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| Preface | |
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| Unlocking the Door: The Keys to Observation | |
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| Observation | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Observation | |
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| Watching vs. Observing | |
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| Why Observe? | |
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| Systematic Observation | |
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| The Nature of Observation | |
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| Observation Etiquette | |
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| Take the First Step | |
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| Of Special Interest-Assessing Children with Special Needs | |
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| Questions to Consider | |
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| References | |
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| Anecdotal Records | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Anecdotal Recording | |
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| The Nature of an Anecdotal Record | |
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| The Advantages of Using Anecdotal Records | |
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| Writing the Anecdotal Record: Just the Facts | |
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| The Running Record | |
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| Of Special Interest-Using Anecdotal Records to Assess Children with Special Needs and Identify Appropriate Interventions | |
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| Questions to Consider | |
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| References | |
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| Checklists and Rating Scales | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Overview of Checklists and Rating Scales | |
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| How to Use Checklists and Rating Scales | |
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| Creating a Checklist or Rating Scale | |
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| Of Special Interest-Checklists and Rating Scales for Children with Special Needs | |
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| Questions to Consider | |
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| References | |
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| Structured Observation | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Structured Observation | |
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| Conducting a Structured Observation | |
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| Building Rapport with Children | |
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| Ethics of Conducting Structured Observations | |
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| Of Special Interest-Functional Behavior Assessment | |
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| Questions to Consider | |
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| References | |
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| Visual Documentation | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Visual Documentation | |
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| Purpose of Visual Documentation | |
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| Reggio Emilia Educational Approach | |
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| Advantages of Visual Documentation | |
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| Developmental Significance of Children's Samples | |
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| Gathering Visual Documentation | |
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| Of Special Interest-Children At Risk and Art Therapy | |
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| Questions to Consider | |
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| References | |
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| Parent Questionnaire and Background Information | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Family Involvement in the Assessment Process | |
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| The Scope of Parent Questionnaires | |
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| Designing Quality Questionnaires | |
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| Gathering Background Information | |
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| Of Special Interest-Developing Goals and Objectives According to Family Needs | |
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| Questions to Consider | |
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| References | |
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| Understanding Child Development: Developmental Concepts and Sequences | |
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| Physical and Motor Development | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Physical and Motor Development | |
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| Brain Development | |
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| Concepts of Physical Growth and Development | |
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| Concepts of Motor Development | |
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| Of Special Interest-Sensory Integration Dysfunction/Sensory Processing Disorder | |
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| Questions to Consider | |
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| References | |
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| Cognitive Development | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Cognitive Development | |
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| Brain Development: Synaptic Proliferation | |
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| Concepts of Cognitive Development | |
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| Of Special Interest-Symbolic Play in Children with Developmental Delays | |
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| Questions to Consider | |
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| References | |
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| Social Development | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Social Development | |
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| Brain Concepts Relevant to Social Development | |
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| Concepts of Social Development | |
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| Of Special Interest-Attachment Disorders | |
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| Questions to Consider | |
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| References | |
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| Emotional Development | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Emotional Development | |
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| Brain Development Concepts: The Relationship between Trauma and Use-Dependent Development | |
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| The Components of Emotional Development | |
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| Introduction to Sense of Self | |
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| Of Special Interest-Anxiety Disorders | |
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| Questions to Consider | |
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| References | |
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| Language and Literacy Development | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to the Language Domain | |
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| Brain Development and Language | |
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| Modes of Language | |
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| Development of Grammar | |
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| Components of Language | |
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| Introduction to Literacy | |
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| Introduction to Writing | |
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| Introduction to Reading | |
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| Of Special Interest-Dyslexia | |
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| Questions to Consider | |
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| References | |
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| The Creative Arts (By Mark Ahola) | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Brain Development: The Mozart Effect | |
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| Introduction to Creativity | |
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| Introduction to Art and Music Development | |
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| Drawing Development | |
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| Music Development | |
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| Of Special Interest-The Child Who Is Artistically Gifted | |
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| Questions to Consider | |
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| References | |
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| Interpreting Observations: Theoretical Perspectives | |
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| Cognitive and Language Theory | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Theories of Child Development | |
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| Piaget's Cognitive-Developmental Theory | |
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| Montessori's Philosophy | |
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| Vygotsky's Social-Historical Theory | |
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| Skinner's Behaviorist Theory | |
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| Bandura's Social Learning Theory | |
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| Gardner's Theory of Multiple Intelligences | |
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| Chomsky's Nativist Theory of Language | |
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| Questions to Consider | |
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| References | |
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| Social, Emotional, and Creativity Theory | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Theories of Social and Emotional Development | |
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| Erikson's Psychosocial Theory | |
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| Greenspan's Theory of Emotional Development | |
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| Maslow's Hierarchical Theory of Development | |
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| Csikszentmihalyi's Theory of Creativity | |
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| Questions to Consider | |
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| References | |
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| Putting It All Together | |
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| Writing the Reports | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Overview Of the Summary Reports | |
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| Preparing to Write the Reports | |
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| Bronfenbrenner's Ecological Systems Theory | |
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| Designing the Report | |
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| Organization | |
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| Questions to Consider | |
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| References | |
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| Preparing and Presenting the Child Study | |
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| Chapter Objectives | |
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| Child Study Objectives | |
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| Introduction to Organization | |
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| Steps in Organizing the Child Study | |
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| Questions to Consider | |
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| Index | |