Supportive: adult provided materials, time, positive feedback

Age: 4-7

Date: 2-29-01; 2:30 PM

Interpretation


Cognitive

Indicator:

Categorizing: groups objects on the basis of physical attribute (shape).


Partial mastery: follows cues provided by materials, completes task; no spontaneous classification


Supportive: materials, time, environmental cues

Child: Ryan

Center: Lab School 0372

Behaviors

Situation: R. and Sean are playing a game with a spinner. When the spinner stops, the arrow points between R & S.

Child Behavior: Both reached for a card. The game stopped. S. started chanting, "It’s my turn!" R:

"No—it’s mine." S: "Is not." R: "Is too!" S: "Is not." R: "Is too!"

Adult behavior: “Ryan—Sean—Stop arguing. Just spin again. “

Outcome: They do so.

Age: 6-1

Date: 10-27-00; 4 PM

Interpretation


Social

Indicator:

Resolves conflicts by selecting effective strategy


Not yet: Boys resolve conflict only with adult direction.


Nonsupportive: game is confusing, leading to disagreements about whose turn it is. Adult told boys the solution.



Child: Mandiba


Behaviors

Situation: Free choice time

Child behavior: M: “Adult: I’ve got a joke. Want to hear it?”

Adult behavior: Adult: “Sure.” M: “What do you get if you put a dog in the oven?” Adult: “I don’t know— what do you get?”

Outcome: M: “A hot dog!” Adult: “That’s a great joke,

Mandiba.” M: “What do you get if you put a turkey in the oven?” Adult: “I don’t know.” M: “A hot turkey.”

Adult: “Right.”

Child: Jenni


Behaviors

Situation: Free choice time: J counts dots on dinosaur.

Child behavior: J moves finger across seven dots:

“1,2,3,4,5,6,7,8,9”.

Adult Behavior: “Let’s count them again.” T touches dots with her finger;

Outcome: J. counts: “1,2,3,4,5,6,7.”

Child: David


Behaviors

Situation: Free choice time..

Child behavior: David has painted a picture

Adult behavior: None observed.

Outcome: D prints his name at the top of his paper:

D a v I b .

Age: 7-6

Date: 10-27-00; 4 PM

Interpretation


Social-Communication

Indicator:

2.1) Alternates between speaker/listener mode


Mastery: Initiates joke-telling and takes turns


Supportive: adult listens & gives positive feedback

Age: 4-3

Date: 3-27-01

Interpretation


Premath

Indicator:

2) Counts 10 objects


Emerging: Shows stable order of numbers but not oneone tagging


Supportive: materials, time, minimal assistance from adult

Age: 6-1

Date: 10-27-00; 4 PM

Interpretation


Prewriting

Indicator:

2) Prints first name


Emerging: reverses b and d .


Supportive: materials, time, positive feedback


Recording Observations

Each week when you observe in your program, you should record some anecdotal observations.These observations should relate to one of the following four developmental domains (excluding the Adaptive

Domain) in the Assessment, Evaluation, and

Programming System (AEPS):

Fine Motor Domain

Gross Motor Domain

Cognitive Domain:

Social Communication Domain

Social Domain.

Throughout the semester during your observations you need to keep a written record of your observations which you will use to complete your observation assignments. You may choose to use a three ring notebook, which contains both your HD 21

221 Handbook and your AEPS recording form, together with additional blank sheets for your observatio ns. Some students choose to use a stenographer’s notebook in which the vertical line down the middle of each page may help to separate your objective recording of children’s behaviors from your subjective interpretations of those behaviors.

Be sure that yourobservations and interpretations are free of evaluative, judgmental descriptions of children’s actions, intentions, or emotions. In other words, parents should be able to read these observations without becoming defensive or threatened about their children’s behavior. Parents do have the right to read their children’s files; therefore, it is important to practice recording information in a way that opens communication, not defensiveness.

All of your observations will occur in the Child

Development Laboratory School. Children from three through 10 years of age, including those with special needs, attend the Laboratory School daily. Feel free to follow your group outdoors to continue your observations. Below is a schedule of which group can be observed in each observation room at each hour of the day:

Time

8:30 – 11:30

Palmer Room

0360

0374

0376

Head Teacher

Angela Pratt

Lori Schonhorst

Lisa Thom

Approximate Ages

3-0 – 4-11

3-0 – 4-11

5-0 – 5-11

11:30 – 1:00

1:00 – 3:00

0376

0360

0376

0360

Lisa Thom

Jackie Krogh

Lisa Thom

Jackie Krogh

5-0 – 5-11

3-0 – 4-11

5-0 – 5-11

3-0 – 4-11 3:00 – 4:00

3:30 – 5:30* 0374*

0376*

Angela Wilson

Angela Richardson

5-0 – 6-11

7-0 – 10-11

*The observation rooms may be crowded with HD FS 226 students, who have priority during this time block.

CAUTION :


Some students find it more "efficient" to create or to copy observations than to develop their own observing skills.

Objective observation and appropriate interpretation skills are critical for any professional working with children.

Therefore, the creation and/or plagiarism of observations are serious examples of academic dishonesty and will be treated as such. Penalties for academic dishonesty can include course failure, denial of admission to a professional program, and/or dismissal from Iowa State University. Observations will be spotchecked with head teacher from each class. For this reason, do not use pseudonyms in recording your observations. However, do use a pseudonym to share an anecdote outside of the HD FS 221 class in order to protect the child’s confidentiality.

Plagiarism also includes using others’ words without giving credit. In order to avoid plagiarism, you must use quotation marks whenever you quote the exact words of another writer, including the authors of your textbooks.

Even if you change one word in each sentence, you are plagiarizing if you fail to put the words that you quote in quotation marks. When you use the ideas of another writer through paraphrasing, you still must cite the author whose ideas you are using. If you only consulted textbooks (e.g., Berk, Marion), you should cite only the textbooks that you cited, rather than the original sources cited in the textbooks. This practice protects the author of the primary source from erroneous interpretations that become perpetuated through faulty citations.

Assignment A: Positive Guidance

Observations 1 & 2

Instructions: Read about positive guidance strategies on pp. 7-11 in this handbook and in Chapters 2 and 3 in

Marion. Record two examples of teachers using at least one of the positive guidance strategy. A helpful list is on

Marion, p. 72.

Format for Each Observation:

Date and time:

Child’s first name:

Center/room:

Child’s age (e.g., 5-2 for five years, two months):

BEHAVIORS

Situation (Antecedent):

Behavior:

Consequences or outcomes:

INTERPRETATION


(see list in AEPS booklet or in Hegland, p. 17

Indicator :________________________________________________________________

Level of mastery: Limited? Emerging? Full Mastery?

Justification for mastery assessment:

N.B.: DO NOT PRINT/TYPE YOUR OBSERVATIONS ON THIS PAGE: USE THIS AS A MODEL FOR YOUR

ASSIGNMENT!

Guidance Implications For EACH Observation


Type one paragraph (i.e., no more than 200 words) in your own words how positive guidance is used in the program.

Support your conclusions with citations from class notes, the HDFS 221 Handbook, Berk (2001), or Marion (1999).

Organize your paragraph carefully and check for grammar and spelling errors. Assume that your audience is parents and professional colleagues.


Student Name:

Complete the column labeled “your assessment” and turn this page in with your assignment:

ASSIGNMENT A GRADING RUBRIC

CRITERIA Possible

Points

1

Your assessmen t

Our

Assessmen t

FORM

First name/age/developmental area/date

Separation of observed behavior from interpretation

BEHAVIORS

Organized, unified, detailed

Objective, observable

Relevant to developmental outcome

INTERPRETATION

Appropriate indicator related to developmental outcome

Limited developmental (not guidance) interpretation

Level of mastery supported by observed behaviors

GUIDANCE IMPLICATIONS

Grammar, spelling

Supported by behavioral evidence

Supported by citations

TOTAL

2

3

2

3

2

2

1

2

2

20

Feedback


Assessment, Evaluation, and Programming System (AEPS)

Ass’t Domain:

B

C

C

C

C

--

C

C

--

--

--

B

B

B

Fine Motor

Manipulation of objects

Pre writing

Gross Motor

Balance and mobility in standing and walking

Play Skills

Adaptive Domain

Dining

Personal hygiene

Dressing and undressing

Cognitive Domain

Participation

Demonstrates understanding of concepts

Shapes

Colors

Size

Qualitative

Quantitative

AEPS

4

4

6

6

9

9

10

12

13

13

13

13

13

13

Berk

8

11

8

8

F

--

F

E

D

--

C

C

C

E

C

C

C

C

Categorizing

Sequencing

Recalling events

Problem solving

Play (read definition carefully!)

Premath

Prereading

Social Communication

Social communication interactions

Production of words, phrases, and sentences

Social

Spatial Relations

Temporal Relations

(read definition carefully)

Interaction with others

Interaction with environment

Knowledge of self and others

13

13

14

14

14

14

15

15

15

18

19

30

30

31

12

11

11

13

10

10

Evaluating mastery:

0 Not yet: Child does not demonstrate, even with adult support and assistance

1 Emerging: Child demonstrates slowly or deliberately, or only after verbal prompting or physical assistance

2 Mastered: Child performs independently

Bricker, D. & Pretti-Frontczak, K. (1996) AEPS Measurement for Three to Six Years Baltimore: Paul H. Brookes Co.

9

9

9

12

9

9

9


Assignment B: Fine and Gross Motor Skills

Observations 3 and 4:

Instructions: Observe a group of preschool/kindergarten children. Record one anecdotal observation related to

AEPS Fine Motor Doman AND one observation related to AEPS Gross Motor Domain. Be sure to include sufficient information about the context, task, child’s behavior, and adult behavior (if any) to make an assessment as to the child’s level of mastery. Select an area for observation that will provide helpful assessment information that will lead to more appropriate curriculum or program planning. Note specific aspects of the program (i.e., environment, materials, schedule) that support or fail to support development of this outcome.


Date:


Center/room:


BEHAVIORS


Behavior:

Consequences:

INTERPRETATION


Fine Motor (or Gross Motor)

Indicator :________________________________________________________________




ASSIGNMENT!


Type one paragraph (i.e., no more than 200 words) in your own words discussion factors that supported (or failed to support) the child’s development towards competence in fine and gross motor skills. Support your conclusions with citations from class notes, Berk (2001), or Marion (1999). Organize your paragraph carefully and check for grammar and spelling errors. Assume that your audience is parents and professional colleagues.


Student Name:

Complete the column labeled “your assessment” and turn in with your assignment:

ASSIGNMENT B GRADING RUBRIC


Points

1


Our assessmen t

FORM



BEHAVIORS




INTERPRETATION




GUIDANCE

Grammar, spelling



TOTAL

2

3

2

3

2

2

1

2

2

20

Feedback


Assignment C: Cognitive Skills

Observations 5 & 6,

Instructions: Observe a group of children from three to eight years of age. Record two anecdotal observations related to the following cognitive outcomes:

A. Demonstrates understanding of specific concepts:

1. Eight different colors (e.g., red, yellow, green, blue, black, white, orange, purple, brown, pink, gray)

2. Five different shapes: (circle, square, triangle, rectangle, diamond, star)

3. Six different size concepts: (e.g., big, tall, little, thick, thin fat small, short, large, skinny tiny gigantic, chubby itsy bitsy, long)

4. Ten different qualitative concepts (e.g., hot, soft, good, bad, hard, same, rough, smooth, light, loud, heavy, dry, cold, sour, wet, sweet, different, quiet, slow, fast).

5. Eight different quantitative concepts (e.g., all, each, many, less, none, empty, full, lots, more, some, few, any).

6. Twelve different spatial relations concepts (e.g., in, under, bottom, on, to, here, beside, next to, back, middle, down, between, front, last, up, there, behind, in back of, in front of, first).

7. Seven different temporal relations concepts (e.g., yesterday, later, early, after, before, tomorrow, if-then, last, today, first).

B. Categorizing (Groups objects, people or events on the basis of specified criteria, such as category, function, or physical attribute)

C. Sequencing

1. Follows directions of three or more related steps that are not routinely given

2. Places objects in series according to length or size

3. Retells events in sequence

D. Recalling events

1. Recalls events that occurred on same day ewithout contextual cues

2. Recalls verbal sequences

E. Problem solving

1. Evaluates solutions to problems

2. Makes statements and appropriately answers uestions that require re asoning about objects, situation,

F. Play or people

1. Engages in imaginary play

2. Engages in games with rules

Be sure to include sufficient information about the context, task, child’s behavior, and adult behavior (if any) to make an assessment as to the child’s level of mastery. Select an area for observation that will provide helpful assessment information that will lead to more appropriate curriculum or program planning. Note specific aspects of the program

(i.e., environment, materials, schedule) that support or fail to support development of this outcome.


Date:


Center/room:


BEHAVIORS


Behavior:

Consequences:



Cognitive

Indicator :________________________________________________________________




ASSIGNMENT!


Type one paragraph (i.e., no more than 200 words) in your own words discussion factors that supported (or failed to support) the child’s development in the cognitive domain. Support your conclusions with citations from class notes,

Berk (2001), or Marion (1999). Organize your paragraph carefully and check for grammar and spelling errors. Assume that your audience is parents and professional colleagues.

Student Name:


ASSIGNMENT C GRADING RUBRIC


Points

1


Our assessmen t

Feedback

FORM



BEHAVIORS




INTERPRETATION




GUIDANCE

Grammar, spelling



TOTAL

2

3

2

3

2

2

1

2

2

20


Assignment D: Social Communication Interaction Skills

Observation 7

Instructions: Guidelines for this assignment are in the Data Recording Form, pp. 22- 26. This assignment involves an event sampling observation, rather than anecdotal observations. Evant sampling requires you to record every instance of a specific event. In this case, social-communication events (i.e., the child’s spoken language). Be sure to read Berk, pp. 356 – 360 and pp. 461 – 464 before beginning this assignment.

Observe a group of preschool/kindergarten children during free choice time. Choose one child and, using the form (or a facsimile) on pp. 23-26, collect at least 50 utterances from that child. In order to draw the most appropriate conclusions about the child’s development, it is best to collect these in three or four short samples (e.g., 10-20 minutes each. Self-selected, child-initiated activities during free play time will produce the best samples of children’s language. Avoid adult -directed and group activities. To enhance your ability to hear the child, you will need to bring a “walkman” headphones to plug into the audio jack located nearest your seat. You should be able to tune the sound to hear the child in any corner of the room. For context, record the activity (e.g., block-building, cooking, painting, dramatic play) in which the child is engaged. Check whether the child’s statement is an initiation, a response to a comment, a reaponse to a question, an imitation of another’s response, or unrelated (other).

After you have recorded all of the child’s verbalizations for 30 minutes, use the list of social-communication interactions on p. 18 in your Data Recording Form to summarize the child’s mastery of communication forms. For each skill, Not yet (0) would indicate an absence of observations, emerging (1) would indicate a response or an imitation, and mastery (2) would indicate a spontaneous use of this skill. Draw conclusions regarding the child’s mastery of social communication interaction skills appropriate for his/her age level. Keep in mind that these skills cover the range from three to six years of age.

Guidance Implications

Type one paragraph (i.e., no more than 200 words) in your own words discussion factors that supported (or failed to support) the child’s development towards social-communication skills. Use your observations regarding the context of the activity to write guidance implications. Identify situations and strategies that you would use to assess or faciliate development in skills that you were unable to observe. Support your conclusions with citations from class notes, Berk (2000), or Marion (1999). Organize your paragraph carefully and check for grammar and spelling errors.

Assume that your audience is parents and professional colleagues.


Student Name:


ASSIGNMENT D GRADING RUBRIC


Points

1


Our assessmen t

Feedback

FORM



BEHAVIORS




INTERPRETATION




GUIDANCE

Grammar, spelling



TOTAL

2

1

2

2

20

2

3

2

3

2


Assignment E: Premath and Preliteracy Skills


Instructions: Observe a group of children from three to eight years of age. Record one anecdotal observation related to premath skills and one anecdote related to prereading skills:

H. Premath:

Recites numbers from 1 to 20

Counts 10 objects

Identifies printed numbers: 1 – 10

Matches printed numerals to sets of 1 to 10 objects

I. Prereading

Demonstrates prereading skills

1.1 Demonstrates functional use of books

1.2 Tells about pictures in book

1.3 Participates actively in story-telling

2. Demonstrates prereading auditory skills

1.1 Blends sounds

1.2 Rhymes words

3. Sounds out words (i.e., produces phonetic sounds for letters)

4. Reads words by sight

4.1 Identifies letters




Date:


Center/room:


BEHAVIORS


Behavior:

Consequences:


Premath? Prereading?

Indicator :________________________________________________________________




ASSIGNMENT!



Type one paragraph (i.e., no more than 200 words) in your own words discussion factors that s upported (or failed to support) the child’s development in the cognitive domain. Support your conclusions with citations from class notes,


Student Name:


ASSIGNMENT E GRADING RUBRIC


Points

1


Our assessmen t

Feedback

FORM



BEHAVIORS




INTERPRETATION




GUIDANCE

Grammar, spelling



TOTAL

2

2

1

2

2

20

2

3

2

3


Assignment F: Social Skills


Instructions: Observe a group of children from three to eight years of age. Record one anecdotal observation related to interaction with others and one anecdote related to knowledge of self and others. In this class you will NOT be recording an observation erlated to interaction with the environment.

Interaction with others

Has play partners

Initiates cooperative activity

Joins others in cooperative activity

Maintains cooperative participation with others

Shares or exchanges objects

Resolves conflicts by selecting effective strategy

Negotiates to resolve conflicts

Uses simple strategies to resolve conflicts

Claims and defends possessions

Knowledge of self and others

Commu nicates personal likes and dislikes

Relates identifying information about self and others

Accurately idennnnntifies affect/emotions in others and self consistent with demonstrated behaviors

Accurately identifies affect/emotions of others

Accurately identifies own affect/emotions




Date:


Center/room:


BEHAVIORS


Behavior:

Consequences:


Interaction with others? Knowledge of self and others?

Indicator :________________________________________________________________




ASSIGNMENT!



Type one paragraph (i.e., no more than 200 words) in your own words discussion factors that supported (or failed to support) the child’s development in the social domain. Support your conclusions with citations from class notes,


Student Name:


ASSIGNMENT F GRADING RUBRIC


Points

1


Our assessmen t

Feedback

FORM



BEHAVIORS




INTERPRETATION




GUIDANCE

Grammar, spelling



TOTAL

2

2

1

2

2

20

2

3

2

3


Student name:__________________________

Date:___________________________________

Dialogue: Guidance Strategies

Instructions: For each adult statement below, indicate which strategy is violated. Rewrite the adult statement. After you have answered each question, form a group of four to five students and select a reporter who will share your group's decisions with the class. As you discuss each question, see if you reach a consensus or agree to disagree.

At the end of the class, write your name at the top of this page and turn this page in before you leave class today in order to receive credit for this dialogue. You may revise your answers as a result of your discussion, but please indicate your final best decision.

1. Ron knocks over his full glass of juice. Adult: "Ron, that was a silly thing to do! Look at the mess you made for me to clean up." Strategy Number: ___

2. Tammy and Sarah are shouting at each other while playing a game. Adult shouts from across the room: "Girls, talk quietly!" Strategy Number: ___

3. Ryan pushed Kevin off the jungle gym. Adult: "Ryan, that's not nice. Kevin might have been hurt badly. How would you feel if someone pushed you off the jungle gym? Remember, school we work on getting along with others.

You need to talk to others, not push them around. Now, you need to apologize to Kevin. Then we can go fin d something else for you to do. Would you like to read a book?" Strategy Number: ___

4. Susan and Sharon are arguing over whose turn it is to use the computer. Adult comes over and says: "Susan, you used the computer first yesterday, so it's Sharon's turn today. I'll set a timer for 15 minutes, Sharon; when it rings,

I'll remind you that it is Susan's turn. Susan, you can help fix snack while you're waiting." Strategy Number: ___

5. Bob comes to the table to make a puppet. Adult, "Bob, I'm glad to see you join us. Let's see if you can make a puppet as good as Jason's." Strategy Number: ___

6. Adult: "It's time to wash hands before snack now, okay?" Strategy Number: ___

7. Adult: "There are not enough chairs for everyone to sit during group time, so let's sit Indian style on the floor."

Strategy Number: ___


Student name:__________________________

Date:___________________________________

Dialogue: Separating Objective Behaviors From Subjective Interpretation

OBSERVATION EXAMPLE

IDENTIFY AND REPLACE ALL

NON-BEHAVIORAL DESCRIPTIONS

IDENTIFY AND REPLACE ALL UNSUPPORTED

OR INAPPROPRIATE INTERPRETATIONS

Monday, October 9, 1998

8:45 AM

Greg, 5/1

Lab C

BEHAVIORS INTERPRETATIONS

1. Greg timidly enters the room and looks around to see what the other children are doing. He is ignored. Sad and rejected, Greg wanders aimlessly around the classroom.

Greg is shy and timid child because his parents are divorced and his mother works. He has no friends.

He needs counseling.

2. Greg decides that he wants to play a game, so he hesitantly approaches three kids who are playing with a participant. After watching them play for a long time, he says, "We got a new sports car."

Everyone ignores him.

Greg desperately wants to be liked by other kids, so he lies to impress them. Children at this age don't like lying, so they reject him.

3. He continues to hover around the children playing the game, trying to figure out how to join them. Greg: "I have that game at home; I know how to play." An adult invites Greg to join the others.

Greg is happy.

The other kids don't like Greg, so he only gets to play when an adult forces it. However, he won't learn how to get along with the other kids until the adults quit forcing kids to play with him.


Student name:__________________________ Date:___________________________________

Dialogue: Art Development

Behaviors Interpretation Guidance

Martha (5) has been drawing detailed scenes with stick people, baselines. She leaves the crayons and walks to the area where fingerpainting is available.

She smears the fingerpaint over the paper, making swirls. She continues adding colors and swirls for several minutes, then takes her hand and smoothes over all of the the swirls.

Jeremy (5): "I'm going to make a firefighter's hat. He begins to cut out a circular shape with a hole in the center. Jonathan (3): "Me, too." He picks up scissors, but when he tries to cut the paper, the scissors slip on the paper without cutting.

The adult prints Sarah's (5) name on the paper in upper and lower case. Sarah tries to copy. The letters are in all capitals. The S is reversed. She runs out of space at the right and prints the H below the rest.

Karen (4) has been painting at the easel for 15 minutes. Adult: "Come and make your Mother's Day card, Karen. Remember, make the prettiest card you can. Some of the boys and girls have drawn flowers, or trees, or birds. Remember, trees are brown and leaves are green." Karen draws some circles. and gives the adult the card. "I'm done."

Ryan (7) draws a bird with wings, beak, tail, legs, and feathers. Another child draws a simple v and labels it as a bird. Ryan begins to make v-shaped birds.


3's

Student name:__________________________

Date:___________________________________

Dialogue: Developmental Changes in Perceptual Motor Skills

Instructions: Form a group of four to five students; select a spokesperson. Each group member should record the number of three-year-olds whom members of your group observed to be at each level of each skill. Repeat this for each age level observed in your group. At the end of class, turn in this page to receive credit for this dialogue.

AEPS Gross Motor Scale

4's 5's 6's 7's 8’s

A. Balance and mobility in standing and walking

1. Alternates feet walking up and down stairs

1.1 Walks up and down stairs

B. Play skills

1. Jumps forward

1.1. Jumps in place

1.2. Jumps from platform

4. Skips

1.3 Maintains balance in walking

1.4 Balances on one foot

2. Runs avoiding obstacles

2.1 Runs

3. Bounces, catches, kicks, and throws ball

3.1 Bounces ball

3.2 Catches ball

3.3 Kicks ball

3.4 Throws ball

4.1 Hops

5. Rides and steers two-wheel bicycle

5.1 Pedals and steers two-wheel bicycle with training wheels


Student name:__________________________

Date:___________________________________

Dialogue: Applying Piaget

Instructions : For each of the following situations, decide whether the child is primarily: a. assimilating b. accommodating c. equilibrating (assimilation and accommodation are in balance)

1. Brian (8-6) : "I know how plants get food--from fertilizer."

2. Rhonda (2-4) picks up a crystal ball and attempts to bounce it.

3. James (7-9) repeats in a monotone, with the other children in the class: "1 x 3 = 3. 2 x 3 = 6. 3 x 3 = 9". Later, when asked to multiply two groups, he adds instead.

4. Jill (8-3) is reading a passage about playing basketball. When she sees the sentence, "Mary passed the bell," she reads "Mary passed the ball."

5. Karen (3-4) watches her dad shave. When he is done, she picks up the razor and starts to pull it across her face.

6. Robert (8-9) completed the unit on the solar system. When asked the shape of the earth, he says "round." Later, he adds "but if you went too far, you'd go downhill."

7. Barbara (17-3) earned an A in physics. When asked what would happen if you cut the electric cord, she responds: "All the electricity would spill on to the floor."

8. Kenny (8-2): "I could add 4 + 4 + 4 and get 12, but if I multiply 4 x 3, I get the same answer...and it's a lot faster."

9. Amy (7-3): "I know how to play baseball--I watched a movie about Ted Williams." She picks up the bat and swings like Williams (going all the way around)--but misses the ball each time.


Student name:__________________________

Date:___________________________________

Dialogue: Observing Cognitive Development

Instructions : Decide which development outcome and indicator correspond to each anecdote. Indicate whether the level of mastery is not yet, emerging, partial, or full.

BEHAVIORS

Mimi (3) is counting the number of cows that walked in a line. She points to each of the first four as she says, in turn,

“1,2,3,4.” As she points to the next three, she says, in turn,

“6,9, 10.”

INTERPRETATION

Sarah, (8), is riding her bicycle in the street along side of her mother who is riding her own bike. “Let’s go on the sidewalk, Mom; riding in the street makes my legs tired.”

Jeffy (3) is standing in front of the oven door, looking in the glass. He says to the sister, “The light is on in the oven so the cookies can see.”

Derrick (4) was riding his trike and took a quick turn and fell over. The adult saw him fall and went over and asked, “Are you hurt, Derrick?” “No,” he said, “because I’m not crying.”

Joellen (4) was asked to sort an array of objects into things that go together. First she put a toy airplane and a car together. Next, she put a glove with a sock. Lastly, she put a doll with a spoon. When asked why she did what she did, she first pointed to the airplane and car, and said, ” Because you can ride in them.” Next she pointed to the glove and sock and said, “Because they are soft.” Finally, she p ointed to the doll and the spoon and said, “The doll and spoon.”

She then picked up the spoon and fed the doll.

BEHAVIORS

Carolyn (6) is the napkin helper. She counts each child at her table, 1,2,3,4,5,6,7. She walks over to the pile of napkins and counts out seven. She comes back to the table and gives each child one. Then she says, “Hey, where’s mine? ”The adult helps her count again, “There are 8 at this table, Carolyn, and you only counted 7. I think you forgot to count yourself. Start with yourself and end up with

Tommy.” C. starts with her self and counts each child including her self. T: “You have 7 napkins already, how many more do you need to have 8?”

C:“One more.”

Katie’s (3) mother gave her a plate of food. Katie pushed it away and said, “This is too much.”

Mother took the food away and put it on a larger plate. M: “Here. Is that better?” K: “Uh huh,” as she began to eat.

A college student came in to the class dressed as

CyBird. While he was speaking and showing them the parts of the costume, the children sat quietly, all eyes on him. They watched while he put on the costume. He put the suit on first and then the head.

As he placed the head on, Jacob (3), in tears, ran to the adult.


INTERPRETATION


Student Name:________________

Dialogue: Applying Information Processing

Concepts:

Cardinality

Production deficiency

Working (short-term) memory limits

Assimilation

Accommodation

Self-directed speech

Recast and expansion

Overregularization

Automatization

Self directing speech

Mutual exclusivity principle (lexical contrast)

Phonological awareness

Grammatical morpheme

Phonemes

Instructions:

From the list of concepts above, choose at least one to describe each child’s cognitive behavior and/or the strategy used by the adult:

Describe how you would respond to the child and explain why you believe this strategy would facilitate the child’s cognitive or language development.

Mikki is counting the four crackers on her plate. “One…Two…Three…Four” Caregiver: “So, how many crackers do you have altogether? Mikki: “. “One…Two…Three…Four” a) b)

Adult: “After you tie your shoelace, Adam, you need to finish putting the blocks away.” Adam kneels down and carefully knots the laces, forms a bow, wraps the lace around the bow, forms a loop, pokes it through the h ole, and pulls the laces tight. His lips are moving as he ties his she. He then looks around the room; other children are going to the bathroom before snack. He runs to the bathroom. a) b)

Anna sees a picture of “The Little Mermaid” and says: “Look: a fish-woman!” a) b)

Peter is playing ball with his father. Peter: “I catched the ball!” Father. “Yep—you caught the ball—now do you want to throw it back to me?” a) b)

Father: “Look at all the animals!” Lauren. “Those aren’t animals, those are cows.” a) b)

Monday: Mother: “Ryan, in the morning, be sure you have your lunch, your boots, and your milk money.” Ryan, “Uh huh.” Ryan leaves for school without his lunch, his boots, and his milk money. a) b)

Father and five-year-old Randi are reading Goodnight Moon together. Father: “Goodnight clocks and goodnight socks.”

Randi: “Goodnight fox; goodnight blocks; goodnight lox; goodnight box.” a) b)

Darren is eating a banana. “I like eating bananas. They’re yewwow.” Caregiver. I like eating yellow bananas, too.” a) b)


Student Name:________________

Dialogue: Concepts about Death

Facts

Jeffrey and Larry are playing near the climbing apparatus.

Larry: “Okay, Jeffrey, first you’ll be dead. Then, when you wake up, you’ll be a cheetah. After I’m dead, I’ll wake up, and then I’ll be a jaguar.

Interpretation

Six months ago, Krista’s baby sister died of a heart ailment.

Today, when Krista’s mom arrives to pick her up, Krista starts crying, “First you didn’t love Nicky any more and you gave her away. Then you won’t love me anymore, and you’ll give me away. I want Grandma.

Mary’s mother died when she was two; she now lives with her grandparents. Her grandmother is late picking her up from preschool. Mary starts to cry, “Grandma, grandma.”

Her cry changes to “Mommy, mommy.” When grandmother arrives, apologizing for oversleeping, Mary runs and hugs her fiercely.

Jeremy is crawling on hands and knees, saying, “Woof, woof.” Sarah pets him; Beth feeds him “biscuits,” Suddenly,

Jeremy lies on his side, curls up, and says, “I’m dead.” Beth pushes his body until he rolls over. He does not move or speak. After ten minutes, Beth and Sarah approached the adult. “Jeremy’s dead and he won’t get up.” Adult: “We’ll try the tickle test. She tickles Jeremy. He gets up and goes to play.”

Lee hits a child. Adult takes his hand, “You know the rule,

Lee. “You hit, you sit.” Lee looks over his shoulder and says, “Harry, kill adult.” Jenny frowns and approaches the adult, “Harry shot you and you’re dead.” Adult: “Do I look dead to you?” Jenny: “No.” Adult: “Then I’m not.” Jenny, smiling, “Oh.” Jenny leaves.


Student name:__________________________

Date:___________________________________

Dialogue: Observing Social Development

Instructions: Decide which development outcome and indicator correspond to each anecdote. Indicate whether the level of mastery is not yet, emerging, partial, or full

Isaac (6) and Jarred (5) were standing by the shelf containing buckets of manipulatives. Each was looking into the buckets . Issac found the bucket with Cuisinaire rods - lifted it from the shelf and said “Jarred, do you want to play with these with me?” “Sure,” said Jarred and followed him over to a place on the floor.

Nikki and Jessica were at the piano playing “Twinkle

Twinkle.” Danielle was standing and watching them for awhile. Then she said to Jessica “Come over here, I want to show you something.” Jessica got off the piano stool and went across the room with Danielle. When they reached the other side of the room, Danielle left Jessica and ran over and climbed up on the lunch next to Nikki.

The adult asked Julie “Who is your friend?” “Tina is my friend.” “Why Tina?” asks the adult. “Because she lets me play with her Barbie doll.”

Two boys were arguing. John said “I’m going to marry

Sara.” “No” said Jacob, “I’m going to marry Sara.” “No you’re not.” “Yes, I am” - “No, you’re not: - “Yes, I am” said Jacob with a very loud voice and walked away.

Peter was running across the playground, looking back over his shoulder. Suddenly he bumped into Sandra, knocked her down and fell over her. Sandra started to cry very loudly. “You dummy” she yelled, “you hurt me.”

“I’m sorry,” said Peter. “I’m sorry.” The adult came over and picked Sandra up and looked at the scrape on her knee. “I don’t think Peter meant to run into you. It was an accident. Peter, when you run on the playground you should always watch where you are going so you don’t run into anybody or other things. Come on inside with me, Sandra ,and we’ll wash off your knee.”


Dialogue: Rogerian Guidance

Student ________________

A. Whose problem is it?

In each of the following situations, decide whose problem is it: the adult’s or the child’s.

Shawna: “Adult--Ryan spilled his milk.”

Bryan: “Steven took the wagon from me.”

Chris: “Marty and Evan are playing with the water in the bathroom and it’s all over the floor!”

B. Active Listening, Modality Cueing, Nondirective statement

For each of the following situations, decide whether to use active listening, modality cueing, or a nondirective statement. Write out what you would do/say.

It’s the third day of rain this week. Brian is stomping around—“I want to ride the trike—now!” Active listening:____ Modality cueing:______ Question:_____

After 10 minutes of group time, Shawn starts moving around and annoying the adjacent children. Active listening:____ Modality cueing:______ Question:_____

Daryl comes to school with red eyes and sniffling. “My dog died last night.”

Active listening:____ Modality cueing:______ Question:_____

C. I-statements (Behavior—Effect—Feeling)

For each of the following adult responses, decide whether the response meets the requirements of an Istatement. Rewrite it if it does not

You are making too much noise. I don’t like it—you’re disturbing the other children. I want you to play quietly.

When you build the blocks higher than your head, I’m afraid they’ll fall and hurt someone in the head.

Raymond, you forgot to throw your napkin and cup away after snack. I want you to clean up your things now.


Student name:__________________________

Date:___________________________________

Dialogue: Adlerian Guidance

Instructions : Decide whether the child's goal is

Attention?

Power?

Revenge?

Demonstrating Inadequacy?

Decide how the adult should respond. Share your decision with your group; discuss, and modify your choices if needed.

1. It's clean up time. Five minutes after giving a warning, the adult approaches Jason, who is working on a puzzle.

"Time to clean up, Jason." Jason knocks the puzzle on the floor and looks at the adult. "Jason, you need to pick the puzzle up so that we don't lose the pieces." Jason looks at the adult, kicks the pieces, and walks away."

2. The adult is reading a story during group time. Cathy interrupts several times. "I like books." "We're going to

Grandma's tomorrow." "I have a dog like that." She pulls her sweater up over her face. "I'm a turtle."

3. Willa is sitting in the sandbox digging with a shovel. She looks at Jeffrey, picks up her shovel, and hits him in the head. "You're dumb; I hate you."

4. A group of five children are making cornbread. When Rodney approaches the group, the adult greets him, saying "Rodney, I'm glad you're joining us. You can crack the egg." Rodney looks down, shakes his head, and backs away.


Dialogue: Social Learning Guidance: Applied Behavior Analysis

Student name:_______________________

Instructions: Take the problem behavior and analyze it using the following structure, filling in each box in order. You will have to guess as to the consequences (or lack thereof!) that the child currently receives if and when s/he displays the desired behavior. After you complete the first six boxes, work with your group to select one problem to work on a plan. Complete the boxes 7 through 12 for one of your problems.

Now

Antecedent

(Situation)

Child’s

Behavior

Consequences

(Positive reinforcement from peers or adults?)

3) (see problem)

Now

Pla n

Pla n

Undesired Behavior

Desired Behavior

Undesired Behavior

1) (see problem) 2) (see problem)

4) (see problem) 5)

7)

10)

8)

11)

6)

9)

12)


Exam I Study Guide

Physical and Motor Development in Early and Middle Childhood; Positive

Guidance, Observation Skills

Berk, Chapter 8: Physical Development in Early Childhood

Performance Outcomes:

8.1 Describe changes in body size, proportions, and skeletal maturity during early childhood.

8.2

8.3

8.4

Describe brain development in early childhood.

Explain how heredity influences physical growth.

Describe the effects of emo tional well-being, restful sleep, nutrition, and infectious disease on physical growth and health in early childhood.

8.5 Describe factors that increase the risk of unintentional injuries, and how childhood injuries can be prevented.

8.6 Describe major milestones of gross and fine motor development in early childhood.

8.7 Describe individual differences in preschoolers’ motor skills and ways to enhance motor development in early childhood.

8.8 Summarize perceptual development in early childhood, paying special attention to discrimination of written symbols.

1.1 Important Terms And Concepts (p. 320)

Berk, Chapter 11: Physical Development in Middle Childhood.

Performance Outcomes

11.1 Describe changes in body size, proportions, and skeletal maturity during middle childhood.

11.2

11.3

11.4

Describe brain development in middle childhood.

Describe the overall status of children’s health during middle childhood.

Describe the causes and consequences of serious nutritional problems in middle childhood, granting special attention to obesity.

11.5

11.6

11.7

11.8

11.9

Describe factors that contribute to nocturnal enuresis and asthma, and how these health problems can be reduced.

Describe changes unintentional injuries during middle childhood and effective interventions.

Describe changes in gross and fine motor development d uring middle childhood.

Describe individual and group differences in motor performance during middle childhood.

Describe qualities of children’s play that are evident in middle childhood.

11.10 Describe high-quality physical education that are important during the school years.

Important Terms and Concepts (p. 434).

Marion, Chapter 2: Guiding with Positive Discipline and an Authoritative Caregiving Style


2.1 Summarize information on the concept of discipline.

2.2

2.3

2.4

2.5

Name and describe the two major dimensions of caregiving.

Name, describe, and explain the three styles of caregiving.

Explain the major similarities and differences between the two types of permissiveness.

Explain how each caregiving style tends to affect children’s development.

Name and explain basic processes through which adults influence children. 2.6

Marion, Chapter 3: Positive Discipline Strategies: Direct Guidance


3.1 List and explain the nature of positive discipline strategies, and explain why each is a positive strategy.

3.2 Describe how to use specific positive discipline strategies.


3.3 Summarize and explain methods for talking with parents about positive discipline strategies.


Exam II Study Guide

Cognitive Development in Early and Middle Childhood

Berk, Chapter 9. Cognitive Development in Early Childhood

9.4

9.5

9.6

9.7


9.1 Describe advances in mental representation and limitations of thinking during the preoperational stage.

9.2

9.3

Describe implications about the accuracy of the preoperational stage, based on recent researc h.

Describe educational principles derived from Piaget’s theory.

Describe Vygotsky’s perspective on the origins and significance of children’s private speech.

Describe applications of Vygotsky’s theory to education, and evaluate his major ideas.

Describe how attention, memory, and problem solving during early childhood?

Describe the young child’s theory of mind.

9.8

9.9

Summarize children’s literacy and mathematical knowledge during early childhood.

Describe the content of early childhood intelligence tests and testing conditions that affect children’s

9.10

9.11 performance.

Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Cite factors that support language learning in early childhood

Important Terms And Concepts, p. 363

Berk, Chapter 12. Cognitive Development in Middle Childhood.

Performance Outcomes.

12.1 Describe the major characteristics of concrete operational thought.

12.2

12.3

Describe recent research on concrete operational thought.

Describe two basic changes in information processing, and describe the development of attention and

12.4

12.5

12.6

12.7

12.8 memory in middle childhood.

Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Discuss current controversies in teaching reading and mathematics to elementary school children.

Describe major approaches to defining intelligence.

Describe evidence indicating that both heredity and environment contribute to intelligence.

Describe changes in metalinguistic awareness, vocabulary, grammar, and pragmatics during middle

12.9 childhood.

Describe the advantages of bilingualism in childhood.

12.10 Describe the impact of class size and educational philosophies on children’s motivation and academic achievement.

12.11 Discuss the role of teacher-student interaction and grouping practices in academic achievement.

12.12 Describe learning advantages of and concerns about computers.

12.13 Describe the conditions under which placement of mildly mentally retarded and learning disabled children in regular classrooms successful.

12.14 Describe the characteristics of gifted children and current efforts to meet their educational needs.

12.15 Describe factors that lead American children to fall behind children in Asian nations in academic achievement.



Exam III Study Guide

Emotional and Social Development in Early and Middle Childhood; Guidance Theories and

Strategies

Berk, Chapter 10. Emotional and Social Development in Early Childhood


10.1 Describe personality changes that take place during Erikson’s stage of initiative versus guilt.

10.2

10.3

Describe preschoolers’ self-concepts, understanding of intentions, and self-esteem.

Cite changes in understanding and expressing emotion during early childhood, along with factors that

10.4

10.5 influence those changes.

Describe peer sociability, friendship, and social problem solving in early childhood, and discuss parent and sibling influences on early peer relations.

Describe the central features of psychoanalytic, behaviorist and social learning, and cognitive-

10.6

10.7

10.8

10.9 developmental approaches to moral development.

Describe the development of aggression in early childhood, including family and television as influences.

Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.

Describe and evaluate major theories on the emergence of gender identity.

Describe the impact of child-rearing styles on children’s development, and explain why authoritative parenting is effective.

10.10 Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.


Berk, Chapter 13. Emotional and Social Development in Middle Childhood.


13.1 Describe the personality changes that take place during Erikson’s stage of industry versus inferiority.

13.2 Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions.

13.3

13.4

13.5

Cite changes in expression and understanding of emotion in middle childhood.

Describe how perspective taking changes in middle childhood.

Describe changes in moral understanding during middle childhood, and summarize current recommendations for moral education in schools.

13.6

13.7

13.8

Describe how peer sociability and friendship changes in middle childhood.

Describe major categories of peer acceptance and ways to help rejected children.

Describe changes in gender-stereotyped beliefs and gender-role identity that take place during middle childhood.

13.9 Describe how parent-child communication and sibling relationships change in middle childhood.

13.10 Describe how children fare in gay and lesbian families and in single-parent, never-married families.

13.11 Describe factors that influence children’s adjustment to divorce and blended family arrangements.

13.12 Describe how maternal employment and life in dual-earner families affects children’s development.

13.13 Cite common fears and anxieties in middle childhood.

13.14 Discuss factors related to child sexual abuse, its consequences, and its prevention and treatment.

13.15 Cite factors that foster resiliency in middle childhood.


Marion, Chapter 5, Guiding Children in Times of Stress


5.1 Define resiliency and explain its origin in children. Define stress for young children and explain it as a child-

5.2 environment relationship.

Identify two major sources of stress for children; give examples of each.


5.3

5.4

5.5

List the stages of the stress response and summarize the elements of each stage.

Explain why it is difficult for young children to know how to cope with stress on their own.

List and give examples of general guidelines for helping children cope with stress.

Marion, Chapter 6, Guiding Children Toward a Healthy Sense of Self and Self-Esteem


6.1 Define self-esteem and explain how it is a part of the self-system

6.2

6.3

List, explain, and give an example of the three building blocks of self-

Explain how social interaction affects the development of self-esteem.

6.4

6.5

Describe how adult acceptance and support affect a child’s self-esteem.

List, explain, and give examples of specific adult practices that affect a child’s self-esteem.

Marion, Chapter 7. Guiding Young Children’s Understanding and Management of Anger


7.1 List and describe the three components of anger and explain how children can feel and express anger

7.2 without understanding it.

Identify types of interactions in early childhood settings that are likely to elicit anger, and describe

7.3

7.4 children’s responses to each.

Identify and explain how several factors affect how a child expresses anger.

List, explain, and give examples of developmentally appropriate strategies adults can use to guide children’s expressions of anger.

Marion, Chapter 8. Understanding and Guiding Aggressive Children.


8.1 Define aggression; list and describe different forms of aggression.

8.2

8.3

Explain age and gender differences in aggression.

Explain, from a systems or ecological perspective, how children become aggressive.

8.4 List, discuss, and give examples of specific guidance strategies that prevent or control aggression.

Marion, Chapter 9. Prosocial Behavior: Guiding its Development


9.1 Define prosocial behavior

9.2

9.3

Identify, describe, and give an example of types of prosocial behaviors.

List developmental building blocks for prosocial behavior; explain the role of each.

9.4

9.5

Explain the benefits of encouraging prosocial behavior in children.

Identify, describe, and observe developmentally appropriate strategies that foster prosocial behavior.

Marion, Chapter 10: Child-Guidance Theories and their Strategies


10.1 Define terms associated with the Adlerian, Rogerian, and social learning models of guidance.

10.2

10.3

10.4

List and explain the major principles of the Adlerian, Rogerian, and social learning models of guidance.

Explain how a responsible, authoritative adult could choose any of the three models.

List, give examples of, and describe some of the major strategies used in the Adlerian, Rogerian, and social learning models of guidance.

10.5

10.6

Explain how each of the three guidance models views the use of punishment.

Name the form of punishment under which time-out is classified, explain the function of time-out, explain why time-out does not teach anything, and explain why time -out should be used rarely, if at all.

Marion, Chapter 11: The Decision-Making Model of Child Guidance: An “Eclectic”

Approach


11.1 Explain the decision-making model and identify its components.


11.2

11.3

Summarize the benefits of using the decision-making model for both adults and for children.

Apply your knowledge of the decision-making model by writing a guidance plan intended to solve specific discipline encounters.


Participant Evaluation

HD FS 221 Development & Guidance: Ages 3 to 8

Student _______________________________ Placement__________________

Evaluator’s Signature_

Guidelines for the Practicum Supervisor:

These professional outcomes have been chosen to represent appropriate expectations for students in their first practicum with young children. Therefore, as you rate each outcome, please compare the student only with expectations of beginning students, not more experienced students or adults. Your final rating will provide the basis for their practicum grade in the course.

Professional Behavior

Rarely or never; needs improvement

Sometimes; skills are developing

Consistently; skills are mastered

1. Arrives and departs on time; attends regularly; contacts head adult when absent.

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2. Contacts head adult or teaching assistant regularly to exchange information about his/her participation

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Work with Children

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1. Initiates appropriate contact with a child(ren)

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2. Helps children extend their experiences

3. Works effectively with children

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General or Overall Rating

GENERAL COMMENTS

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Please use the back for written comments on strengths the student has demonstrated and areas in which the student needs improvement.

Thank you for your time and effort!

Please complete these evaluations by FRIDAY DECEMBER 14 at noon. Karen Colbert (or someone she designates) will pick them up, along with the documentation form, that afternoon and distribute them to the instructor.

HD FS 221 DEVELOPMENT AND GUIDANCE: Ages 3 to 8 years

HD FS 221

DEVELOPMENT AND GUIDANCE: Ages 3 to 8 years

Course Handbook

Fall 2001

Copyright 2001 Iowa State University

Table of Contents

Practicum Performance Goals and Expectations

Health and Safety Guidelines

Bloodborne Pathogen Instructions for Student Participants

Child Abuse

Guiding Young Children’s Development

Observing, Recording, and Interpreting Children's Behavior

Sample Observations

Recording Observations

Assignment A: Positive Guidance

Observations 1 & 2

Assessment, Evaluation, and Programming System (AEPS)

Assignment B: Fine and Gross Motor Skills

Observations 3 and 4:

Assignment C: Cognitive Skills

Observations 5 & 6,

Assignment D: Social Communication Interaction Skills

Observation 7

Assignment E: Premath and Preliteracy Skills

Observations 8 & 9

Assignment F: Social Skills

Observations 10 & 11

Dialogue: Guidance Strategies

Dialogue: Separating Objective Behaviors From Subjective Interpretation

Dialogue: Art Development

Behaviors Interpretation Guidance

Dialogue: Developmental Changes in Perceptual Motor Skills

Dialogue: Applying Piaget

Dialogue: Observing Cognitive Development

Dialogue: Applying Information Processing

Dialogue: Concepts about Death

Interpretation

Dialogue: Observing Social Development

Dialogue: Rogerian Guidance

Dialogue: Adlerian Guidance

Dialogue: Social Learning Guidance: Applied Behavior Analysis

Exam I Study Guide

Physical and Motor Development in Early and Middle Childhood; Positive

Guidance, Observation Skills

Berk, Chapter 8: Physical Development in Early Childhood

Berk, Chapter 11: Physical Development in Middle Childhood.

Exam II Study Guide

Cognitive Development in Early and Middle Childhood

Berk, Chapter 9. Cognitive Development in Early Childhood

Berk, Chapter 12. Cognitive Development in Middle Childhood.

Exam III Study Guide

Participant Evaluation

HD FS 221 Development & Guidance: Ages 3 to 8

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