Learning Through Child Observation

Learning Through Child Observation......Page 4
Contents......Page 10
Introduction......Page 14
CHAPTER ONE Why Observation Matters......Page 18
The nature of observation......Page 19
National context......Page 21
Professional development......Page 25
CHAPTER TWO Views on Children and Childhood......Page 28
The observer’s view of children and childhood......Page 29
Cultural perspectives......Page 31
Language......Page 32
Physical appearance......Page 33
Gender......Page 35
Views of children in educational settings......Page 37
Scandinavia......Page 38
Wales......Page 39
England......Page 40
Historical perpsectives......Page 42
Contemporary views of child development......Page 47
Developmental ‘norms’......Page 48
Attachment......Page 50
Cognitive development......Page 51
A cultural and ecological view of development......Page 52
Underlying issues......Page 54
Selecting a method......Page 56
1. Naturalistic Observations......Page 57
2. The Reggio approach to observation......Page 59
3. Target Child method......Page 61
4. The Tavistock approach......Page 63
5. Time Sampling......Page 66
6. Event Sampling......Page 69
7. Checklist method......Page 71
Setting up an observation: contacting a preschool group and selecting a child......Page 73
Children’s consent......Page 74
Carrying out an observation......Page 75
Some common problems......Page 76
Conclusion of a series of observational visits......Page 77
The process and technique of observation......Page 78
The effect on the individuals involved: the child......Page 79
The effect on the individuals involved: the parents......Page 80
The effect on the individuals involved: the observer......Page 81
Introduction......Page 84
Key issues in development......Page 85
1. Attachment and well-being......Page 87
2. Settling in......Page 88
3. Social development and cultural context......Page 90
4. Communication......Page 93
5. Sustained shared thinking......Page 95
6. Concentration and involvement......Page 96
7. Schemas......Page 99
8. Perspectives on gender......Page 100
A final note......Page 102
Introduction......Page 103
Early years services......Page 106
1. Preschools, playgroups and community nurseries......Page 107
2. Children’s centres......Page 108
4. Independent private schools......Page 110
5. Nursery schools and classes......Page 111
7. Childminders......Page 112
CHAPTER SEVEN Observation and Assessment......Page 114
The concept of assessment......Page 117
Summative assessment......Page 118
Informative assessment......Page 120
Assessment issues in integrated services......Page 121
Background......Page 124
Learning objectives......Page 125
Observation as a technique and mode of behaviour......Page 126
Teaching observation skills......Page 128
Uncertainty in observation......Page 127
Reflective discussions......Page 131
Possible models for child observation on course programmes......Page 132
Conclusion......Page 133
The Reggio Emilia approach......Page 134
5X5X5=creativity......Page 135
Observation......Page 137
Example of documentation from 5x5x5: The Trap......Page 138
Reflection......Page 139
Documentation......Page 140
The concept of the hundred languages of children......Page 148
The hundred languages in action......Page 150
Twerton case study......Page 153
St Stephens School study of Tommy......Page 157
Conclusion......Page 162
Appendix: The task code categories from the Oxford Preschool Research Project......Page 164
References......Page 166
Subject Index......Page 172
Author Index......Page 177