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'fluya'd ~qI_'_-4. $3 ,3‘ ”Sip-w, .34 DEVELOPMENT OF A STUDENTS ' LABORATORY MANUAL FOR OBSERVATION OF YOUNG CHILDREN and other Aspects of Teaching a Course in Child Development by Bernadette M. Randall A PROBLEM Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARflS Department of Heme Management and Child Development 1965 TH E518 I éflaéqy AC KNOWLmGMENTS Worthwhile accomplishments are seldom made without the help of many people. It is the author's privilege to acknowledge those who have made this work possible: Dr. Bernice Borgman not only directed the work but has been a source of encouragement and counsel. Her patience and the unstinting contribution of her time all are gratefully acknowledged. Appreciation is also expressed to Dr. Martha Dale, Dr. Alice Thorpe, and Dr. Loraine Shepard who served as committee members and helped formulate various phases of this study. Carolyn Green and Meredith Mead, fellow graduate students, made many helpful suggestions and assisted in carrying out some of the details of this problem. Thanks is expressed to the 230 students enrolled in HMC 362 during the 1964-65 academic year who completed the questionnaires which helped in the revision of the materials. An important source of encouragement during this study has been my husband, Charles. His patience, helpfulness, and understanding have been greatly appreciated. ACIQJOWIEDGI’IENT OF THE AUTHOR The major professor who directed this problem wishes to acknowledge the significant contribution that Bernadette Randall made to the development of "The Manual for Child Study" (Appendix G). She devised questionnaires for students' evaluation of observation directions used each term, summarized results and worked closely with the instructor in charge of the course in making revisions at the close of each term. She and the director of the problem, who was also the instructor for the course, contributed more than the usual amount of time and effort in this part of the problem because the development of the Manual was a goal which exceeded that of a meaningful experience for the graduate student. The ultimate goal was a teaching device which would improve the observation experience of future students taking the child development course. 11 Chapter I. II. III. TABLE OF CONTENTS INTRODUCTION . . . . Purposes of This Problem Assumptions . . . . . . REVIEW OF LITERATURE . . . . Preparation of College Teachers . Importance of Observing Children Procedures of Observing . . . . . . mOCEDURE O O O O O O O O 0 Planning, Presentation, and Evaluation Preliminary planning . . . . . . . Instructional operations . . . . . Development of an Observation Manual First revision . . . . . . . . . Second revision RESULTS Experience with Several Aspects of Teaching Basic Course in Child Development Development of an Observation Manual Student responses to the questionnaires Third reVis ion 0 O O O O O O O C a Fall Tam, 1965 o o o o o e o o o o a Student responses to the questionnaires Winter Term, after first revision . . Student responses to the questionnaire Spring Term, after second revision Comparisons of students' responses to the questionnaires, Fall, Winter, and Spring Terms Summary of Revisions . . . . . . . . . . . iii Page WM (Dmb b 12 17 18 19 20 22 22 23 23 29 37 Chapter Table of Contents V. SUMMARY, INTERPRETATIONS, AND CONCIMSIONS . . . . . . . . Summary . . Interpretations and Conclusions 0 O O O O O O O O 0 Regarding experience in several aspects of teaching Regarding students' responses to questionnaires SELECTED REFERENCES . . . . . . APPENDICES iv Page . 50 . SO 51 51 52 . 58 59 LIST OF TABLES Tables Page I. Student Responses to Question 1 of Questionnaire I, Fall Term 0 O O O ..... O O O O O O O O O O O O O O 24 II. Student Responses (In Percentage of Total Responses) to Questionnaire II, Part I, Fall Term . . . . ...... 28 III. Student Responses to Question 1 of Questionnaire III, Winter Term, After First Revision . . . . . . . . . . . Bl IV. Student Responses (In Percentage of Total Responses) to Questionnaire IV, Part I, Winter Term, After First Revision . . . . . . . . . . . . . . . . . . 34 V. Student Responses to Questionnaire V, Spring Term, After Second Revision . . . . . . . . . . . . . . . . . 38 VI} Student Responses to Questionnaires I and III, Parts I and Questionnaire V, Part A, Fall, Winter, and Spring Term 0 o 0 o e o e o o o o o o o e o o o o 43 VII. Student Responses to Questionnaires II and IV, Parts I, and Questionnaire V, Part B, Fall, Winter, and Spring Term 0 O O O C O O O O O O O O O C O O O C 45 VIII. Student Responses to Questionnaires II and IV, Parts I, and Questionnaire V, Part E, Fall, Winter, and Spring Terms . . . . . . . . . . . . . . . . . . . 47 LIB T OF APPENDICI‘B Material Given to Students Fall Term, 1964 . . . . Questionnaire I . . . . . . . . . . . . . . . . Questionnaire II . . . . . . . . . . . . . . . . Report Forms Given to Students Winter Term, 1965 Questionnaire IV . . . . . . . . . . . . . . . . Questionnaire V . . . . . . . . . . . . . . . . ”A Manual for Child Study" ..... . . . . . vi Page . . 110 . . 116 . . . 124 CMWRI INTRODUCTION Child development as a field of study is concerned with the total growth of the child: the physical, intellectual, social, and emotional aspects of growth. Breckenridge and Vincent say, ”What we know about children and their families and what we hope for, for children and for ourselves in association with them, and why, is a fascinating field of study."1 Since the family is the point of relevance for all phases of study in home economics, a basic course in child development usually is included in the undergraduate curriculum of home economics majors as well as others who expect to live and/or work with small children. Circumstances and preferences no doubt will find the author teaching a basic course in child development and in view of this it seemed advantageous to gain some supervised experience in organizing and teaching such a course. Usually a master's program is planned to include courses which give the student a comprehensive knowledge of the subject matter in the major and in related fields but attention is not always given to teaching methods applicable to the basic subject matter in the major area of interest. For a person who anticipates becoming a college teacher an important part of his training should lNhrian E. Breckenridge and mrgaret Nesbitt Murphy, Growth d e nt of h I un Ch d (7th ed.; Philadelphia: W. B. Saunders Co., 1964 , p. 2. 2 be related to the process of educating the undergraduate college student. His program would be enriched by inclusion of direct training and experience under supervision in teaching a basic course in his major field. One of the important aspects of child study is the observa— tion of children and this is included in several courses for the child development major. It has become apparent that beginning students of child development need guidelines to direct their observations of children. Thus one of the important aspects of a child study course is the development of suitable directions to help students become more perceptive observers. Purposes of This Problem The purposes of this problem were: (I) for the author to have experience with many aspects of teaching a basic child develop- ment course and (2) to develop an observation manual for students to use.while observing young children. . The first objective was for the author to have experience with many aspects of teaching a basic child development course. For this part of the study the author was to: Examine the preliminary steps in planning such a course; examine the organization of the course; present selected areas of the course to students through conducting several discussion sessions and some lectures; have experience in preparing examination questions; and to gain experience in evaluating the students' observation ability by judging the quality of their written and oral observation reports. I The second objective was to develop an observation manual for students to use in their observations of children. For this 3 part of the study the author was to: Review literature on observing young children; prepare a short preface on "Why Observe Children"; devise questionnaires covering the observation material given to the students each term; administer the questionnaires at the end of each term and summarize results; revise the materials to be given to the students the succeeding term; and thus develop an observation manual to aid future students in their observations of infants, pre- schoolers, and school—age children. Assmnpt ions It was assumed that participation in the organization and presentation of a course in child development would improve the ability of the graduate student to teach a child development course at the college level. It was assumed that observation of children is an important part of studying children. It was assumed that developing ways and means to help the student improve his ability to observe is an essential part of teaching a basic course in child development. CHAPTER II REVIEW OF LITERATURE Preparation of College Teachers Brown and Thornton say, "Additional qualities must be developed before the man who has learned thoroughly becomes the man who can teach competently."2 Besides having a thorough knowledge of his discipline the teacher needs to know how to effectively prepare for each class period and needs to be able to present his lectures in a clear and coherent manner. One might ask how these qualities can be developed. The same authors tell us Since the testimony of college presidents and of college freshman indicates that present programs of preparation frequently fail to produce acceptable competence in college teaching, several plans are suggested for improved training. Among these are separate doctorates for the teacher and for the researcher in each discipline; a re- vitalization of the master's degree as a teaching degree; the establishment of an intermediate degree based on two years of graduate study; or a conscious effort to plan that all doctoral candidates undergo a meaningful and supervised experience in teaching, instead of the more haphazard teaching assistantships that are now available only to a fraction of all future college teachers. If it is recommended that a doctoral candidate have supervised experience in teaching, surely the same could be said about a master's 2James W. Brown and James W. Thornton, Jr., College Teaching: firspgctiveg and Guidelines (New York: McGraw—Hill Book Company, Inc. , 1963) , p. 35. 3mg” p. 36. candidate. Buxton tells us, "The first objective of liberal education is to provide the students with methods and skills useful in confronting not only the disciplines he encounters in college but also the circum- stances and activities he encounters upon leaving college."4 According to this objective one of the things a student's education should do for him, if he desires to become a college teacher, is to provide him with methods and skills which would be useful in his later profession. Importance of Observing Children First of all one might ask what are ways to understand young children that can be used to supplement one's reading of the literature? Can we learn more about children by asking them to explain themselves, by giving them personality tests or intelligence tests, or by careful accurate observations? Because young children have not developed adequate means of verbal self-expression Cohen and Stern say the best way to understand young children is "the careful gathering of evidence via the onrthe-spot record."5 According to Carbonara, "Children's behavior has been referred to as the 'unspoken language of children,‘ and it is this that we all try to tune in on."6 Direct observation of children then is an important part of studying child growth and development. Suchman states k 4Claude E. Buxton, e e Tea in - Ps h l ist' View (New York: Harcourt, Brace, and Co., Inc., 1965), p. 46. 5Dorothy H. Cohen and Virginia Stern, Qbsezying and Recgrdigg the Beha.:ior of Youn Children (New York: Bureau of Publications Teachers College, Columbia University, 1958), p. 1. 6Nancy Trevorrow Carbonara, echn us for bservin Normal Child m (Pittsburgh: University of Pittsburgh Press, 1961), p. 3. 6 Studying child development without observing children makes about as much sense as studying astronomy without looking at the sky - particularly since children, like stars, are so numerous and readily available for observation7if one looks in the right place at the right time. Hawkes and Pease say "the primary purpose of observation is to learn more about the behavior of children."8 This leads one to ask, what can one learn about children by observing them? The following are some of the things careful observations will help a person to understand more clearly: 1. Observations form a basis for theory. Observations will help a person to realize that theory is based on behavioral evidence. Suchman tells us, "The student can never completely understand the concepts, principles, and norms of child growth and behavior until he has 'discovered' at least some of them for himself."9 By being able to observe the behavior of children a person is better able to understand the theories which he reads. 2. Qbservations show uniqueness of children. Observations help a person realize the uniqueness of each child. According to Pease and Pattison, "Observations of children offer many possibilities for learning - not only discovering causes of behavior but also accepting individual variation 7.1. Richard Suchman, bservation and Anal is in Chi d evelo ent (New York: Harcourt, Brace, and Co., Inc., 1959), p. iv. aGlen R. Hawkes and Damaris Pease, Behavior and Development from 5 t9 12 (New York: Harpers and Brothers, 1962), p. 310. 9Suchman, gplgit., p. iv. 7 in growth."10 An observer can see how children differ from one another and from accepted norms and can observe the characteristics which are unique to each child. In fact, Almy says that one of the goals of the keen observer is "to see how youngsters differ from one another, to discern the characteristics which are uniquely theirs."ll Christianson, gt‘gl, say one also needs to "discover the child as a total personality, to know him in terms of himself, rather than to compare him with other children."12 3. Qbservations show particular needs and capabilities. Because each child is unique his needs and capabilities are unique. By our observations of individual children we can gain valuable insights into the needs and capabilities of each child. The young child speaks with his entire body. According to Almy, ”Observation, together with one's knowledge of child development, can provide the teacher with hunches as to how learning may be facilitated and what kinds of learning may be most important for a particular child at a particular time.”13 4. QQsezygtiong give clues for understanding human behavior. loDamaris Pease and Pattie Pattison, "Observation: A Method of Learning about Children," figurgal 9f Hgme Economics, 48 (December, 1956), 755. 11Millie Almy, ways of Studying Children; A Manual for Teachers (New York: Bureau of Publications, Teachers College, Columbia University, 1959), p. 50. 12Helen M. Christianson, Mary M. Rogers, and Blanche A. Ludlum, The Nursery Sghggl (Boston: Hbughton Mifflin Co., 1961), p. 119. 13Almy,‘gp.git., pp. 26 and 27. 8 Interpretation of children's behavior gives clues to under- standing ourselves and others. Pease and Pattison say Relationships with other people depend in part upon ability to observe behavior that will help one person understand the meaning of another's actions. This ability is not easily developed because any single act may have one or more causes. Understanding another's behavior depends upon objective observation of significant behavior and interpretation of observed behavior in an effort to identify possible causes.... Because a child reveals the way he feels about the people and things in his environment we may learn how to interpret his behavior through observation. Generalizations and principles derived from observing children may then be applied in attempting to understand the more complex behavior and more subtle expressions of adults. Procedures of Observing Before a person can make an observation of children he needs to know how to conduct himself as an observer. Listed below are some cues from various authors: The observer needs to remain inconspicuous. The observer must overcome his biases. 15, 16, 17 18 The value of an observation depends largely on its accuracy. 19 14Pease and Pattison,.gp.gip., p. 755. 15E. M; Dowlay, "Cues for Observing Children's Behavior," Child- hood Educatign, 30 (November, 1953) 113. 16Htmkes and Pease, op c_it., p. 310. 17 Pease and Pattison,‘gp‘git., p. 756. 18Dowlay, 2223., p. 113. 19 mg” p. 114. 9 4. The observer needs to distinguish between fact and his 20 interpretation. 5. The observer needs to be precise in writing what a child did.21 6. The observer needs to treat his records confidentially.22’ 23 Are there several different but satisfactory methods of recording behavior? Below are listed six methods described by Herbert F. Wright of the University of Kansas: 1. Diary Description: "Notations are made from day to day of what happens when development proceeds, and episodes that illustrate various behavioral processes are narratively described." Continuity of behavior over a period of time can be shown by this method. 2. Specimen Description: "This method begins with the scheduled and continuous observing and narrative recording of a behavioral sequence under chosen conditions of time and life setting. A child to observe and a time and particular place in which to observe are selected to suit special interests." The observer aims to make a record of everything as it comes in the behavior and situation of the child. This method is similar to the diary method, but does not select nor span developmental changes in behavior. 20D. Bruce Gardner, Development in Early Childhood; The Pre- schogl Yearg (New York: Harper and Row, 1964), p. 37. 21mg' ! p0 360 2?;p;g., p. 42. 23Cohenand Stern., gp,git., p. 8. 10 But specimen descriptions do provide lasting specimens of the behavior and immediate situations of children in particular settings. Time Sampling: Behavior is observed with a uniform and short time interval. "The length, spacing, and number of intervals are intended to secure representative time samples of the target phenomena." Time sampling methods have been used to gather information on phenomena such as thumbsucking in infants, nervous habits, child inter- action with peers and adults, etc. Event Sampling: The person begins with a plan to study integral behavioral events of a given class and records only certain events. For instance the recorder might observe quarrels of preschool children during the free— play hour of a nursery school during the winter months. Field Unit Analysis: This method has two phases. "1) A behavior sequence is divided into consecutive units in the field on the basis of explicit rules. 2) Descriptive categories are applied to the phenomena of each unit....The record for each observation period consists solely in the time notations and a series of participial phrases that identify different episodes and show their structural relations: of sequential position and, at times, of overlapping." This method is comparatively new. It could be used to narratively record different kinds of social action as they occur in behavior of the child and of every associate during a ll particular time period. 6. Trait Rating: For this method the observer observes the child for perhaps a single occasion but most likely for several occasions over a period of weeks or months. The observer uses scales to "sum up what he has seen in a series of trait ratings." These ratings Vhave been used almost invariably for normative or idiographic study of the child," but they have also been used to "compare effects upon behavior of different settings or conditions of life."24 241=au1 M. Mussen, (ed.,) Handbook of Research Methods in Child Developpent (New York: Jehn Wiley and Sons, 1960), pp. 79~117. CHAPTER III PROCEDURE For the purpose of this problem the author worked with the professor teaching a basic course in child development, the course entitled, "Child Study" (HMO 362). This course is taught in the department of Home Management and Child Development, College of Home Eacnomics, Michigan State University. USually it is taken by junior or advanced sophomore students. Ererequisites include elementary courses in biological science and social science. The course is required of all students majoring in child development, in home economics education, and in nursing. It is also elected by some students in other fields such as elementary education, special education and others. Thus there is a wide variety of backgrounds represented by the students in the class. ~ We shall consider first the procedures followed in examining the entire child study course (HMO 362) and, secondly, concentrate on the procedures used in developing the observation manual. Planning, Presentation, and Evaluation The procedures in the planning and operation of HMC 362 may be conveniently divided into two phases. e na nnin The preliminary planning consisted of examining four processes. 1. Objectives were examined. The objectives for the course 12 ‘ . 13 in terms of expected competences for students were: a) Understanding of the basic principles of human growth and development b) Understanding of the usual levels of development that may be expected at various stages in all areas - physical, motor, intellectual, social and emotional — and the interrelatedness of those areas c) Awareness of individual differences within a range of anticipated development d) An appreciation of time needed for individuals to grow toward ultimate goals e) Awareness that effective guidance of children at any stage of development is based upon understanding children's needs and capabilities at the time f) Understanding of how to meet, especially in the informal setting of the home, a child's growth needs g) Ability to use observation as a method of studying human development; 1.6., to observe keenly, to record accurately what is observed, to report data in a meaningful way and to relate what is learned from observation to what is found in the literature Content was examined. The objectives were reflected in the course content. The content consisted of the following areas of study: Prenatal growth; the status of the newborn; physical-motor, intellectual, social, and emotional develop- ment through the periods of infancy, preschool years, school years and adolescence. (See pages 4-7 of the Manual in 30 Appendix G) Resources for study were examined. The resources for study included reading in the areas of growth and development in each of the stages of growth: prenatal, newborn, infancy, preschool years, early school years and adolescence; class lectures in corresponding areas; nine observations of children: one of the newborn, two of infants, five of pre- schoolers, and one of a school-age child; together with samples of recording during observations and an example of a written report; and group discussions of observations. Schedule of classes was examined. With the course objectives in mind and resources for attaining them determined, a schedule of classes was developed within the calender of the university term. A sample of a class schedule (Fall Term, 1964) is presented in Appendix A. Ipspppctignal opgrations The actual instruction was carried out by four different means. A representative number of each type of method was participated in by the author. 1. Lectures. The lectures provided the theoretical framework for the course. The lectures were presented by the faculty member in charge of the course. These sessions were primarily a presentation of material by the instructor with response from the class limited by the large class enrollment. The author visited the lectures Fall Term, 1964. To gain a deeper insight into the way in which the lectures were organized and presented, the author presented 3. 15 two lectures Spring Term 1965. These were on the topics of intellectual development of the preschool child and the social development of the preschool child. The author prepared outlines covering these topics. These were evaluated by the regular instructor, after which the lectures were given. The lecture was evaluated immediately following its presentation, so that suggestions made by the instructor could be incorporated into the following lecture. Discussion groups. For discussion of observations, the class was divided into groups of approximately 20 students. Each group was led by an instructor in discussions of some of the observation assignments (Schedule, Appendix A). Fall Term 1964, the author visited the series of discussion sessions held for one group. During Winter and Spring Terms, 1965, a discussion group was under the direction of the author for a total of three discussion sessions each term. This provided the author a chance to become aware of the problems which the students had found in understanding the observation assignments and observing some typefof behavior asked for. ” Observations. Included were observations of infants in class and in their homes, of children in the'IBU laboratory pre- schools, and one of school-age children preferably in an informal situation. The observations were intended to provide the students with the opportunity to become perceptive observers and to supplement their other sources of information on young children. 16 Some guidelines for the students‘ observations had been developed over the course of several years. However, these guidelines were not sufficiently explicit as increasing enrollment in the course lessened the oppor- tunity for verbal directions from the teacher to individual students. Therefore particular attention was given during the past year in helping the student gain more from this aspect of the course through more explicit instructions and improved reporting methods. For this purpose an observation manual was developed and will be discussed in great detail later in this report. Student responses. Various methods were used not only to ascertain the knowledge which the student had, but to provide him with a learning experience and reinforce his knowledge gained by the means mentioned above. The three different methods used were: a) Written reports of observations. The students turned in four written reports. These included one on infant development, and three on preschool develop- ment, namely, intellectual development, emotional development, and eating behavior. To become better acquainted with this response means the author read and graded several of each of the four different types of reports during Winter and Spring Terms, 1965. b) Oral reports of observations. Another way for the students to respond was through their oral observation reports given during the discussion periods. As l7 mentioned above, the author was in charge of two different groups of students, one each term which resulted in a familiarity by the author with this response method. c) Examinations. There were two one-hour objective examinations during the term in addition to the two- hour final examination. The first one-hour examination covered the prenatal period, newborn, and infancy; the second one-hour examination covered the preschool period; and the final two-hour examination covered some basic concepts of the above listed areas plus the period of school age and adolescence. Winter term the author helped in the revision of the second one-hour examination, the one on the preschool period. Thus the author was able to gain some awareness of the effective- ness of the various instructional methods employed in this course by actual participation in them. The area of observation received particular attention and ‘ a detailed report of the procedure followed in the development of the observation manual is given below. Development of an Observation Manual At the beginning of Fall Term, 1964, the 55 students enrolled in HMC 362 were given essentially the same information as used during the 1963-64 terms. This included general directions for observing, recording and reporting observations plus condensed outlines for use during observations of the newborn; the infant; the preschool child in the areas of physicalrmotcr development, eating behavior, intellectual development, social behavior and emotional behavior; and the school age child 18 (Appendix A). First revisign To determine the helpfulness of this material to the students, two questionnaires were given at the end of fall term to the students enrolled in HMC 362. Questionnaire I (Appendix B) was concerned with the general directions for observing,recording and reporting given to ’ students. Questionnaire II (Appendix C) was concerned with the clarity and extent of the various observation assignments. The students in the class were divided into three groups, each group to fill out one questionnaire, in an attempt to secure fuller cooperation from the students by minimizing the time spent by them in completing the question- naire. Questionnaire I was given to one group of 26 students and Questionnaire II was given to two groups of 12 students each. One group, II A, was requested to answer Questionnaire II considering four of the eight different observations - newborn development, physical- motor development of preschool children, emotional behavior of pre- school children, and eating behavior of preschool children. The other group, Group II B, was requested to respond to Questionnaire II as it pertained to the other four observations - infant development, intellectual development of preschool children, social behavior of preschool children, and the observation of schooleage children. The students were asked to completethe questionnaires outside of class and return them the following class meeting. The responses to the two questionnaires were summarized and examined by the instructor in charge-of the course and the author. The responses given by the students were considered when the general 19 directions for observing, recording and reporting and the condensed outlines were revised. In addition, report forms (Appendix D) were prepared at this time for the students to use when writing their observation reports for the infant, intellectual, emotional, and eating observations. Second revision This revised material and report forms were used by the 133 students who were enrolled in HMC 362 Winter Term, 1965. Again at the end of the term in a manner similar to fall term two questionnaires were given to three groups of students. Questionnaire III was concerned with the general directions for observingyrecording and reporting given to the students and was identical with Questionnaire I used fall term (Appendix B). Questionnaire IV (Appendix E) was concerned with the extent, organization and clarity of the observation assignments and the functionalism of the forms used for reporting. Questionnaire III was given to one group of 42 students and Questionnaire IV was given to two groups of 38 and 42 students each. One group, IV A, which consisted of 38 students, was requested to answer Questionnaire IV considering four of the eight observations - newborn development, physical-motor development of preschool children, emotional behavior of preschool children, and eating behavior of preschool children. The other group, Group IV B, which consisted of A2 students, was requested to respond to Questionnaire IV as it per- tained to the other four observations - infant developnent, intellectual development of preschool children, social behavior of preschool children, and the observation on school-age children. The students were asked to complete the questionnaires outside of class and return them 20 the following class meeting. The responses to the two questionnaires were summarized and examined by the instructor in charge of the course and the author. The responses given by the students were considered as the general directions for observing, recording and reporting, the condensed outlines, and the report forms were again revised. Third revision This second revision of material was then used during the Spring Term, 1965, by 104 students enrolled in HMC 362 that term. During the term a preface for the anticipated manual had been pre- pared. It was entitled "Why Make Observations and Record the Behavior of Children.” This was presented to the students enrolled in HMC 362 Spring Term. (See pp. 10 and 11 of "Manual for Child Study,” Appendix G.) Near the end of the term the students were given a multiple choice type of questionnaire, Questionnaire V (Appendisz), which was divided into five main parts: Helpfulness of General Directions, Clarity of Observation Outlines, Helpfulness of Report Forms, Purposes of Observa- tion, and Extent of Directions and Assignments. About 30 minutes were allowed in class for the students to fill out the questionnaire. The students were given the following directions on the overhead projector. Fill out the information on the cover sheet of the question— naire. You do not need to put your name on either the questionnaire or answer sheet. Use a standard pencil in recording your responses on the answer sheet. Using the answer sheet, blacken the space next to the number which most nearly indicates your response to the component being considered. There are no "right” or ”wrong" answers. Do not put your responses on the questionnaire except for the additional comment at the end of the questionnaire. When you are finished, put the answer sheet inside the questionnaire. 21 An item analysis of the student responses to the questionnaire was made. The results of the item analysis were helpful in yet another revision of the general directions for observing, recording and report- ing, the condensed outlines, and the report forms. This revised , material is presented in temporary form in a manual entitled 'A‘Manual for Child Study“_(Appendix:G) and will be used by the students enrolled in HMC 362 during the 1965-66 academic year. Following another year's experience with the material another revision is planned, after which it is anticipated that the manual will be pdblished in final form. CMHmIV RESUITS Experience with Several Aspects of Teaching a Basic Course in Child Development Due to the subjective nature of the results of the portion of the problem designed to give the author experience in many aspects of teaching a basic child development course these may best be given in a descriptive manner. The experience gained by the author in examining the preliminary planning of a course led her: to realize the importance of defining the objectives of a course and then planning the course content to meet these objectives; to become aware of the many different resources fer study available to the student, i.e., readings on the topics, class lectures, observations of children, examples of on-the-spot recording and written reports, and group discussions; and to realize the impor- tance of preparing a schedule of classes so that all areas of the course content could be presented to the students through lectures and/or discussion periods. Participation in the instructional operations of a basic course in child development gave the author first-hand experience in: Pre- paring and presenting topics to the students through class lectures and group discussions; making several observations of preschool children in the LSU nursery schools; judging the quality of students ' oral and written reports; preparing some examination questions for a one-hour examination 22 23 covering the preschool period; and in helping to prepare a manual for students to Use in their observation of children. Development of an Observation anual The portion of this problem dealing with the preparation of the observation manual had areas in which results were more objective. It was possible to trace the improvement in the observation directions and assignments given the students by means of the students' responses to the questionnaires at the end of each term. The student responses to each of the three sets of question— naires given during the academic year 1964-65 were examined shortly after the students completed each questionnaire. These responses, along with the judgment of the instructor and the author, were con- sidered when the material given to the students was revised for the following term. The final result of the revisions is presented in ”A Manual for Child Study" which is included in Appendix:G. WWW, Fall Term, 1265 Fall term the students were given two questionnaires. Question- naire I (Appendix B) was concerned with the general directions for observing,recording and reporting given to the students. Questionnaire II (Appendix C) was concerned with the clarity and extent of the various ' observation assignments. Students' responses to Questionnaire I Questionnaire I had been given to 26 students; 22 of which completed the questionnaire. The responses to Question 1, "If you were giving information to 24 a friend who was just beginning this class, would you give more information, the same amount of information, or less information than was given to you on the following items?", of this questionnaire are given in Table I below. TABLE I STUDENT RESPOI‘SES TO QUBTION 1 OF QUESTIONNAIRE I, FALL TERM Percentage of Responses, per Item Item More Info. Same Info. Less Info. A. Information on how to conduct yourself as an observer 13.6 86.4 0.0 B. Information given on how to record information during the observation 18.2 81.8 0.0 C. Information given on . what to record during the observation 36.4 59.1 4.5 D. Information on giving oral reports 18.2 81.8 0.0 E. Information given on how to organize and write reports 45.5 54.5 0.0 As can be seen from Table I the largest percentage of the responses (45.5%) indicated that directions on "Organizing and Writing Reports” needed additional information. The percentage of the re- sponses (36.4%) indicated a desire for more information on 'What to record during the observation." The responses to Question 2, "What additional information would -25 you have given?” may be summarized as follows: Emphasize being inconspicuous while observing; advise getting detailed data on the spot and organizing it later; give more specific directions of what to look for and examples of such behavior; explain presenting oral reports and some criteria for judging the adequacy of the presenta— tion; and give more help in organization of written reports and delinEation of how much detail to report. Examples of responses given by the students were "Show possible behavior that would cover parts in the observation that are not readily observed”and aIndicate that detail is wanted when writing reports." There was only one response to Question 3, "What information would you omit?” and that response did not pertain to the general directions but was a response regarding the length of the observation assignmentf. Question 4 had two sections. First the students were asked if they would like to have the form of the directions changed, and if so, they-were asked how they wanted it changed. Only three students said they wanted the form changed and their responses indicated a desire for more detailed instruction on report writing. The responses to Question 5, additional comments pertaining to the directions for observing, indicated a desire for information on ages of children in nursery school groups, examples of behavior and greater specificity of the general directions. An example of the responses given by the students to Question 5 is "It would be helpful to have the age range of each nursery school group available.” All of the responses made by the students on Questionnaire I were considered when the general directions for observingjrecording and 26 reporting were revised for use during winter term. In the revision particular emphasis was placed on how to organize and write reports and on what to record during the observations, the areas in which students had indicated the greatest need for more information. Students' responses to Questionnaire II Questionnaire II had been given to two groups of 12 students_ each. Ten were returned from Group II A and eight from Group II B. The responses to Questionnaire II Part I were somewhat difficult to summarize in the form of an easily comprehended table since each response was a written phrase, sentence, or paragraph. The author attempted, however, to summarize these responses by the followh ing scheme. ' First calculated was . the average number of suggestions for improvement per respondent per assignment. This number may be taken to indicate the average effectiveness for all of the observation assignments. A slight problem arose in doing this since Questionnaire II was given to two groups of students, with one group asked to respond to the questionnaire with a particular list of one half of the assignments in mind while the other group replied with the other half of the assign- ments in mind. Thus in a hypothetical case in which each group consisted of 10 students, although the questionnaire would be given to 20 students, there would be only the equivalent of 10 responses to the questionnaire applied to all eight assignments. The complication arises because the number of questionnaires returned by both groups is not the same. By multiplying the number of responses in each category from the smaller group by the ratio of the size of the larger group to the size of the smaller group, this difference in group size is corrected for. For 27 example, Group B had eight people in it. The number of confusing statements on the infant assignment indicated by Group II B was five. Normalizing this number to a group size of 10 (the size of Group A) gives a result of 6.25 responses. The remainder of the results from the smaller group were normalized in a similar fashion. Using these normalized numbers, the total number of suggestions for a group of 20 (equivalent to 10 responses to all eight assignments) is calculated to be 57.75. Thus the average number of suggestions per respondent per assignment is .72. Anattempt was made to give a slightly more detailed view of the results from the questionnaire by breaking down total responses according to assignment and type of suggestion (items which were confusing, items to omit, and items to add). The breakdown is presented by means of percentages of the total responses (normalized) according to each type of suggestion for each observation assignment. This is presented in Table II on page 28. . As can be seen from Table II, the large percentages of responses concerning confusing statements applied to the infant, mental, emotional, and eating observations indicated the students found these assignments the least clear. On the questionnaire the students were asked to write down which statements were confusing and then state how they would clarify each statement. They were also asked to formulate items they thought should be added and indicate which items they thought should be omitted. Their comments are summarized below. Clarity. - The students felt that the assignments would be more clear if: Directions were more specific, some of the terminology 28 .musoEGMHmms sofipe>houno pnmfio flaw so mpsoaaoo mo Hepop ones o.w 0.0 m.< m.q omslaoogom m.bH m.m 0.0 H.NH museum v.5H m.m m.m «.0H Husofiposm b.m m.< m.m N.m Heaoom >.Hm o.m o.o H.ma HuspooHHoPsH ma 3 0.0 54 n3£ufln3nnm «.0H o.m o.o m.oa paeth b.H 0.0 0.0 b.a sponsoz usossmfiema emppfiso em eoee< om necmaopepm psossmwnn< nod msmpH op esopH op mampH mswmsmsoo sofivsbnomno zmua gash H 95$ .HH mmHhemno pnmwe Has no mpsoeaoo mo Hopop ones m.s e.e w.o m.m omnuaoonom m.sH H.o e.H e.e - museum e.HH e.H o.o H.d successes n.H o.o m.o w.o . 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The observation assignments which were not judged by winter term students as improved after the first revision - newborn, infant, and physical-motor - received ratings in spring of 3.96, 3.87, and 4.10 respectively, a rating very close to 4 which was the value assigned to the description ”Clear.“ Spring term, after the second revision, mean ratings on all assignments were near 4. Comparisons of three terms' responses regarding length of observation assignment Table VIII page 47, shows the responses given by the students in regard to the length of the observation assignments for fall, winter, and spring terms.“ Fall and winter terms the students were asked what they would add to or omit from the observation assignments. Spring term the students were asked to rate the length of the observation assignments, with the rating of 3 being the "ideal" response. From Table VIII one observes that fall term the students indicated by the larger percentages of the comments to be omitted that the infant and intellectual observation assignments were the longest. Winter term the students indicated that the infant observation assign- ment was the longest and spring term the students also rated the infant observation assignment as being one of the longest. 47 =.mcoa ponsmEomc op 4 one expmnoa heopooMmppem: 0p m sopnonm ponaoaomn op noompmmo mos N mo osas>n .mpnoa=MHmmo pnmpo Had no I emsopnmpao= one zmsopppoo $22onch 9,: H 85m .3 9,2 HH mmfiéonHmEo oH Renamed BEBE HHH>.MAml‘r‘.-J-'\ 4h- .'-.‘-7M’ .-‘.‘ ‘ 4.’7‘v—Il—¢~‘?mu Jun-mural» I '1' "1 :‘n-‘r’n h! - Tr” ”than: {It-'14: 1‘14 *n'mmme -: .2 x Kme p a. n.‘ A- Jami”: gum». «J... .‘-".‘,‘vfiv‘m;r-3 “H’flflm ifihéli‘n Mama-l M m nun-yr l f ‘9‘ ‘gl ""1 é: -. -..;.,k ’1; ‘0 .,.. 1...“: I 4 '1" N .y 3.. f I m. .v \ r V C; an. .5 . 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W . w. #0. o4mu. wwoB m. mag. 65& 5. wow. or zmsmu m. m. a . a . o. o. bmm" a. a. m. m. w. m. s .11.. .. -- ---..-- 3 :3 . . - ,. .3 a . zit. --.-.-i---iz szmu W m. m. , m a . a . . o. o. >mmu a. a. m. m. w. m. a. . - . a .’. '8... III... "I -3- C. Compare each child with the other and with normative standards for his age, as described in your readings, in each of the five areas tabulated. Suggested references for normative standards include: Breckenridge and Murphy, Growth and Development of the Young Child, 7th Edition, pp. 377-381 Breckenridge and Vincent, Child Development, hth Edition, pp. #09, #10 Jersild, A., Child Psychology, 5th Edition, pp. 306-308 1. Amount of Speech. 2. Length of Sentences. 3. Complexity of sentences, i.e., completeness and kinds. Include samples of different kinds of sentences used. A. Vocabulary: Size and quality. Include any unusual words. 5. Parts of Speech: Extent and correct usuage. Note any errors in use of parts of speech, e.g., Incorrect pronoun ”Mg can." -h- Enunciation. Give any examples from your speech records of omissions of sounds, eg., "ike" for "like;" substitutions, e.g., "wed" for "red," slurring together, e.g., "Comfere" for "Come here? 1. Name: Examples: 2. Name: Examples: Note any examples from your records of stuttering, eg., "d-d-d-don’t," or repetition, e.g., "May, may, may I?" 1. Name: Examples: 2. Name: Examples: Give a few examples from your records of child's reliance on speech as a means of communication. e.g., "Give it to me." "I need some paint." "Do you want to play?" 1. Name: Examples: 2. Name: Examples: Give a few examples from your records of use of non-verbal means of communication, e.g., Fred snatched the truck from Jerry. Susan patted Jane's cheek and smiled at her. 1. Name: Example s : 2. Name: Examples: II. Sensory Perceptions: Give examples of three different kinds of children's sensory perceptions you observed among any of the children, such as: shape, size, color, texture, time, weight, distance, temperature, number, sound, smell, taste. Sample: Kind of sensory perception: Texture. Example: Netherly h yr. 11 mo., slowly moved her chin over the surface of the fur on her collar. She hunched her shoulders and laughed. "It tickles," she said. A. Kind of perception: Name: Age: Example: B. Kind of perception: Name: Age: Example: C. Kind of perception: Name: Age: Example: 111:. LReasoning. Cite an example of reasoning. e.g., Joan, h yr. 6 mo., let Lucy hold her doll and said, "You have to give her back,cause I have to take her home." Name : Age: Example: JJI. Problem-solving: Cite an example of problem solving in which you have analyzed it to show the steps in problem solving. Name: Age: .A. Situation which led to the problem -6- B. Steps in problem-solving 1. Location of the problem: 2. Consideration and/or trial of p0351ble solutions: 3. Evaluation of solutions: C. Was the problem solved to the child's satisfaction? Give evidence. V. Imagination: Cite examples of imagination. 1. Name: Age: Example: 2. Name: Age: Example: VI . Memory: Cite an example of memory. 1. Name: Age: Example: -7- VII. Guidance: Cite two instances to illustrate adult guidance in furthering children's intellectual development. 1. Child's name: Age: Example: 2. Child's name: Age: Example: HMCD 362 Preschool Observation Observer: Report of Emotional Behavior Lecture Section: Date: Time: Place: Head Teacher: Age range of group: I. Emotional expressions - Cite an example of each of three different kinds of emotions. Example: A. Kind of emotion: Anger 1. Activity engaged in: John, 3 yr. 6 mo., and Tim, 3 yr. h mo., were seated at table. Each was manipulating a lump of clay before him- 2. Attitude previous: John was intent on punching his clay. Laughed as he hit it hard. 3. Apparent cause: Tim.reached for John's clay, grabbed a handful and added it to his own. A. Intensity and form: John screamed loudly, hit at John, cried and called to teacher, "He took mine." 5. Duration: John cried until the teacher came and persuaded Tim to give back the clay. (About 2 min.) 6. Attitude following: John ceased crying, punched clay hard and laughed. B. Kind of emotion: 1. Activity engaged in: 2. Attitude previous: 3. Apparent cause: h. Intensity and form: CF -2- 5. Duration: 6. Attitude following: Kind of emotion: 1. Activity engaged in: 2. Attitude previous: 3. Apparent cause: u. Intensity and form: 5. Duration: 6. Attitude following: Kind of emotion: l. Activity engaged in: 2. Attitude previous: 3. Apparent cause: h. Intensity and form: 5. Duration: 6. Attitude following: II. Personality development - Cite one example of each of two of the following three: A. Sense of autonomy Name: Age : Example: B. Sense of initiative Name: Age: Example: C. Sense of accomplishment Name: Age: Example: -h- III. Potentialities for Spiritual Development - Cite one example of a child's quest for better understanding of the world. Name: Age: Example: IV. Teacher Guidance - Cite one example of a teacher's influence upon the child's emotional and/or spiritual development. Name : Age : Example: ‘C” APPENDIX E Questionnaire IV 110 w “"17.- -sf. -.-'r..... u fifi???gf-gtul thgLfirfif’ Oahu. ’ _h (”JASQ cralsr - Grcip-A M“ ;}- a...» min: 5!. '_ fl gg'9"£:-.‘ 2‘1""- 3711‘ - .L .L. ’- 13 h” . .‘m'r‘w n U n}; mic ~th 5" 974<;31 0“- Eativg - praachool Emotional - preschool Physical and.fiatcr of preschool I ‘a n r. 41.3.3 /- - .- “ a“ t‘~-‘- v I‘ ‘ .11.- LC 4.01.2 .-, 3’ Q ., 31. .10." L3 623 '_ 7‘30}! p"“‘:-"‘.n to 9.3.65: .. “ll“. - y j. p, .'- ~ 4.:— ‘ «3“», 'efl‘n w“ x - 4 .~ '1 2d Gammlhifi Lu in she g-onp you have been asked Group B Infant Mental - pro ahool Social preschool n 1‘ . Scaaol age t I a n \. a - .. ‘3 C3wa ‘3 3"? . 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W'“'IJ‘\‘.’:FII‘~"H .‘ ‘. : r 9' i - a .I ,’ p - '— ""3" fi' .’ :. . ‘.','1'. r,. ‘l 3 ’ ' l I, “ ..- - .' . 7"!“ v r If l‘_-U.‘OI I» In. ‘3‘”. way... 'J'HI'x-r- . ‘ZSJJJ... 4. - .. -..«..-_ . ‘K -_Au"\u .'.~' 1 -_ >-Q‘ - F'- 33.1”“. 0... ! ,.‘ <9 my}; 'C' h . q a” mum‘s-.:- O .- .7- 5-.- 1.... ‘ .‘ ' -‘8 ctr": -, - .. . "t’t" ' N . -, - I. { f i. - , ~33 I ‘ n".‘. 4 ..'— ,_ - v ".(r .. I v .APPENDIX F Questionnaire V 116 Evaluation of Observation Material fer HMCD 362 The observation directions and assignments in HMCD 362 have been undergoing a series of revisions from term to term during the past year. we would like your help in evaluating the materials you used this term so we can improve the materials for future class use. fig identifying information is required on the answer sheet. Please fill in the information asked for below. This report is anonymous. Use only a pencil. Your Class ‘Approximate Grade in this Course at Cwmulative G.P.A. this Time DIRECTIONS: -2- Using the answer sheet, blacken.the space next to the number which most nearly indicates your response to the component being considered. Do not respond on this form. honest opinion. .HELPFULNESS OF GENERAL DIRECTIONS l. 6. The kind of information given 1. 2. Of no help 0f little help The kind of infbrmation given observation was: 1. 2. Of no help Of little help The kind of information given 1. 2. Of no help 0f little help The kind of information as to l. 2. Of no help Of little help The kind of information given 1. 2. Of no help Of little help . CLARITY OF OBSERVATION OUTLINES There are no "right" or "wrong" answers. Give your You do not need to put your name on the answer sheet. on wa to conduct yourself as an observer was: 3. Somewhat helpful h. Helpful 5. Very helpful on How to record infbrmation during the 3. Somewhat helpful h. Helpful 5. very helpful on What to record during the observation was: 3. Somewhat helpful h. Helpful 5. very helpful how oral reports were to be given was: 3. Somewhat helpful he Helpful 5. Very helpful on how to organize and write reports was: 3. Somewhat helpful Newborn The outline of this observation was: 1. 2. Definitely Unclear not clear 3. Somewhat clear h. Helpful Clear 5. Very helpful 5. Definitely clear 10. ll. 12. -3- Infant The outline of this observation was: 1. 20 3. 1". Definitely Unclear Somewhat Clear not clear Clear Ehysical Motor The outline of this observation was: lo 20 3. no Definitely' Unclear Somewhat Clear not clear Clear Intellectual The outline of this observation was: 1. 2. 3. h. Definitely Unclear Somewhat Clear not clear Clear Social The outline of this observation was: 1. 2. 3. 1». Definite1y* Unclear Somewhat Clear not clear Clear Emotional The outline of this observation was: 1. 2‘. 3. h. Definitely Unclear Somewhat Clear not clear Clear Eating The outline of this observation was: 1. 20 30 he Definitely Unclear Somewhat Clear not clear Clear School age child The outline of this observation was: lo 29 3. he Somewhat Clear Definitely ‘Unclear Clear not clear 5. Definitely Clear 5. Definitely Clear 5. Definitely Clear 5. Definitely Clear 5. Definitely Clear 5. Definitely Clear 5. Definitely Clear 9 C.HELPFULNESS OF REPORT FORMS 1h. 15. l6. l7. ngggt When writing your observation report did you find the report form: 10 20 3. no 5. 0f no help Of little Somewhat Helpful very helpful help helpful Emotional When writing your observation report did you find the report fbrm: 1. 2. 30 he 5' Of no help Of little Somewhat Helpful very helpful help helpful Intellectual When writing your observation report did you find the report form: 1. 2. 3. h. 5. 0f no help Of little Somewhat Helpful very helpful help helpful Eating When writing your observation report did you find the report form: 1. 2. 3. 1+. 50 Of no help Of little Somewhat Helpful Very helpful help helpful 3. PURPOSES or OBSERVATION 18. 19. 20. Do you feel that observing children is an important part of studying child development? 1. 2. 3o ,‘l’o 50 Of no Of little Somewhat , Important Very important importance importance important Did your Observations help you to understand the theories concerning behavior and development. 1. 2o 30 ’40 5. Of no help Of little Somewhat Helpful very helpful help helpful Did your observations help you to recognize and understand the individual differences of children? 1. 2. 3. 1+. 5. Of no help Of little Somewhat Helpful Very helpful help helpful 21. Did your observations help you to understand the needs and capabilities of individual children? 10 2o 30 he 5' Of no help Of little Somewhat Helpful Very helpful help helpful 22. Do you feel that your observations of children are helpful to you in understanding yourself and others? 10 20 30 he 5. 0f no help Of little Somewhat Helpful Very helpful help helpful . EXTENT OF DIRECTIONS AND.ASSIGNMENTS 23. General Directions Did you find the length of these directions to have: lo 2. 3. ’40 50 No detail Insufficient .Adequate .More than Much too detail detail adequate detail - detail confusing 2h. Newborn How did you feel about length of this observation assignment? 1. 20 30 1". 5. Very short Somewhat Satisfactory Somewhat Very long short length long 25. Infant HDW'did you feel about the length of this observation assignment? l. 2. 3. h. 5. Very short Somewhat Satisfachozy Somewhat very long short length long 26. Physical-Motor How did you feel about the length of this observation assignment? 1. 20 3. he 50 Very short Somewhat Satisfactory Somewhat Very long short length long 27. Intellectual How did you feel about the length of this observation assignment? 1. 2. 30 he 50 Very short Somewhat Satisfactory Somewhat Very long short length long I'll F .lll’l .. n I‘ll I," III! 111'! Ill"! L. villi-1 In; all,l I 1.1111: '11“. 1| I'll-1| ill. -rlllfllnl 28. Social HDW‘did you feel about the length of this observation assignment? 1. 2. 3. h. 5. Very Short Somewhat Satisfactory Somewhat Very long short length long 29. Emotional How did you feel about the length of this observation assignment? 1. 20 I 30 he ‘ 50 very short Somewhat Satisfactory Somewhat Very long short length long 30. Eating How did you feel about the length of this observation assignment? lo 20 30 he 5. Very short Somewhat Satisfactory Somewhat Very long short length long . ". . i 1' ‘ . 31. School age child How did you feel about the length of this observation assignment? 1. 2. 30 1+0 50 Very short Somewhat Satisfactory Somewhat Very long short length long .ADDITIONAL COMMENTS Do you have any further suggestions on how the observation materials might be changed? write your comments below or on the reverse side. MICHIGAN STATE UNIVERSITY .ME DATE STUDENT NO. SEX M F LAST FIRST MIDDLE uase NAME cousse NO. ‘O STUDENT NUMBER 9-.--1 “3-- --3- .4-- _-3_ -_§._ --.7._ _ 3 91 iION INSTRUCTOR _O :::l:: ”2: ___3_ :24: :13: :3; :21: :32: 9 .ME OF TEST FORM /3- ”9;: 33:"; :3: ‘33:: ‘ 453- 3?: "17* a 33-: :3- :9: .3;- 3: :3: 3?; 2:“;- ;:?:: :3; 2?: BE SURE YOUR MARKS ARE HEAVY AND BLACK :9" 3):; "3:- --3-- :3:- --3-- 2:5:- 33: 33-: 3?;- ERASE COMPLETELY ANY ANSWER CHANGED ”9” :::l: :3: :32; :24: "3: 23:: 3;: :3: ::3: I:-:-. 2 -;-- 3 ::::: 4 ::;;; 3 ::::: 2 l::::: 2 :::z: 3 2:: 4 ;;;:,- 3 :::z: 3 I ----- 2 3 :::z: 4 :::r: 3 :::z: 4 I::::: 2 ::::: 3::::: 4 ::::: 3 - I---:- 2 :::z: 3 :::z: 4 ----- 3 :::2: 5 I ::::; 2 :::t: 3 ;;::: 4 ---- 3 :::2: 7 I :::z: 2 3 :::t: 4 ----- 3 :::z: 3|::::: 2 :::2: 3::::: 4 2:21: 3 :::z: |::-- 2 --:-- 3 ----- 4 :::r: 3 :1: lo I ::::: 2 - 3 2:: 4 :::r: 3 :::z: | | I ..... 2 12:: 3 4 3 ;;;;; I2 I::::: 2 :::z: 3::::: 4 ;;::: 3 ..... 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Bergman Bernadette M. Randall Michigan State University Copyright 1965 Berfirce B. Bbrgman PART I PART II PART III TABLE OF CONTENTS INTRODUCTION ' Requirements for the Course Schedule of lectures, Discussions, and Examinations To be inserted: Course Outline and Reading Assignments References on Reserve in MSU Library Why Make Observations and Record the Behavior of Children OBSERVATION OF INFANTS Schedule of Infant Observations Directions for Recording and Reporting Observation of Infant Outline for Observation of Newborn Condensed Outline for Infant Observation Report Form for Infant Observation OBSERVATION OF PRESCHOOL CHILDREN Directions on How to Observe, Record, and Report Date on Laboratory Schools; To be inserted Assigned Observations: Date, hour, and place To be inserted Schedule of Preschool Observations Condensed Outlines for use during Preschool Observations: Eating Observation Physical and Motor DeveIOpment Intellectual Development Social Development Emotional Development 111 10 12 13 I4 16 17 20 29 30 36 37 38 39 4O 41 42 43 Report Forms for Preschool Observations: Eating Intellectual Emotional PART IV OBSERVATION OF SCHOOLPAGE CHILDREN Information Regarding School-Age Observation Outline for Observation of SchoolnAge Children APPENDICES Appendix A Appendix 8 Appendix C iv 48 55 59 60 61 62 63 78' 84 PART I INTRODUCTION Requirements for the Course Schedule of lectures, Discussions, and Examinations To be inserted Course Outline and Reading Assignments References on Reserve in M50 Library Why'Make Observations and Record the Behavior of Children 10 2 REQUIREMENTS FOR THE COURSE Read required assignments and some optional readings. Observe: 9 one-hour observations as follows: i of newborn in.film l of infant in class 1 of infant in.his home: A child between 5 - 12 months. Make your own plans with the child's mother. 5 of preschoolers in the Laboratory Preschool and Spartan Nursery School:* 1 of eating behavior 1 of physical and motor development 1 of intellectual development 1 of social development I of emotional development 1 of a school-age child, 7 - 12 years old, in his home, neighborhood, ,or a group such as Sunday School, scouts, school, play ground, etc. Make your own plans. * You will be assigned an hour per week for five weeks. Your hour for observation in the laboratory will be the same from week to week, except the week that you observe eating. See Assigned Observations page 37. Report on Observations: 3 oral reports in discussion periods, usually on alternate weeks. See Schedule of Lectures, Discussions, and Examinations, page 3. 4 written reports, due on the first class period in the week following the week the observationuwas made. These will cover the observations of one infant and those made in the Laboratory Preschool and Spartan Nursery School of eating, intellectual development, and emotional develonment. Examinations: Three Midterm: One-hour objective exam over prenatal and infancy periods. Midterm: One-hour objective exam.over preschool period. Final: Two-hour objective final over entire course. 4. COURSE OUTLINE AND READING ASSIGNMENTS Texts: 1. Breckenridge, M. and M. N. Murphy. Growth and Development of the Young Child, 7th Edition. 2. Breckenridge, M. and E. L. Vincent. Child Development, 5th Edition. References preceded by an asterisk are required readings; others are optional. Some optional reading is recommended for all students. The first time a reference appears the full author and title is given; thereafter, only the author's names are given. - I. Introduction A. Concepts of Growth *1. Breckenridge and Mbrphy. pp. 3-34. *One of the following: 2. Breckenridge and Vincent. pp. 1-34. Some general principles of development. 3. Stone, L. and J. Church. Childhood anngdglescence. pp. 33-37. Principles of development. . 4. Martin, W. E. and C. B. Stendler. Child Behavior and Development. Chpt. 4. Principles of growth and development. B. Home and Family as Background for Growth 1. Breckenridge and Murphy. pp. 36-93. This reviews some of the con- cepts of HMC 261, Human Development in the Family. II. Prenatal DevelOpment *1. Breckenridge and Murphy. pp. 95-146. Life begins. 2. Martin and Stendler. pp. 127-150. Beginning of life. 3. Stone and Church. pp. 10-28. Birth of the baby. 4. U. S. Children's Bureau Publication No. 4. Prenatal Care. III. The Infant A. The Newborn *1. Breckenridge and Murphy. pp. 146-152.. *One of the following: 2. Rand, Sweeny and Vincent. Growth and Development of the Young_Chi1g, 3rd Edition. pp. 1-20. ‘ 3. Martin and Stendler. pp. 151-156. The neonate. 4. Stone and Church. pp. 3-10. The newborn. IV. B. C. D. E. F. The Preschool Child ' A. 5 ' Physical Needs of Young Children 9. 1 *1. 2. 3. Physical and Motor Development *1 2. 3. Intellectual Development *1. 2. 3.8 Emotional and Social Development *1, 2. 3. l ‘1}. 5. General Summary of Infancy Breckenridge and Murphy. pp- 154-160, 164-175, 186-220, 231-267. U.S. Children's Bureau Publication No. 8. Infant Care. Stone and Church. pp. 66-81. Trends in Child Care. Breckenridge and Murphy. From pp. 278-327 select material which ) refers to infancy. Also pp. 329-341, 342-352, 355-357. Stone and Church. pp. 51-58. The infant. Jersild, A. Child Psychology. 5th Ed. 94-100. Motor Development. Breckenridge and Murphy. pp. 360-378. Jersild. pp. 41-45, Behavior at birth; 55-62 Learning in first days and weeks. Strang, R. An Introduction to Child Study, 4th Edition.. pp. 92-111. How a baby learns. Breckenridge and Murphy. pp. 160-164, 175-184, 267-275. Psychologiau Needs. pp. 417-421, 422-426, 435-439. Emotional and Social Developmmh Breckenridge and Vincent. pp. 68-101. Emotional influences on growflhl Stone and Church. pp. 58-66. Foundation of Basic Trust. Jersild, pp. 235-243, 250-251. The meaning of emotion. pp. 127-153 ‘ Affection. pp. 171-178. First steps in the social world. U.S. Children's Bureau Publication 377. A_§ealthy Personality for zgyr Child. pp. 1-10. Strang. pp. 112-125. Problems of development during the first two years 0 Watson, R. Psychology of the Child. pp. 222-243. Psychological development in infancy. Martin and Stendler. pp. 161-199. Impact of society and culture. *One of the following: 1. 2. 3. 4. 7'31. 2. 3. Physical and Motor Development 4 Gesell, A. How a Baby Grows, q Jenkins, G., Schaeter and Bauer. These are Your Children. Ch. 2 l and 3, pp. 285-289. Spock, B. The Baby's First Year. . U. 3. Children's Bureau Publication No. 8. Infant Care. pp. 5-7. 1 The Newborn. pp. 69-81. How a baby develops and learns. Breckenridge and Murphy. From pp. 278-327 select material referring s to preschool years. Also pp. 221-230 and pp. 341, 352-355, 357-358. 5 Jersild. pp. 101-111. Later features of motor development. 1 Watson. pp. 309-315. Motor development in early childhood. i B. Intellectual Development *1. Breckenridge and Murphy. pp. 378-413. 2. Stone and Church. pp. 175-192. Thinking and Perceiving. 3. Crow, L. D. and Crew, A. Child Develgpment and Adjustment. pp. 149-156. Language development of preschool child. C. Emotional and Social Development *1. Breckenridge and Murphy. pp. 421-422, 426-435, 439-454. 2. Watson, pp. 315-339. Emotional development in early childhood. pp. 375-408. Peychosocial development in early childhood. 30 JerSildo pp. 255-286. Fear. pp. 287-298. Anger. pp. 178-1980 First steps in a social world. ' . 4. Stone and Church. pp. 145-164. Meeting people, play and fantasy, self-awareness. 5. U. 8. Children's Bureau Publication No. 377. Healthy Personality £g£_ Your Child. pp. 6-12. D. .Guidance Related to Personality Development *1. Breckenridge and Murphy. pp. 456-480. E. General Summary of Preschool Period *1. Breckenridge and Murphy. pp. 482-493. *One of the following: 2. Jenkins, Schacter and Bauer. Chap. 4, 5, and pp. 290-291. 3. U. 3; Children's Bureau Publication No. 30. Your Child From One to Six. 4. Breckenridge and Vincent. pp. 419-424. Summary of growth achievements. V. School-Age and Adolescence A. Physical and Motor Developmenti *1. Breckenridge and Vincent. Chap. 7 and Chap. 8. 2. Frank, L. K. and M. Frank. Your Adolescent at Home and in School, pp. 21-36. Physical growth and deve10pment in adolescence. 3. Butt, M. and R. ibby. The Child. pp. 306-316. The crisis of puberty. B. Intellectual Development *1. Breckenridge and Vincent. Chap. 9, 10, 11. 2. Stone and Church. pp. 239-248. Cognitive functioning. 3. Crow and Crow. pp. 159-177. Language development. 4. Frank and Frank. pp. 221-240. Enlarging the high school program. D. General Summary of School Age and Adolescence *One of the following: 1. 2. 3. 4. 5. 7 .. C. Social and Emotional Development 6' *1. Breckenridge and Vincent. Chap. 12, 13, 14. ‘ 2. Jersild. pp. 199-231. Peer relationships in later childhood. 3. Martin and Stendler. pp. 347-376. The child in school. 4. Stone and Church. pp. 206-224. Society of children. 224-237. Sex roles. 5. Redl, F. "Preadolescents - What Makes Them Tick?" in Seidman, J. M. 6. Butt and Gibby. pp. 333- 347. School adjustment. 7. Frank and Frank. pp. 151- 188, Living with the adolescent. pp. 189-2ML Family crisis. Breckenridge and Vincent. pp. 424-432. Summary of growth achievement» Jenkins, Schacter and Bauer. Chap. 6, 7, and 8 and pp. 292-293. Early school years. Chap. 9 and 10 and pp. 294-297. Later school years. Chap. 11 and pp. 298-299. Adolescence. Stone and Church. Chap. 12. Becoming Mature. U. S. Children's Bureau Publication No. 324. Yoor Child Six to Twelve. U. S. Children's Bureau Publication No. 347. The Adolescent in Your Family. ——. nc— .... —‘—- -_.._-.-__ BF' 724 .C7 BF 721 .HB3 EAST PLAY ROOM 2 East West é WEST PLAY ROOA % screened -screened f / observation observation ¢ ¢ area area ; i .6 l 1 i l 1 J! ~ 1 1 F——‘—“1 \ 1 I l 1 ”‘1 T— ,Lr ___ E mirrored ' \x ‘ W. mirrored obs area \\ l , obs. area . ' East \ West f/VMA vavvw \ locker Office 1 Locker 4 § ' Room A Room 3 Conference E ‘/ i . é Work Shop Room 2 .A.. i / : _.__ I E L— ___. Entrance .-// // L T T —1— 1 — T W I LLOW STREET 33 II. Recording and Reporting Observations A. B. Preparation.for an.Observation 1. 2. 3. 4. 5. Study the outline for the observation i§_advance so you are familiar with the nature of the data to be recorded. For observations to be written, it is helpful to study also the report form. Bring the condensed outline with you to refer to as needed during the observation. Read from your text the material which pertains to the type of development you are to observe. Provide yourself with a notebook of a size you can conveniently hold in your hand, approx. 5" x 8", A rigid cover is recommended to give you a surface upon which to write. A.spira1-binding allows for convenient opening of the notebook. ' Arrive for observation at the time and place scheduled. Get settled for observation as quietly and inconspicuously as possible. If you cannot observe when scheduled, due to illness, call the instructor,’355-7681, or grad. assistant, 355-7735, on the day of your absence. Recording during the Observation. 1. 2. 3. 5. 6. 7. Begin record on.new page. At tap of page record date, time, place of observation, name of head teacher, age range of group. On each page leave a generous left-hand margin.for later notes and analysis. Record in.diary_record form. 29.not attempt to organize while you are observing. See examples of iary record on-the-spot-recording on pages 64-70, 79-83. Look carefully for data pertaining to all parts of the outline.. In general, focus attention upon one child at a time. Record his name and age. Record his behavior and speech and only as much of those with whom he interacts as is necessary to give meaning to your record. Objectively and accurately record factual information. For examphh "Tom cried when his mother left" is a factual statement whereas, to record "He was unhappy because his mother left" is your subject- ive interpretation. The latter should not take the place of factual information. If you wish to include interpretation, in addition to the facts, indiéate the interpretation Qy_enclosing _i_t_:_ L11 parenthesis. 8. 34 Record as much data as you can reasonably obtain during an hour. To secure the maximum you may use abbreviations and omit un- necessary words. A few times during the hour, momentarily stop observing to fill in your notes to make them more meaningful; then resume observing and recording. Be specific and detailed in.your recording. You will be graded on the quality of examples recorded. ' C. Reporting on Observations 1. 2. Oral reports, given in discussion sessions, A or B, for dates see page 3. a. Prepare for discussion as follows: 1) Read observation notes carefully _ 2) With outline in hand, find data in your notes to illustrate the various parts of the outline 3) Indicate in the left-hand margin of the notebook, Opposite the illustrative data, the part of the outline it illustrates. 4) Become thoroughly familiar with your data so you will be albe to report quickly and accurately. b; Reporting through group discussion 1) Bring to discussion session the record of the observation and outline. 2) Participate in the discussion, citing data from your record. Report the best examples you observed of each of the parts of the outline as it is presented in the discussion. Time does not permit everyone to contri- bute to every part ofthe outline. You will be graded on quantity and quality of your participation. 3) At the end of the hour, if you feel you have not had adequate opportunity to participate, you may hand in your observation notes, just as they are. Be sure your name is on them. They will be read and considered in your grade for the discussion. They will be returned to you without a grade. Written reports, to be handed in, due at the first class period of the week following the week the observation was made. a. Prepare to write in the same way as indicated under Oral Reports 1. a. 1), 2), and 3) above. b. Type or write legibly in ink on the specific form for the report. c. At top of page put: Your Name ' . Lecture Section Date, time, and place of observation Name of head teacher Age range of group d. f. 35 Report data under appropriate headings. Report clearly and accurately from your observation record. Use past tense. Report accurately what you actually saw a child or a teachercm and heard them say. Do not use vague terms, unsupported by evidence, such as: "seemed," "discovered," "realized," "noticed." You may use such terms in an interpretation of behavior and place it in parenthesis following the evidence; for example: "When Miss Torrey held up a new book, John smiled, reached for the book and shouted, 'Reai it, read iti'" (He seemed pleased with the new book.) Do not use terms which exaggerate, such as "always," "never," "constantly," "every minute," "all the time," "all over the place," for example: "Tom always placed with John. He ran constantly, all over the place. He was busy every minute." This is not accurate recording. Mechanics of writing: You are expected to spell, capitalize, and punctuate correctly and to use grammatically correct sentence structure. Papers with excessive errors in.mechanics of writing or papers poorly organized will be reutrned un- graded. They are not acceptable. 0 “i 38 SCHEDULE OF PRESCHOOL OBSERVATION Location of Pre-school Observations: In Spartan Nursery School or laboratory Preschool Willow and Birch Street Home Management Building South Campus - Units III and IV Schedule by Sequence Sequence 1 Sequence 2 Sequence 3 : Sequence 4 CI Sequence 5 ' 3 3rd Week Eating W* Physical- . g Mental. W* Physical - fPhys‘ical- Date: due: ' Motor D?”' L due: i Motor Die-k jMotor Deg-.- !' : 1 s i . a, , 4th Week Physical - lEating W*’ f Physical - {Mental W* jEmotional W“ Date: Motor D“ jdue: fMotor D“ =due: =due: a ; , 3 a. ....-L . i f. ; 5th Week Emotional W* ;_ Social D7”? : Eating Wk. 3 Social D** __ Mental W“ Date: due: _; j due: I‘ , due: ' fir 1': 6th Week ”Social D** EMental w* ASocial D** § Eating w* i Social D** Date: ; due: 3 due: . v 7th Week Mental w* zEmotional w* fEmotional w*? Emotional us: Eating we Date: due: 1 due: ; due: f due: 3 due: in. W* - Write reports of observations to be handed in. Each is due the first class period of the week following the week the observation was made. D"~‘*- Report on observations in disucssion section. For dates of discussion, see Schedule of Lectures, Discussions, and Exams. Observation Schedule You will be assigned an hour per week for five weeks. It will be the same hour each week except for the week you observe eating. All eating observations are from 11:20-12:00. The assignments for each week are indicated in the five sequences above. You will follow one of the five sequences, the particular sequence for you being determined by the week you observe eating. The place of the observation will vary from week to week. A schedule of time and place will be furnished for you. Pm‘SSCE CO L OZ ....1‘ A'PIUV U'Ip‘ ..'_"“"-°: -‘ '1 -,. yaw-s" _ 'U H‘.‘-‘ “...-lag”. ‘- at Condensed Outlire for use du ng Observation Arrive at least five minutes ahead of the time the meal begins so you can become familiar with the dining set-up before the children come in. Some children eat quickly so you need to be fully ready to observe from the beginning of the meal. Record date, time, and place of observation, name of head teacher, age range of the group. I. Individual Observation Observe a child whom you can see easily. Record his name and age. Make a diary record of this child's meal time, including the following: A. Amount of food served and eaten 1. Indicate approximately the amount, in tablespoons, of each food put on his plate. 2. The size and number of pieces of finger foods taken, e.g. toast, raw fruits and/or vegetables. 3. Amount, in ounces, of milk poured. 4. Compare amounts with servings of other children at his table. 5. Did he finish all foods? leave some -- what part of servings? Have additional helpings -- what and how much? B. Time spent 1. Record time he started eating, time he finished the main course, and time he finished the whole meal.. 2. Compare with time taken by others at his table. C. Reaction to food 1. What food did he eat first? 2. What food in the main course did he leave until last? 3. .Quote his comments and other reactions to food. D. ~Mechanics of eating 1. Did he have a hand preference in eating? Give evidence. 2. Record his manipulation of silverware, glass, dishes, and food as the meal progresses. E. Record his conversation and describe his behavior during the meal time, e.g. evidence of happiness, of discontent, of distractability, etc. F. Guidance 1. What physical help did the teacher give this child? 2. Quote verbal directions and reminders given. II. General Observation A. I‘Iem 1. Copy the menu. This is posted on the students‘ bulletin board. Note the following aspects of the menu: 2. Ease of serving and eating these foods by children of this age. 3. Variety of flavors -- sweet, sour, tart, salty, bland, etc. a. Variety of textures -- soft, crisp, chewy, coarse, fine, smooth. 5. Variety of colors. B. Food Service 1. How was the food served? 2. How did the children participate in the service during the meal? 3. Note advantages and disadvantages of the method of service used. C. Dining room set-up 1. Number of tables, children per table, of teachers per table. 2. Approximate heights of tables and chairs. 3. Kind and size of dishes, silver, glasses, and napkins. 4. General atmosphere of the room. III. Miscellaneous remarks Any significant or interesting data not asked for in the outline. 40 7:3'1'1""""r"\f‘ "C M ' 7 ""Y‘" ' \b Hex/U 140.48.11.11..- L... ..LU '1 .1 - . . . a. 7.,3Pu . v ’..'.._'1..Lv.'1.L.' r—'.\.J $‘-J.'.\Ja. .u—Vubv :‘w-L'AHT Condensed Cut line or use du1ir3 Coservation and Preparation for Oral Discussion Record date, time, and place of observation, RSnG of head teacher, and age range of the group. Observe one hour, Jatchirg, if pos ible, one child throughout. If child you are observing leaves, observe another in the group Use children's first names as you record. Record in dia1 y rocordf 1 rm the motor activities of your subject(s). At the end of the hour re cord the age of your subject(s). Following the observation, analyze your da11 according to this outline. For more specific information, see Recording and Reporting Observations, Sections A, B, and C 1, pages 33 and 34. I. Physical DeveIOpment A. Secure from bulletin boa1d heigh’1 s and wei “h s of children in the group you observe. Cor pare the measurements of your subject(s) with those of others in this group, wit th Watson-Lowery averages. B. Describe your subject's body build and p1 oportions, posture, facial features, color and texture of Si tin, hair and onlor of eyes. C. Describe evidence of good or poor health seen in your subject. e.g. Color and clarity of skin, hair gloss, brightness of eyes, freedom from nasal discharges and coughing, posture, energy level. II. Motor Skills A. Large muscle activity Record carefully as many of the following activities as you observed your subject doing. Focus on one activity at a time. Describe his body movements in each activity. Note useless movements, failures, partial successes, as well as successes during each activity. 1. Walking 8. Jumping 13. Lifting and placing 2. Running 9. Throwing heavy objects such 3. Crawling 10. Riding trike as large blocks, 4. Sitting Down 11. Pulling wagon chairs, boards, boxes 5. Climbing 12. Going up or down and ladders. 6. Balancing stairs 14. Using a broom, mop, 7. Swinging rake, or shovel B. Finer Coordinations Record child's Egg.9£_hends in manipulation of small objects such as puzzles, small blocks, crayons, paint brushes, scissors, doll clothes, dishes, sand toys, fastenings on his clothing. 1. Did he or did he not show hand preference? Give examples. 2. Was he able to use both hands toge ther,gsuch as hold jacket with one hand while pulling zipper with the other. Give examples. 3. Did he oppose thumb and finger in grasping or use whole hand? Give examples. III. Teacher Guidance Note any example of teacher's help or encouragement of any_child's motor development. e.g. Miss A. placed a board, about % ft. by 7 ft. across the top of a box with 2 low steps, about one ft. off floor for children to walk on, jump from, etc. IV. Miscellaneous remarks Any significant or interesting data not asked for in the outline. 41 PLESCHCCL BSZRVATION INTELLECTUAL DEVELOTABKI Condensed Outline for use during Observation Record date, time and place of observation, name of head teacher, and the age range of the group. I. Language - Record a 5-min. sample of each of two children's language. Include speech and nonpverbal communication. Record everything you heard him say just as hg_enunciated ig.and enough of the situation to give meaning_to his language. Data for the following, II through VIII, may be secured on any child in the group. II. III. IV. V. VI. VII. VIII. Sensory Perceptions - Record examples of three or’more different kinds of children's sensory perceptions you observed, such as: shape, size, color, texture, time, weight, distance, number, sound, smell, taste, temperature. Sample: Kind of ser‘ory perception: Texture Example: Netherly, 4 yr. 11 mo., slowly moved her chin over the surface of the fur on her collar. She hunched her shoulders and laughed. "It tickles," she said. Reasoning - Record examples of reasoning. e.g., Joan, 4 yr. 6 mo., let lucy hold her doll and said, "You have to give her back cause, I have to take her home." Problem solving - Record examples of problem solving, noting the steps in problem solving. See Breckenridge and Murphy, pp. 395-396. Imagination - Record examples of imagination. Memory - Record examples of memory. Guidance - Record instances to illustrate adult guidance in furthering children's intellectual develOpment. Miscellaneous remarks Record any significant and pertinent data observed though not asked for in the outline. Note name and age of each child on.whom you've recorded data during the observation. See student's bulletin board for children's ages. 42 PRISCHOOL OBSERVATION SOCIAL BEHAVIOR Condensed Outline for use during Observation and Preparation for Oral Reports Record date, time, place of observation, name of head teacher, and age range of the group. Record in diary record form as many instances as you are able to see of social behavior of the children. You may give examples of any child in the group. Be sure to give names and ages of the children involved, and enough of the surrounding circumstances to make the incident clear. I. Children's social interaction with other children. A. Record one or more incidents which gave evidence of a child's or children's understanding, or lack of understanding, of property rights. B. Record one or more instances of physical contact between two children, either of the affectionate or hostile type. C. Record one or more examples of leadership, or attempted leadership. D. Record one or more incidents in.which children cooperated in the use of play materials, or in some other way. E. Record one or more examples of children's companionship with one another such as conversation for conversation's sake or seeking another to share an activity. F. Record examples of the following types of play: 1. Solitary 2. Parallel 3. Shifting group 4. Organized Cooperative group II. Children's social interaction with adults. A. Record one or more examples of a child's social interaction.with an adult such as engaging in a conversation with the adult or spontaneously working with the adult. B. Record one or more examples of a child's response to adult authority, either complying with or resisting it. C. Record fully an instance in.which a teacher influenced the social behavior of children or of a child. III. Miscellaneous remarks. Record any significant and pertinent data observed though not asked for in the outline. 43 PRESCHOOL OBSERVATION EMOTIONAL BEHAVIOR Condensed Outline for use during Observation Record date, time, place of observation, name of head teacher, and the age range of the group. Record in diary record form as many instances as you are able to see of emotional behavior of the children. You may give examples of any child in the group. Be sure to give names and ages of the children involved, and enough of the surrounding circumstances to make the incidents clear. I. II. III. IV. V. Emotional Experiences Record instances of at least three different kinds of emotional behavior. They may involve joy, contentment, affection, anger, fear, jealousy, sadness, or sympathy. Be sure that your account includes the following: 1. VActivigz in which the child was engaged when the emotion was evidenced. 2. Child's attitude just previous to the response, as indicated by behavior. 3. Apparent cause - what led to or set off the emotional behavior. 4. Intensity and form of the emotional behavior. 5. Duration of the emotional behavior. 6. The child's attitude following the incident, as indicated by behavior. Personality Development Record any examples of a child's effort toward development of: A. His sense of autonomy. B. His sense of initiative. C. His sense of accOmplishment. See Breckenridge and Murphy pp. 273-274. Potentialities for Spiritual Development Record as many instances as you see of a child's quest for a better understanding of his relation to his world; for example, interest in things of nature, interest in and respect for other people, a "sense of wonder." See discussion pp. 450 - 453 in your text -- Breckenridge and Murphy. Teacher Guidance Record any examples of teacher's influence upon a child's emotional and/or spiritual development. Mis ce 1 laneous remarks Record any significant and pertinent data observed though not asked for in the outline. 44 PRESCHOOL OBSERVATION REPORT OF EATING BEHAVIOR Observer: lecture Section: Date: Time: Place: lead Teacher: Age range of group: 1. Individual Observation Name: Age: A. Amount of food served and eaten B. C. 1. The amount, in tablespoons, of each food put on his plate. 2. The size and number of pieces of finger foods taken. 3. Am0unt in ounces of milk poured. 4. Compare amounts with servings of other children at his table. 5. Did he finish all foods? Did he leave semen-what part of servings? Did he have additional helpings--what and how much? Time spent 1. He started eating at: ' He finished main course at: He finished the whole meal at: 2. Compare with time taken by others at his table. Reaction to food 1. What food did he eat first? 2.. What food in the main course did he leave until last? 45 3. Quote his comments and other reactionsto food. D. Mechanics of eating 1. Did he show a hand preference in eating? Give evidence. 2. Describe his manipulation of silverware, glass, dishes, and food as the meal progressed. E.. Record his conversation and discribe his behavior during the meal time, e.g., give evidence of happiness, of discontent, of distractability, etc. F. Guidance 1. What physical helpcfid the teacher give this child? 2. Quote verbal directions and reminders given. 46 II. General Observation A. ‘ I ’i Q menu 1. 2. 3. 4. 5. Opposite each food in the menu indicate the daily dietary requirements to which it contributed. See Breckenridge and Murphy pp. 223-224. Evaluate the menu as to the ease of serving and eating by children of this age. What variety of flavors was provided by various foods -- sweet, sour, tart, salty, bland, etc. What variety of textures was provided by various foods -- soft, crisp, chewy, rough, coarse, fine, smooth. What variety of colors was provided by various foods. Food service 1. How was the food served? 47 2. How did the children participate in the service? 3. Note advantages and disadvantages of the method used. C. Dining room set-up 1. Number of tables, of children per table, of teachers per table. 2. Height of tables and chairs. -- approximate heights. 3. Kind and size of dishes, silver, glasses, napkins. 4. General atmosphere of room I I I . Mis cellaneous remarks lDid you observe anything which you cannot fit into the outline, but which seemed significant to you? Describe. 48 PRESCHOOL OBSERVATION REPORT OF INTELLECTUAL DEVELOPMENT Observer: lecture Section: Date: Time: Place: Head Teacher: Age range of group: I. Language A. Records of language: Record the 5-min. sample as you took it of each of two children's language. Put number of words per sentence at end of each sentence. 6-3- "Give it to mew" "It's mine."2 1. Name: ' Age: Record: 2. Name: Age: 4 Record: 49 .a .w .u .o 10 .u .m "om< a to .0 CD on .e .c “osdz .n .w .u 00 00 0U 0“ u$W< .o .o .n .n .e .e ”maez so 36a .a use .98 .m Bonn .uw>o .0» .u .08 e .um n so: .umeu .o o .o «ow< muuoue .vou .uso» .35 .v u .m on .e>mw .deo .o u .o namesake poem mafia .som .Ean .05 .H .n n .a ”mauz soon £6.85 :33... £2 ... m .a he on «madame xefieaoo smanoefioo Am onQEoo Au anewuoonumusn .: me>duoonu<..u vasoeaoo no maomuoamndoo .w maue> .o eaeaum An ooceucem nomuooeu muoduumoamum .u masodonm .n muogeaooda Au nee emuoa mo om<_e:d mnuw>u< .e . masoz .e ”mmosmudee memo: nonesz . «no namesake uo annex ammuo>< Heuoa maez m.uoefinmm new: someem mo muuem mudonQEou summog unmoe< "seamen m.couemweo can on» no meuooeu seen some eueflspea .m C. D. 50 Compare each child with the other and with normative standards for his age, as described in your readings, in each of the four areas tabulated. Suggested references for normative standards include: Breckenridge and Murphy, Growth and Development of the Young Child, 7th Edition, pp. 377-381 Breckenridge and Vincent, Child Development, 4th Edition, pp. 409, 410 Jersild, A., Child Psychology, 5th Edition, pp. 306-308 1. Amount of Speech 2. Length of Sentences. 3. Complexity of sentences, i.e., completeness and kinds. Include samples of different kinds of sentences used. 4. Parts of speech: Extent and correct usage. Note any errors in in.use of parts of speech, e.g., Incorrect pronoun."§g,can." Give an example from the five-minute speech records of child's reliance on speech as a means of communication. e.g., "Give it to me," or "I need some paint," or "Do you want to play?" 1 0 Name 3 Example: 2. Name: Example: 51 E. Give an example from the five~minute speech records of use of non-verbal means of communication, e.g., Fred snatched the truck from Jerry. or Susan patted Jane's cheek and smiled at her. 1. Name: Example: 2 0 Name: Example: In F, G, and H below record examples if they occurred in the two five-minute records of speech. F. Give examples of any words you considered unusual. 1 a Name 3 Examples: 2 0 Name 2 Examples: 101 G. Enunciation. Give examples of omissions of sounds, eg., "ike" for "like;" substitutions, e.g., ”wed" for "red" slurring together, e.g., "Com'ere" for "Come here." i 0 Name 3 Examples: 2 0 Name 3 » Examples: H. Note any examples of stuttering, e.g., "d-d-d-don't," or repetition, 908-. "Nay, may, may I?“ l 0 Name: Examples: 0 20 N33118: Examples: II. Sensory Perceptions: Give examples of three different kinds of children's sensory perceptions you observed among any of the children, such as: shape, size, color, texture, time, weight, distance, temperature, number, sound, smell, taste. . 52 A. Kind of perception: Name: Age: Example: ‘ B. Kind of perception: Name: Age : Example : C. Kind of perception: Name: _ Age: ample: Give data in three of the following tour areas, III through VI. III. Reasoning. Cite an example of reasoning. Name: I Age: Example : IV. Problem-solving: Cite an example of problem solving in which you have analyzed it to show the steps in problem solving. Name: Age: A. Situation which led to the problem 3. Steps in problem-solving 1. Location of the problem: 53 2. Consideration and/or trial of possible solutions: 3. Evaluation of solutions: C. Was the problem solved to the child's satisfaction? Give evidence. V. Imagination: Cite an ample of imagination. Name: Age: Example: VI. Memory: Cite an example of memory. Name: Age: Example: VII. Guidance: Cite an instance to illustrate adult guidance in furthering children's intellectual development. Child's name: Age: Exmple: 54 VIII. Miscellaneous remarks: Did'you observe anything which you cannot fit into the outline, but which seems significant to you: Describe. 55 PRESCHOOL OBSERVATION REPORT OF EMOTIONAL BEHAVIOR Observer: Lecture Section: Da te : Time: Place: Head Teacher: . Age Range of Group: I. auctional expressions - Cite an example of each of three different kinds of emotions. Example: A. Kind of emotion: Anger l. v... 2. 3. 4. 5. 6. Activity engaged in: ‘ John, 3 yr. 6 mo., and Tim, 3 yr. 4 mo., were seated at table. Each was manipulating a lumpyot clay before him. - Attitude previous: John was intent on punching his clay. laughed as he hit it hard. (He appeared interested and happy.) Apparent cause: Tim reached for John's clay, grabbed a handful and added it to his own. Intensity and form: John screamed loudly, hit at Tim. cried and called to teacher, "He took mine." Duration: , John cried until the teacher came and persuaded Tim to give back the clay. (About 2 min.) Attitude following: John ceased crying, punched clay hard and laughed. (Behavior implied relief from tension and return to happy mood.) B. Kind of emotion: l. 2. .3. 4. Activity engaged in: Attitude previous : Apparent cause: Intensity and form: 56 5. Duration: 6. \ Attitude following: Kind of emotion: 1. 2. 1:. Activity engaged in: Attitude previous: Apparent cause: .Intensity and form: Duration: Attitude following: Kind of emotion: 1. Activity engaged in:. 57 2 . Attitude previous 1 / 3. Apparent cause: 1:. Intensity and form: 5. Duration: 6 . Attitude following: II. Personality development - Cite one example of each of 532. of the following ' three: . A . Sense of autononw . Name: A83 = Example : B. Sense of initiative Name: Age: Example: C. Sense of accanplishment Name: ‘ Age: Example: 58 III. Potentialities for Spiritual Development - Cite one example of a child's quest for better understanding of the world. Name : . Age: Example : ' IV. Teacher Guidance - Cite one example of a teacher's influence upon the child's emotional and/or spiritual development . Name : ' Age : Example : V. Miscellaneous remarks: Did you observe anything which you cannot fit into the outline, but which seems significant to you? Describe. BART IV OBSERVATION OF SCHOOLPAGE CHILDREN Information Regarding School-age Observation Outline for Observation of Schoolque Children 59 60 61 60 INFORMATION REGARDING SCHOOL-AGE OBSERVATION Schedule for SchoolnAge Observation 8th Week Observe school age child, 7 - 12 yrs., 1 hr. Make your own plans. Selection of a Subject Try to pick someone you do not know very well so you can learn something new. Or if you do pick someone you know, report Just what you see during the one- hour observation. You may observe anywhere you find children, e.g., playground, Sunday School, scouts, in.your neighborhood, a child who comes to play at your house, etc. You may invite a child to come to your house and you could spend some time with him thwe Directions for Observing School-Age Children Observe for one hour,one boy or girl, approximately 7 - 12 years old. Unless you are observing him in.a group where he is not aware that he is the subject of your observation, taking notes in his presence is ng§_recommended. Children of this age quickly become aware and become self-conscious. They may resent it. Be very familiar with the following outline so you will not need to refer to it in his presence. Nor should you make notes in his presence except for a limited amount of innocuous data such as his name, age, height, 'weight, grade in school, etc. Make this a friendly time with the child. Immediately after you leave him, record as much as you can remember of the things you observed. Reference to your outline will help you recall. This is :not as accurate as on-the-spot recording but we must sacrifice accuracy for the sake of the child's feelings and for your opportunity to see him under as normal circumstances as possible. I. II. III. IV. V. 61 OBSERVATION OF SCHOOL-AGE CHILD CONDENSED OUTLINE FOR OBSERVATION AND PREPARATION OF ORAL REPORT Record data on as much of the following as you observed in an hour. Record subject's name and age. Physical and Motor DeveIOpment A. B. C. D. If possible, record his height and weight. Compare with the Watson- Iowery figures. Compare him with others his age, both boys and girls, if you saw him with his peers. Describe his body build, hair, facial features, dentition, manner of dress. Was he conscious of his appearance? What evidence did you see that he cared for his routine physical needs, such as dressing, cleanliness and grooming, habits of eating and sleeping? Describe his interest, alertness and degree of skill in.motor activities. Intellectual DeveIOpment A. B. C. D. E. Give evidence of his facility in use of spoken, or possibly written, language. What indications did you note of his understanding of time, number, and cause-effect relationships? What indications were there of his interest in events outside his immediate environment of home and school? What evidences did he give of memory? Give examples of imagination.and/or creativity. Social Development A. B. C. D. E. In his relationships with other children or adults, what examples did you see of hostility, competition, cooperation, friendship? What self-imposed rules or standards of conduct were noted? Were there criticisms of other people? Describe. Describe evidences of his degree of responsibility and independence or lack of these. If you observed a group, did you see any evidence of groups of children.who tried to exclude others? Describe. Note differences between the sexes in their play activities and other interests. Emotional Development A. B. C. D. Cite any examples of a sense of accomplishment. Did he try to draw attention to himself? Describe. Cite incidents of emotional expression. Describe his degree of control. Give evidence of a developing sense of conscience such as sense of right and wrong and fair play. Miscellaneous remarks: . Did you note any interesting or significant data not asked for in this outline? Describe. APPENDICES Appendix A _ 63 EXample of a diary record of one hour on-theespot recording for Intellectual Development, analysis of the observation, and written report of the observation Appendix B 78 Sample of an on-the-spot,diary record of a 10 minute observation of: Eating Behavior, Physical-Metor Development Appendix C 84 Table of Heights and Weights for.American Children 62 63 APPENDvaA Example of z 5“ Recording during an observation A diary record of one hour on-the-spot recording. 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Records of language: Record the S-min. sample as you took it of each of two children's language. Put number of words per segtence at end of each sentence. e.g., "Give it to me!"4 "It's mine." i. Name: Alice Green ° Age: 4 yrs. 11 mos. Record: "Teacher, you know what I got for Christmas?"8 asked Alice. "Three dolls,"2 she told Miss Van Allen. Student teacher was putting clay on table. Alice grabbed some and said, "That's mine."2 She threw clay on table. She picked up jar clay was in and pounded it upside down on table. "It's not going to get out."6 "No, no, mine!" shouted as student teacher tried to take jar from her. Continued6 pounding jar until all clay came out. "I can write my own name," Alice said when Heidi sat down at another table and started writing. "I'm going to wash my hands."6 Alice ran into the bathroom. 2. Name: Bruce Thompson Age: 4 yrs. 10 mos. Record: John left table where he had been playing with clay. "Don't take mine, Bruce." Bruce said, "I won't."2 "I'll guard it."3 Bruce played with clay at table where John had been. John came out of » bathroom and went to a different table. "Oh boy, I can take all of yours,"8 said Bruce. John came back to clay table. Heidi came up and wanted some clay. Miss Van Allen said, "Bruce will give you some of his." Bruce said, "I don't have much,"4 but gave some to Heidi. Heidi said she was making a birthday cake and _ put two sticks in clay. Miss Van Allen asked whose birthday it was. Bruce said, "Yours" and pointed to Miss Van Allen. "You're two years old,"4 Bruce said. Heidi put two more sticks in clay. "She is four right now,"5 said Bruce. Bruce ran and grabbed four sticks away from Heidi and put them in his clay. Miss Van Allen .said she would get some toys for the clay. "Oh, boy, here comes some toys."6 "I want a cookie cutter,"5 shouted Bruce. 72 no .5 .w «o .w mos o~ .muh a one: .unwau .o o .o ”ems fl «UHO «H309 «OB 0‘ 0 CU moEoo .uaes..aeo .uuesw .o o .o domnfiona one .uw .H .n w .3 ocean neuuso .mueoa .mhou .e g .e ~.¢ mm oEez .5 .w you .u use .uo: .e o .o .moa ufi .muh d as .eouau .v c .v new< awe: .ounus..ceo .uew .uow .so:& .0 o .0 men: .oaua .H .:om .a n .n coeuu ooua< memes .maaoe .maeum-ueo .uoeoaou .c N .u k.e mm oaaz no .aon .s use .eac .w Beau .uo>o .0» .u .08 0 .am n so: .umeu .e o .0 some muueun .veu .u:oa .55 .v u .v ov .o>«w .ceo .o u .o smnmaeuo comm o:~fi.som .5“: .QEH.H .n h .n «maez soon .muuon .xosuu .uee .e m .e n.e on ”seesaw xofimeou unusedaoo Ao xeumaoo an maoauoonumuan .: _mo>«uooav<..v ncaoaaoo Au cofluoaannou .w . meue> .o eaeaam an condense coeuooou mdoauumoaopm .u masoaoym..n ouoadsooan as non mono: mo om<.vsc mnuo>v< .e masoz .e «mooaoudeu memos Honesz .mo mofldaexm no mnsnx oweue>< deuce osez m.uoenn:m can: soomam no magma suuxaHasoo names; uasosa «seesaw m.:oncaaso can ozu uo QUROOGH kudos». EOHM GHQ—33.68 om C. D5 73 Compare each child with the other and with normative standards for his age, as described-in your readings, in each of the five areas tabulated. Suggested references for normative standards include: 1. 2. 3. 4. Breckenridge and Murphy, Growth and DeveIOpmpnt of the Young Child, 7th Edition, pp. 377—381. Breckenridge and Vincent, Child Development, 4th Edition, pp. 409-410 Jersild, A., Child Psychology, 5th Edition, pp. 306-308 Amount of Speech Alice used 33 words and Bruce used 38 words. There is little differ- ence between the amounts of language used by the two children. According to Breckenridge and Murphy four-year-olds use 15,000 words a day. This could be calculated as 96 words for a five-minute period. Both Alice and Bruce used less than 96 words in the five- minute period recorded. (Perhaps I did not record every word each child said and this may partially explain the discrepancy between Breckenridge and Murphy and.my records.) Length of Sentences. Breckenridge and Vincent, Child DeveIOpment, 4th edition, p. 411 says that 5 year olds use sentences averaging 4.6 words. , Alice Green's sentences averaged 4.7 words. She .is 4 yrs. 11 mos. Her_$entences were slightly longer than the average for her age. Bruce Thompson'S'sentences averaged 4.2 words. He is 4 yrs. 10 mos. ‘His sentences were Slightly shorter than the average for his age. Both are very close to the norm. Complexity of sentences, i.e., completeness and kinds. Include samples of different kinds of sentences used. .Alice: 'Incomplete: "Three dolls." "No, no, mine." , Simple: "Thatk mine." "I can write my own.name." Bruce: Incomplete: "Yours." Simple: "I don't have much." "You're two years old." Both children used only incomplete and simple sentences during the five-minute period I recorded their language. According to Brecken- ridge and Vincent four-year-olds use compound and complex sentences, but I did not notice a sample of either of these two kinds of sentences. Parts of.Speech: Extent and correct usage. Note any errors in use of parts of speech, e.g., Incorrect pronoun "Me can." Alice used all the parts of speech except conjunctions and interjections. Bruce used all the parts of speech except conjunctions. In my five-minute record of the language of each of the two children I did not find any error in use of parts of speech. (This may be due to the age of the children.)‘ Breckenridge and Murphy, p. 378, state that nouns, verbs, adjectives and adverbs are used correctly at an earlier age than conjunctions, prepositions and pronouns. 'Give an.example from the five-minute speech records of child's reliance on speech as a means of communication., e.g., "Give it to me," or "I need some paint," or "Do you want to play?" 1. 2. Name: Alice Green Example: "I can write my own name." Name: Bruce Thompson Example: "I want a cookie cutter." 74 E. Give an example from the five-minute speech records of use of non-verbal means of communication, e.g., Fred snatched the truck from Jerry: or Susan patted Jane's cheeck and smiled at her. ' 1. Name: Alice 'Green Example: No data recorded. 2. Name: Bruce Thompson Example: Bruce ran and grabbed four sticks away from Heidi and put them in his clay. In.F, G, and H below record examples if they occurred in the two five-minute records of speech. F. Give examples of any words you considered unusual. 1. Name: Alice Green Examples: Write 2. Name: Bruce Thompson Examples: guard, cookie cutter G. Enunciation. Give examples of emissions of sounds, e.g., "ike" for "like;" substitutions, e.g., "wed" for "red" slurring together, e.g., "Com'ere" for "Come here." 1. ‘Name: Alice Green Examples: No data recorded (Perhaps due to age of child) 2. Name: Bruce Thompson Examples: No data recorded (Perhaps due to age of child) H. Note any examples of stuttering, e.g., "d-d-d-don't," or repetition, e.g., "May, may, may I?" 1. Name: Alice Green Examples: No data recorded (Perhaps due to age of child) 2. Name: Bruce Thompson Examples: No data recorded (Perhaps due to age of child) II. Sensory Perceptions: Give examples of three different kinds of children's sensory perceptions you observed among any of the children, such as: shape, size, color, texture, time, weight, distance, temperature, number, sound, smell, taste. 75 A. Kind of perception: time ' \ Name: Bruce Thompson Age: 4 yrs. 10 mo. '1 Example: Bruce said "you' re two years old" - pointed to Miss Van Allen (Inaccurate time perception) B. Kind of perception: texture 1 Name: Beverly Anderson Age: Example: Karen and Beverly came to the clay table. Beverly as she picked up some clay. student teacher. 4 yrs. 10 me. "This is sticky," said "Take it off," she told a C. Kind of perception: distance Name: Bruce Thompson Example: Age: 4 yrs. 10 me. Bruce went in the bathroom. He came out running and shouting, "The water;ran over the sink and went all over the f leer." Give data in three of the following four areas, III through VI. III. Reasoning. Cite an example of reasoning. Name: Beverly Anderson Age: Example: Beverly, Heidi, and Karen were at the clay table. added to the clay. it some more. 4 yrs. 10 me. Flour had been Beverly said, "Its not sticky now." She rolled "0h, its still sticky. I'm putting some flour on the back, then it won't be sticky." She added flour to the back of her clay. IV. Problem-solving: Cite an.example of problem solving inuwhich you have Janalyzed it to show the steps in problem solving. Name:. Ruth Brown A, Age: 4 yrs. 7 mo. Situation which led to the problem: Ruth's shoes came off when her boots were taken off. Her shoes untied. B. Steps in problem-solving 1. Location of the problem: Ruth sat on- the floor and looked at her untied shoes. was how to get her shoes tied. Her problem 2. 3. C. Was 76 Consideration and/or trial of possible solutions: Ruth picked up the shoestrings for the right shoe and tied an uneven bow knot on the first trial. Next she picked up the shoestrings for the left show and tied it in the same manner. Ruth could have called a teacher to tie her shoes or she could try to tie them herself. She chose to tie them herself. Eya'luation of solutions: After tying her shoes, she got up and went on to another activity. She did not continue to improve or change the solution. the problem solved to the child's satisfaction? Give evidence. - She smiled when the student teacher commented, "You are tying them." She completed the job and (apparently felt she had succeeded) as she went on to another activity. V. Imagination: Cite an example of imagination. Name: Beverly Andersen Age: 4 yrs. 10 mos. Karen Robinson 4 yrs. 11 mos. Example: VI . Memory: Beverly and Karen were sitting in the sand box. They put their hands to their mouths (as if they were eating). They sang "Happy Birthday." Beverly went to a go cart and said, "This is my present." Karen ran to a trike and said, "This is my present." Cite an example of memory. Name: Beverly Anderson Age: 4 yrs. 10 mos. Example: Beverly and Karen went into the doll corner. Beverly said, "They moved everything in here!" She pointed to various items and said "It used to be here," and pointed to a different place in the room. VII. Guidance: Cite an instance to illustrate adult guidance in furthering children's intellectual development. Child's name: Sheri White Age: -5 yrs. 1 mo. mample: The children were getting ready to go outside. Sheri asked, "Where are my boots?" Miss V.. asked her where she had left them when she took them off. 2..-.53 in 77 VIII. Miscellaneous remarks: Did you observe anything which you cannot fit into the outline, but which seems significant to you? 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I gawk/7,; /2,/1Iz. 9"" _C’A: /’ ’ ZJ: //<’_../ij-__m,_ 7V ./'I f/éé %W%&W/WWV/ 97%?“ name/u Mtg: MW? +140 1,4?2 ’42. ”fxfl/u/ ‘ €443 Cf_fl/?4 f3?) ; (mu/43221434: c__ H __C :/L/___ 4 I I ’méif 442%” Jk//__ 463-9 ’ ”‘ ../’ 7 . 1:5) £(//17Q¢%2 ’ // ,4)“er Lab“ (A I 6 $1.17 147 ..JI 111 'rf WWW/ W WWW {AWLLOMJM/ III I ' ‘35“ WW , ’ , MILIi/I/ .. :i/Ae” _J’EL—WM ww/p 97 ”“31 84 APPENDIX C Table of Heights and Weights for American Children 85 . li‘ Jill III I. jl‘qc 85 PERCENTILES FOR WEIGHT AND HEIGHT OF AMERICAN CHILDREN ' How To Use Table: Suppose, for example, the reader wishes to know the average weight of five year-old girls. First find the heading 5 yr. Read to the right for girls (for boys, read to the left). The table indicates that the 50th percentile, that is, the average weight for girls at this age, is 40.5 pounds. The figure 34.8 pounds, located immediately to the left, in the column headed 10, means that the lightest 10 per cent of fivejear-old girls weigh less than 34.8 pounds. Corres- pondingly, the entry of 49.2 in the extreme right hand column, headed 29, means that the heaviest 1Q per cent of_girls at this age weight 49.2 pounds or more. (In other words, 90 per cent of all girls at this age weight less than 49.2 pounds.) An approximation of the data for the odd years not covered by this table, namely 11, 13, 15 and 17, may be found by calculating the figures intermediate to those given for the adjacent even years. PERCENTILES, GIRLS AGE PERCENT ILES , BOYS MEASUREMENT 10 50 90 10 50 90 Birth 6.3 7.5 9.1 Weight, lb. 6.2 7.4 8.6 18.9 19.9 21.0 Length, in. 18.8 19.8 20.4 3 mo. 11.1 12.6 14.5 weight, lb 10.7 12.4 14.0 22.8 23.8 24.7 Height, in. 22.4 23.4 24.3 6 mo. 14.8 16.7 19.2 Weight, 11). 14.1 16.0 18.6 25.2 26.1 27.3 Height, in. 24.6 25.7 26.7 1 yr. 19.6 22.2 25.4 weight, lb. 18.4 21.5 24.8 28.5 29.6 30.7 Height, in. 27.8 29. 30.2 2 yr. 24.7 27.7 31.9 Weight, 11). 23.5 27.1 31.7 33.1 34.4 35.9 Height, in. 32.3 34.1 35.8 3 yr. 28.7 32.2 36.8 Weight, 1b. 27.6 31.8 37.4 36.3 37.9 39.6 Height, in. 35.6 37.7 39.8 4 yr. 32.1 36.4 41.4 Weight, lb. 31.2 36.2 43.5 39.1 40.7 42.7 Height, in. 38.4 40.6 _ 43.1 5 yr. 35.5 40.5 46.7 Weight, lb. 34.8 40.5 49.2 40.8 42.8 45.2 Height, in. 40.5 42.9 45.4 6 yr. 40.9 48.3 56.4 Weight, lb. 39.6 46.5 54.2 43.8 46.3 48.6 Height, in. 43.5 45.6 48.1 7 yr. 45.8 54.1 64.4 Weight, lb. 44.5 52.2 61.2 L 46.0 48.9 51.4 Height, in. 46.0 48.1 50.7 8 yr. 51.2 60.1 73.0 Weight, lb. 48.6 58.1 69.9 5" 48.5 51.2 54.0 Height, in. 48.1 50.4 53.0 9 yr. 56.3 66.0 81.0 Weight, 11). 52.6 63.8 79.1 A” 50.5 53.3 56.1 Height, in. 50.0 52.3 55.3 ,q yru 61.1 71.9 89.9 Weight, lb. 57.1 70.3 89.7 "I 52.3 55.2 58.1 Height, in. 51.8 54.6 57.5 2 yr. 72.0 84.4 109.6 Weight, lb. 69.5 87.6 111.5 56.1 58.9 62.2 Height, in. 56.1 59.6 63.2 4 yr. 87.2 107.6 136.9 Weight, 11). 91.0 138.4 133.3 59.9 64.0 67.9 Height, in. 60.2 62.8 65.7 6 ytu. 111.0 129.7 157.3 weight, 1b. 100.9- 117.0 141.1 64.1 67.8 70.7 Height, in. 61.5 63.9 66.5 3 yr. 120.0 139.0 169.0 Weight, 1b. 103.5 119.9 144.5 65.5 68.7 71.8 Height, in. 61.5 64.0 66.7 1ble from Ernest H. Watson and George H. Lowrey, Growth and Development 9.1:" Lildren (Chicago, The Yearbook Publishers, rev. ed., 1954), pp. 43-44. . :‘Y r“ L" - Ir ..