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The schedules for older children became the property of Gesell Institute of Child Development which was established in 1950. In 1964 Dr. Francis Ilg and Dr. Louise Bates Ames, the founders of the Gesell Institute, refined, revised, and collected data on children 5–10 years of age and subsequently in 1965, 1972, and 1979. The results were ...
In learning by observation, children use observation to learn without verbal requests for further information, or without direct instruction. For example, children from Mexican heritage families tend to learn and make better use of information observed during classroom demonstration than children of European heritage.
As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information. Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Over the last fifty years courses for professionals working with children and families have made increasing use of infant and child observation as a central aspect of training. It has proved invaluable in increasing professional skills and in sensitising workers to the range of anxieties, difficulties and creative possibilities in each family.
The Jones Child Study Center holds archival materials on early child study and assessment at the University of California, Berkeley, including child observation reports from the 1930s and 40s, the original Bayley Scales Infant Development Kit, used to measure the cognitive, motor and behavioral developments of infants, and children's dictated ...
From these observations and brainstorming, the teacher comes up with activities that complement and build upon the emerging interest, with opportunities for play at multiple ability levels. Once activities have been implemented, the teacher observes the children's use of them, constantly modifying them to accommodate increasing interest or ...
Laboratory school classrooms may be observed by university professors to assess the student-teacher, but this is conducted without the students or student-teachers aware of the observation. The observers want to avoid creating a distraction or disrupting classroom activities.
For example, High/Scope conducted longitudinal research of children in programmes using three different curriculum models: The Direct Instruction model, in which teachers initiated activities using academic goals. The traditional Nursery School model, in which teachers responded to activities that children initiated, with a minimum of structure.
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