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Child Observation & Assessment > Final Review > Flashcards

Final Review Flashcards

1
Q

What makes a good observational note?

A

When- the date and time
Situation- happening in behavior being observed
Where- setting
Child’s name and others involved

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2
Q

narrative

A

Unstructured. story-like, jot down

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3
Q

Structured

A

Charts, checklists, take with you to fill out

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4
Q

Examples of structured

A

Time sampling
Ages and stages (checklists!!)
Literacy rating scale
Event sampling

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5
Q

Examples of narrative

A

Running record
Anecdotal record
Class list log
(Play observations)

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6
Q

Class list log

Narrative

A

Short, specific on each child.

Collects same info on all

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7
Q

Class list log can be used for..

A 
Able to cut with scissors
Listens to story time
Pours own juice
Writes their name
Pedal tricycle
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8
Q

Checklist

Structured

A

Present or not, stages of development

Organized into categories of development
(Physical, cognitive, social) (all levels)

Advantages
Easy, little training, frequent, flexible
Disadvantages
Time consuming

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9
Q

Advantages of Checklists

A

Easy
little training
frequent
flexible

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10
Q

Disadvantages of Checklists

A

Time consuming
Teachers have to adapt
Don’t indicate how well child is doing
Not an assessment instrument

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11
Q

Advantages of Class List Log

A

Quick
easy
specific
every child

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12
Q

Disadvantages of Class list logs

A

Gets outdated quickly
limited info
Must be repeated frequently

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13
Q

Running record

Narrative

A

All behaviors observed over a certain period of time
very detailed
Video like
Can be child or area focused

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14
Q

Advantages of Running Record

A

Time sensitive
is used for variety of purposes
detailed and specific

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15
Q

Advantages of running record

A

Time-consuming
make the subject feel watched
take the adult out of classroom requires intense concentration and focus attention

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16
Q

Rating scale

Structured

A

Change over time, developmental stages
Horizontal line
Indicates progress, degree of change similar to both a rubric (verticle) and checklists

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17
Q

Advantages of rating scale

A 
Used for behaviors that are not easily measured 
Quick and easy 
Minimum training 
Easy to develop
Understanding development
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18
Q

Disadvantages of rating scales

A

Subjective
No sensitivity
Don’t talk about cause

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19
Q

Play observation

Narrative

A

Looking for style of play

Only good for looking for specific type of play

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20
Q

Play observation:

Solitary play

A

Playing alone

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21
Q

Play observation:

Parallel play

A

Near but not together

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22
Q

Play observation:

Associative play

A

Influencing one another but not playing together

Child sitting by one another, doing own thing. In same play

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23
Q

Play observation:

Cooperative play

A

Together towards a common goal

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24
Q

Play observation:

Functional play

A

Enjoyment of physical sensations

Spiny cup on playground

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25
Q

Play observation:

Constructive play

A

Manipulation for creation

Picking color to draw with

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26
Q

Play observation:

Dramatic play

A

Pretend play

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27
Q

Time sampling

Structured

A 
Chart! 
Types and frequency of behavior over a period of time 
You decide: 
What behaviors to observe 
What the time interval is 
How to record the behavior
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28
Q

Anecdotal record

Narrative

A 
Detailed incidents (events) 
Beginning, middle and end (when where what who) 
Accurate, interesting, same type and a theme you see from child focus on behavior
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29
Q

Event sampling

Structured

A

ABC chart
Determine cause & effect
Structured
Used when a behavior occurs in a particular setting
Similar to Anecdotal record but more focused
Captures things to change (increase or decrease)

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30
Q

Frequency count

Structured

A

Measures “how often”
blends the time and event sampling
Measures repeated action of a child, the whole group, or the teacher
Reduce negative behaviors or increase positive ones

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31
Q

Work sample

A

Collection of products

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32
Q

Portfolio

A

Bringing it all together

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33
Q

Advantages of Time Sample

A 
Can gather info on entire class at once
Can revisit and see how much time is spent 
Indicated child's preference 
Strengths and weaknesses 
Can show areas of the room used/not used
34
Q

Disadvantages of time Sampling

A

Lacks detail
Very time intensive
Must be done many times to make good conclusions

35
Q

Advantages of Anecdotal record

A 
No special forms
Anyone can look back and see the event
Give you a sense of being there 
Separate judgements 
Useful
36
Q

Disadvantages of Anecdotal record

A

Only looks at 1 or 2 minutes
1 child at a time
Can be writing intensive

37
Q

Advantages of Event sampling

A

Focuses on “why”
Cause and Effect
Helps us change
Examine the consequences

38
Q

Disadvantages of event sampling

A

One child at a time

Can be frustrating if event doesn’t occur

39
Q

ABC chart (event sampling)

A

A- antecedent (before behavior. What happened before)
B- Behavior
C- consequent event (what happens after)

Time/date. | A. |. B. |. C. |

A- Johnny sat at the art table, Sam reached across him
B-johnny bit sams arm
C- teacher consoled Sam and reminded Johnny teeth are for biting food

40
Q

Situations for frequency count

A 
Decrease aggressive acts
Decreases teacher intervention 
Documents punitive techniques 
Increases cooperative play
Increases family interaction 
Increases eye level talking 
Increases use of learning area
41
Q

Advantages of Frequency

A

Tally mark
Easy
Use to change behavior
Data and numbers before and after

42
Q

Disadvantages on Frequency counts

A

It’s just a number
No descriptors
Aggressive get more covert (hiding it better)
Be mislead

43
Q

Erik Erikson over review

A 
8 stages 
Psychosocial 
Lifespan stages 
Each stage has a crisis 
(positive vs negative) 
Crisis based on social crisis

Behavior is a result of getting wants and needs met within the rules if society

44
Q

Id, ego, superego (Erik Erikson)

A

Id- wants and needs (present at birth)
Ego-met (negiotates getting needs and wants met, developed from beginning)
Superego- rules of society (consciousness) voice in your head.

45
Q

Erikson stages

Stage 1: trust vs. mistrust

A

Infancy

Learning how to rely on environment
Meeting your needs vs. fear, uncertainty, suspicious of the world, anger.
Belief the world is a good place

46
Q

Erikson stages

Stage 2: autonomy vs. shame and doubt

A

Toddler

Independence-asserting self control,
Shame and doubt- feeling bad because you didn’t do the right thing, embarrassed, unsure
Leds to letting people do things for them because they are unsure they can do it themselves

47
Q

Erikson stages

Stage 3: initiative vs. guilt

A

Preschool

Taking the risk to try something new 
Self starting
Lead/ownership 
Taking charge
Superego age 
Within constrains of society
48
Q

Erikson stages

Stage 4: industry vs inferiority

A

Elementary school age

Industry- Accomplishing something valued by society
Inferiority- when you can’t accomplish something important (learning to read)

49
Q

Erikson stages

Stage 5: identity vs identity confusion

A

Adolescent

Who you are and what you will be
Finding yourself

50
Q

Erikson stages

Stage 6: intimacy vs isolation

A

20s-30s

Friendships are deeply connected, relationships

Isolation, self centered
If you don’t know who you are, you friendships won’t last

51
Q

Erikson stages

Stage 7: Generativity vs stagnation

A

30s-50s

Generativity- Nurturing, give back to world, child bearing
Stagnation- not giving anything back. Feeling you aren’t doing anything in life. Midlife crisis

52
Q

Erikson stages

Stage 8: Ego integrity vs despair

A

80s-90s

Ego integrity- Honoring our meaningful life 
Realizing your death 
Feeling you had a great life 
Despair- live with regrets 
Negative mindset
53
Q

Bronfenbrenner’s theory overview

A

Ecological theory

Stresses the importance of the environment
In context- where the child is embedded in
“Socialization”- the worlds we live in impact our development

54
Q

Ecological theory: Microsystem

1st

A

The environment the child is in, child has direct participating role in
Family, school, peers, neighborhood

55
Q

Ecological theory: Mesosytem

2nd

A

Connects links between Microsystems i.e. Family and school

Ex. School sends flyers home,

56
Q

Ecological theory: Exosystem

3rd

A

Outside of, not directly but can influence child through microsystem
Indirect effect

57
Q

Ecological theory: Macrosystem

4th

A

Larger society (beliefs, lifestyles, democracy, ideology)

58
Q

Ecological theory: Chronosystem

Outside

A

Time, turning over time, changes and shifts our model. I.e. Puberty

59
Q

Gardner’s Theory overview

A

6 academic domains (cognitive)

2 personal domains

60
Q

Gardner’s Theory: linguistic (verbal)

Cognitive

A

Use language affectively, enjoys reading, writes well, maybe multiple languages
Ex. Public speaker

61
Q

Gardner’s Theory: logical/ mathematical

Cognitive

A

Analyzing, problem solver.

ex. detective

62
Q

Gardner’s Theory: musical

Cognitive

A

Rhythmic, performance, tones, learning through music,

63
Q

Gardner’s Theory: spatial (visual)

Cognitive

A

Recognizes patterns, works of art, graphs, pictures

64
Q

Gardner’s Theory: bodily kinesthetic

Cognitive

A

Moving to learn, coordination, talking with hands

65
Q

Gardner’s Theory: Naturalist

Cognitive

A

Learning through nature, strong in dinosaur types

66
Q

Gardner’s Theory: interpersonal

Personal

A

Sensitivity to others, working well with others,

Ex. Counselors, pastors,

67
Q

Gardner’s Theory: intrapersonal

Personal

A

Understand yourself, how you work

68
Q

Play Observation: exploratory behavior

Non-play

A

Focus examination on objects to learn about it.

Reading is focused

69
Q

Play Observation: unoccupied

Non play

A

2 types -no focus

Staring blankly or wondering around, not engaged

70
Q

Play Observation: onlooker

Non play

A

Watches but doesn’t join. Can laugh but not joining

Listening or engaging with teacher

71
Q

Piaget’s Theory Overview

A

Cognitive theory
How kids think about the world
Constructivist approach
The child needs supported to learn

72
Q

Piaget

Equilibrium

A

Not changing

73
Q

Piaget

Cognitive conflict

A

we want to push them into conflict so they can grow

74
Q

Piaget

Schemes

A

The organized way of making sense of experience, the way you know how to act in the world

75
Q

Piaget

Organization

A

Internal process of rearranging

76
Q

Piaget

Adaptions

A

Building schemes through direct interaction with the environment

77
Q

Piaget

Assimilation

A

Same Scheme

Using current schemes to interpret external world

78
Q

Piaget

Accommodation

A

Changing and Creating

New scheme, adjust old schemes and creating new ones to better fits environment

79
Q

Piaget’s Stages

Stage 1- sensorimotor

A

Infant and toddlers (0-2)
Learning through senses and motor skills
Doesn’t stop, always use senses to learn throughout life

80
Q

Piaget’s Stages

Stage 2- pre operational

A

Preschool (2-7)

Sensorimotor activities lead to schemes, internal images of experience which children then label, w/words
Pretend play leads to helping their schemes
Make believe play, becomes real life conditions, less self centered more complex. Sociodramatic play

Child Observation & Assessment (1 decks)

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