About the Book
I. Observation and Documentation – The Key to Intentional Teaching
1. The Role of Observation
2. Becoming a Skilled Observer
3. Observations can be Spontaneous or Planned
4. Questions you may want to ask yourself as you plan your next observation
5. The Role of Documentation
6. Objective versus Subjective Observation Evidence
7. Recognizing Your Biases
8. Ethical Guidelines when Observing Children
9. Observation and Documentation Dos and Don’ts
10. Conclusion
II. Quality Counts
11. Quality Counts
12. Closing the Achievement Gap
13. Not all Preschool Programs are Alike
14. Process Quality and Structural Quality
15. A Look at Standard Industry Practices
16. The Role of the Teacher in High-Quality Practices
17. A Look at High-Quality Practices
18. Measuring High-Quality in Early Care and Education Classrooms
19. Conclusion
III. Using Observation Methods, Tools and Techniques to Gather Evidence
20. Taking the First Step – Gathering Baseline Data
21. Understanding the Child
22. Let’s Get Started
23. A Closer Look at Observation Methods, Tools and Techniques
24. Conclusion
IV. The Purpose, Process and Practice of Monitoring, Screening and Evaluating
25. The Purpose of Monitoring, Screening and Evaluating Young Children
26. Public Policies on Including Children with Special Needs
27. Conclusion
V. How to Plan Effective and Meaningful Curriculum
28. What is Curriculum?
29. Benefits of Implementing Meaningful Curriculum
30. A Teachers Role
31. The Curriculum Planning Cycle at a Glance
32. A Closer Look at the Curriculum Planning Cycle
33. Conclusion
VI. Using Documentation and Assessment to Communicate with Families
34. Documentation Boards – Not Just for Displaying Art
35. Assessing Children’s Development
36. Family Conferences
References
Versioning History
Gina Peterson and Emily Elam
Cover Credit: Children playing photograph by BBC Creative on Unsplash
About the Book by Gina Peterson and Emily Elam is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.