Week by Week

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