chapter 2 using anecdotal recordings to look at self-care “observing and recording does no good if...
TRANSCRIPT
Chapter 2
Using Anecdotal Recordings to Look at Self-Care
“Observing and recording does no good if it does not change the teacher’s practices or individualize the
approach the teacher uses with each child.”
©2014 Cengage Learning. All Rights Reserved.
©2014 Cengage Learning. All Rights Reserved.
ANECDOTAL RECORDING
• Detailed, factual account of what the recorder sees and hears; best if it’s written immediately after the incident
• Narrative: when, where, who, and what happened and the result
• Like a very short story• Includes direct quotes• Inferences or conclusions are kept separat
e
©2014 Cengage Learning. All Rights Reserved.
Anecdotal Record
©2014 Cengage Learning. All Rights Reserved.
Uses of the Anecdotal Record
Advantages• Preserves all the importa
nt details• Others can read it to mak
e their own interpretations
• Needs no special forms• Gives reader a sense of
being there• Useful for all areas of de
velopment• Child abuse reporting
Disadvantages• Difficult to write without inf
erences slipping in• Takes time and attention a
way from children to write• Selection of incident that m
ay be a positive or negative impression
• Limited to one or two children at a time
The Language of Observation
• Descriptive: – Verbs– Adverbs– Adjectives– Tense– Sequence
• Learning stories
• Opportunities: interests, involvement, persistence, expressions
©2014 Cengage Learning. All Rights Reserved.
©2014 Cengage Learning. All Rights Reserved.
What to Do with It
• File in child’s portfolio/folder
• Use to individualize the curriculum forthat child
• Share with other teachers and familyfor insight
• Confer with helping professionals
• Talk with child
• Evidence to Child Protective Services
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LOOKING AT SELF-CARE SKILLS
• Dependent on:– Physical, emotional, cognitive, social develop
ment
• Influenced by:– Heredity, family, peers, experiences, culture
• Autonomy– Growing independence
©2014 Cengage Learning. All Rights Reserved.
TOPICS IN OBSERVATIONUsing All Our Senses
What can you tell about a child from each of your senses?
• Seeing – Appearance, activities, safety• Hearing – Language, emotions, health• Touching – Muscle tone, illness, stress• Smelling – Hygiene, illness, home odors• Tasting – Probably not• The “Sixth Sense” – Emotional radar
©2014 Cengage Learning. All Rights Reserved.
Self-Care Skills
• Eating
• Toileting
• Dressing
• Personal hygiene
• Sleeping
• Behavior in the classroom
INFANTS AND TODDLERS IN ROUTINES
• Necessary for quality and informative care
• Opportunities for observing and recording
– Feeding and eating
– Diapering and toileting
– Napping
©2014 Cengage Learning. All Rights Reserved.
©2014 Cengage Learning. All Rights Reserved.
HELPING ALL CHILDREN WITH SELF-CARE SKILLS
• Cultural Approaches to Self-Care
• Children with Special Needs
• Individualized Family Service Plan (IFSP)
• Individualized Education Plan (IEP)
• Helping Professionals
©2014 Cengage Learning. All Rights Reserved.
Standard Related to Self-Help Skills
NAEYC Early Childhood Program Standards and Accreditation Criteria
4.B.02 Assessments Obtain information on all areas of children’s development and learning, including cognitive skills, language, social-emotional development, approaches to learning, health, and physical development (including self-help skills).