Observing and recording the behavior of young children.

Cohen, Dorothy; Stern, Virginia

doi:10.1037/13178-000

Cited by 20 publications

(16 citation statements)

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“…An indication of the current interest of early childhood teacher trainers and program directors in observation techniques is reflected in the popularity of several recently published guides to classroom observation (Becker, Engelmann, & Thomas 1971;Boehm & Weinberg 1977;Cohen & Stern 1978;Lindberg & Swedlow 1976). The Kansas investigators make a significant contribution to classroom observation technology by describing a system for observing children and their teachers in interaction.…”

Section: Discussionmentioning

confidence: 98%

“…Many anecdotes about one or more children are written to illustrate behavioral characteristics of a particular age, to show how an area of growth (social, physical, or intellectual) is manifested at a particular age, to describe how a particular piece of equipment is used by a child, or to see how a particular teaching style influences a child. Examples of traditional observation practices are found in Cohen and Stern (1958). There, the student teacher is urged to record as much detail in as objective and narrative a manner as possible.…”

Section: Contexts For Teaching Teachersmentioning

confidence: 98%

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An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

Thomson¹,

Holmberg²,

Baer³

et al. 1978

Monographs of the Society for Research in Child Development

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This Monograph reports the results of teaching preschool teachers to be successful at increasing desired behaviors of their children, thus becoming successful teachers. Five teacher-training techniques were examined experimentally under single-subject designs: written assignments, feedback from viewing graphs, on-the-spot feedback from a wireless radio (Bug-in-the-Ear), feedback from an observer, and self-counting. Those teaching procedures that included prompt and frequent information to the teacher about the behavior under study were the most effective techniques. Self-counting, in which the teacher tallied the number of times she emitted the behavior of either priming or reinforcing social or verbal behavior of a child (or children), and observer feedback, in which the observer reported to the teacher periodically during the hour the frequency of her behavior, were the most reliable teaching techniques. The other procedures, while less reliable than self-counting and observer feedback, were effective with some teachers. Maintenance of teacher behavior across settings was examined with a group of Head Start teachers, and maintenance of teacher behaviors across different child behaviors and different children was examined with three student teachers. The results indicated that teaching was more likely to maintain if it occurred in the teacher's home setting rather than at another site. In all cases, when generalization occurred across settings, time, or children, the frequency of the teacher's behavior was not as high as when the relevant behavior had been trained directly. Results supported the proposal that it is possible to define effective teacher behavior, not just characterize it, as it occurs in the classroom, and that effectiveness can be measured by defining and observing the child behaviors to which teacher behaviors are directed.

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Section: Discussionmentioning

confidence: 98%

Section: Contexts For Teaching Teachersmentioning

confidence: 98%

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

Thomson¹,

Holmberg²,

Baer³

et al. 1978

Monographs of the Society for Research in Child Development

View full text Add to dashboard Cite

show abstract

“…Similarly, Piaget's (1976) iindings provided support for the presumed incompetence of most children below 7 years old to state a custodial preference. For it is not until about 7 years old that most children attain the stage of concrete operational thought, at which time they begin to display deductive reasoning about concrete and present events (Cohen & Stern, 1978;Piaget, 1976).…”

mentioning

confidence: 98%

Children's Competence to Participate in Divorce Custody Decisionmaking

Garrison¹

1991

Journal of Clinical Child Psychology

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“…If teachers often use a means of persuasion in their work, this can, in other words represent a milder form of social pressure. According to Cohen, Stern and Balaban (1997), an important role of teachers is also to regularly observe and make records about a child's behaviour. In this, two distinct teacher's roles can clearly be identified -implementation and reflection.…”

Section: Resultsmentioning

confidence: 99%

Early childhood education â€“ studentsâ€™ self-assessment of their teaching competences in the arts

Benić

2017

PROSOC

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The term 'competences' in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents.

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Observing and recording the behavior of young children.

Cited by 20 publications

References 0 publications

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

An Experimental Analysis of Some Procedures to Teach Priming and Reinforcement Skills to Preschool Teachers

Children's Competence to Participate in Divorce Custody Decisionmaking

Early childhood education â€“ studentsâ€™ self-assessment of their teaching competences in the arts

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