5. OBSERVING, RECORDING, AND REPORTING …

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, RECORDING, ANDREPORTINGCHILDREN'SDEVELOP MENTObservingandRecordingHowdoteacherskn owif thematerialsintheactivitycentersareofint eresttochildren?Howdotheyknowif theactivitiesaremeetingtheneedsofchildre n?Howcanteachersshareinformationwithpare ntsina waythataccuratelydescribeshowtheirchildr enarespendingtheirtime?Howdoteachersdocu menta concernthattheyhaveabouta child'sbehavior?Howdoteachersindividuali zeanactivity?Thesearesomeofthequestionst hatteachersshouldaskthemselvesastheyplan activities,adapttheenvironment, ,classroom, , ~a ' bigsmilemightbetheonlyindicationwehaveth ata ,Childrencommunicatewithusthroughtheirey es,thequalityoftheirvoices,theirbodypost ures,theirgestures,theirmannerisms,their smiles,theirjumpingupanddown, ,bythewaytheydothings,aswellasbywhatthey do,whatis 'sbehaviorthroughtheeyesofitsmeaning99Ob serving, RECORDING, andReportingChildren's Developmenttothem,fromtheinsideout, (CohenandStem,1974, ).

Observing, Recording, and Reporting Children's Development Recording Techniques and Tools Teachers use a number of techniques to record and organize their observations. To of

  Reporting, Children, Observation, Recording, Observing, And reporting, And reporting children