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, ).

Teacher Observation Checklists An observation checklist identifies specific behaviors to be observed. A developmental checklist structures the process of systematically collecting information on a child's level of functioning in various areas. It typically lists skills that have been sequenced in the order that they are generally learned.

  Checklist, Reporting, Observation, Recording, Observing, And reporting, Observation checklist