Week by Week: Plans for Documenting

Children's Development 7th Edition

Barbara Ann Nilsen
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 Seventh Edition

Seventh
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WEEK BY WEEK Children’s
Plans for Documenting
Development
Plans for Documenting
NILSEN Children’s Development

Barbara Ann Nilsen

 Week by Week: Plans for Documenting Children’s Development, 7e
Standards Correlation Chart
The following chart is intended to help students and instructors
­easily see the correlation between chapter content and profession-
ally recognized standards and practices from NAEYC’s Standards for
NAEYC Standards for Early Childhood
Professional Preparation (2011)
1 1a: Knowing and understanding young children’s
characteristics and needs from birth through age 8.
3a: Understanding the goals, benefits, and uses of
assessment – including its use in development of
appropriate goals, curriculum, and teaching strategies for
young children.
3b: Knowing about and using observation, documentation,
and other appropriate assessment tools and approaches,
including the use of technology in documentation,
assessment and data collection.
3c: Understanding and practicing responsible assessment to
promote positive outcomes for each child, including the use
of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families
and with professional colleagues to build effective learning
environments.
6b: Knowing about and upholding ethical standards and
other early childhood professional guidelines.
2 1a: Knowing and understanding young children’s
characteristics and needs from birth through age 8.
2b: Supporting and engaging families and communities
through respectful, reciprocal relationships.
3a-d: Observing, Documenting, and Assessing to Support
Young Children and Families
6: Becoming a Professional—Knowing about and upholding
ethical standards and other early childhood professional
guidelines.
3 1a: Knowing and understanding young children’s
characteristics and needs from birth through age 8.
2a: Knowing about and understanding diverse family and
community characteristics.
3a–d: Observing, documenting, and assessing to support
young children and families.
6: Becoming a professional.
6b: Knowing about and upholding ethical standards and
other professional guidelines
4 1a: Knowing and understanding young children’s
characteristics and needs, from birth through age eight.
3.a–d: Observing, Documenting, and Assessing to Support
Young Children and Families.
6b: Becoming a Professional–Knowing about and upholding
ethical standards.
Early Childhood Professional Preparation (2011), Program Standards
(2014), and Developmentally Appropriate Practices (DAP) adopted
in 2009.
  NAEYC Program   NAEYC Developmentally
Standards (2014) Appropriate Practice Guidelines
4.A.01a: Programs conduct assessments as 4A: Assessment of young children’s progress
an integral part of the program. Programs use and achievements is ongoing, strategic, and
assessments to support children’s learning, purposeful.
using a variety of methods such as observations, 4C: There is a system in place to collect, make
checklists, rating scales and individually sense of, and use the assessment information to
administered tests. guide what goes on in the classroom (formative
assessment).
1.A.03.b: Teachers communicate with family 5A: In reciprocal relationships ­between
members on an ongoing basis to ensure a practitioners and families, there is mutual respect,
smooth transition between home and program. cooperation, shared responsibility, and negotiation
6.B.01: All teaching staff evaluate and improve of conflicts toward achievement of shared goals.
their own performance based on ongoing
reflection and feedback from supervisors, peers,
and families.
1.B.08.a: Teaching staff support children’s 2F1: To help children develop initiative, teachers
competent and self-reliant exploration and use of encourage them to choose and plan their own
classroom materials learning activities.
2.K.01.a: Children are provided varied
opportunities and materials that encourage good
health practices such as serving and feeding
themselves, rest, good nutrition, exercise, hand
washing and tooth brushing.
2.C.04: Children have varied opportunities and 1D: Practitioners design and maintain the physical
are provided equipment to engage in large environment to protect the health and safety of the
motor experiences that: (a) stimulate a variety of learning community members.
skills, (b) enhance sensory-motor integration,
(c) develop controlled movement (balance,
strength, coordination).
9.B.01: Outdoor play areas, designed with
equipment that is age and developmentally
appropriate and that is located in clearly defined
spaces with semiprivate areas where children can
play alone or with a friend.
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 Seventh
Edition

Week by Week
Plans for Documenting Children’s Development

Barbara Ann Nilsen

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 Week by Week: Plans for Documenting
Children’s Development, Seventh Edition
Barbara Ann Nilsen
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Contents

Preface xv
About the Author xx

1 Getting Started 1
1-1 Why Observe? 2 1-4 Building Child Development Portfolios 12
1-1a Safety 2 1-4a Child Development 13
1-1b Physical Health 3 1-4b Portfolio Assessment 13
1-1c Know the Child 3 Why Use Portfolio Assessment Rather Than
1-1d Assistance 3 Testing? 14
1-1e Curriculum Planning to Extend 1-5 How to Use This Book 16
Learning 3 1-5a Standards 16
1-1f Communication with the Child 4 1-5b Learning Objectives 16
1-1g Communication with the Family 4 1-5c Using the Recording Method 17
1-1h Guidance 5 1-5d Looking at … Child Development 17
1-1i Measure Progress, Assessment, 1-5e Features within the Chapter 17
Evaluation 5 Exercises 17
1-1j Referral 6 It Happened to Me 17
1-1k Self-Reflection 6 Topics in Observation 17
1-1l Accountability 6 1-5f Features at the End of the Chapter 17
1-2 Why Write It Down? 7 Helping Professionals 17
1-2a Remember 7 Sharing with Children and Families 18
1-2b Compare 7 Other Methods 18
1-2c Amplify Later 8 Related Readings 18
1-2d Catch and Preserve Details 8 References 18
1-2e Serve as a Literacy Role Model 8 1-5g A Word about Some Words 18
1-2f Document 9 Teacher 18
1-3 Why, When, and Who 10 Family 18
1-3a Why Use Different Observation Key Terms 18
Methods? 10
1-5h The Week by Week Plan 18
Types of Recording Methods 10
Setting up Portfolios 19
1-3b When to Observe? 10
Plans for Recording 19
1-3c What Are the Roles of the Observer? 11
Professional Preparation Standards 19
Participant Observer 11
Related Readings 22
Non-Participant Observer 12

2 Using the Class List Log to Look at Separation and School Adjustment 23
2-1 Using the Class List Log 24 Using Tools and Technology 26
2-1a Uses 26 2-1c What to Do with This Information 27
2-1b How to Find the Time 26

iii
iv Contents

2-2 Using the Reflective Journal 28 2-4a Separation Anxiety and Difficulties 41
2-2a The Reflective Journal Mirror 29 Separation Anxiety Warning Signs 42
Uses 30 Eating 42
2-2b Home Visitation Programs 31 Sleeping 42
2-2c How to Find the Time 32 Toileting 43
Using Technology 32 Participation 44
2-2d What to Do with the Reflective Social Interactions 44
Journal 32 Acting Out 44
2-3 Looking at Separation and School 2-4b Permanent Departures
Adjustment 33 and Good-Byes 44
2-3a Preparation for Entering Programs 2-5 Including All Children with School
or School 35 Adjustment 45
Information Gathering Prior to the First Day 35 2-5a Children with Special Needs 45
Personal Meetings 37 2-5b Diverse Cultures 46
Visit to the Home 37 Helping Professionals for Separation and School
Visit to the Program or School 38 Adjustment Concerns 47
Formal Family Orientation 38 Sharing with Children and Families 47
Transitions for Infants 39 Other Methods 47
2-3b Working with Families for Arrivals Plans: Chapter 2, Week 1 47
and Departures 39 Answers for Exercise on Page 25 47
2-3c Primary School Arrivals Answers for Exercise on Page 28 47
and Departures 40
Answers for Exercise on Page 39 47
2-4 Helping All Children with School
Related Readings 48
Adjustment 40

3 Using Anecdotal Recordings to Look at Self-Care 49

3-1 Using the Anecdotal Recording 50 Evidence to Child Protective Services 60
3-1a Narrative 50 3-3 Looking at Self-Care Skills 61
3-1b Open Method 50 3-3a Development of Self-Care Skills 61
3-1c What to Write About 52 3-3b Self-Care and Autonomy 62
3-1d Learning Stories 53 3-3c When to Help and When Not
3-2 Keeping Inferences Out of Anecdotal to 63
Recording 53 3-3d Observing Self-Care Skills 63
3-2a The Language of Observation 54 Eating 63
3-2b Anecdotal Differs from Diary 55 Toileting 66
3-2c How to Find the Time 58 Role Models 67
Audio Recording 58 Direct Instruction 67
Video Recording 59 Dressing 67
Voice-to-Text Software 59 Personal Hygiene 68
Text on a Smart Phone 59 Sleeping 68
3-2d What to Do with This Information 59 Environment 69
Child’s Portfolio 59 3-3e Self-Care Skills and Intentional
Intentional Teaching 60 Teaching 72
Other Teachers on the Team 60 3-3f Helping All Children with Self-Care
Skills 72
Sharing with Families 60
Culture and Eating 72
Conferring with Helping Professionals 60
Other Cultures and Independence 73
Talking with the Child 60
 Contents v

Culture and Toilet Training 73 Other Methods 74

Culture and Sleeping 73 Plans: Chapter 3, Week 2 74
3-3g Children with Special Needs 74 Answers for Exercise on Page 55 75
Helping Professionals for Self-Care Skills 74 Related Readings 75
Sharing with Children and Families 74

4 Using Checklists to Look at Physical Development 76

4-1 Using the Checklist 77 4-4b Physical Development and the Brain 99
4-1a Some Examples of Checklists 84 4-4c Physical Development and Social-Emotional
4-1b Limitations to Checklists 86 Development 100
4-1c How to Find the Time 87 4-4d Intentional Teaching for Physical
Development 100
Using Technology 87
4-5 Physical Development and Play 101
4-1d What to Do with It 88
4-5a Observing Physical Development in
4-2 Your Frame of Reference 88
Play 102
4-2a Cultural Self 89
4-5b For Safety Maintenance 104
4-2b Education and Training 89
Safe Indoor Play 104
4-2c Past Experiences with Children 89
Safe Outdoor Play 104
4-2d Own Learning Styles 89
4-5c Observing the Physical Development
4-2e Smudges on the Glass 89 of Infants and Toddlers 107
4-2f Biases For or Against the Child 89 4-5d Differences between the Physical Play
4-2g Personal Factors That May Affect of Girls and Boys 107
Observation 90 4-5e Play in Nature 109
4-3 Looking at Physical Growth 4-6 Helping All Children with Physical
and Development 91 Development 109
4-3a Common Characteristics 4-6a Culture and Play 110
of Development 93
4-6b Children with Disabilities 110
Predictable Sequence 93
Visual 111
Individual Timetable 93
Physical Impairments 111
Readiness 93
Helping Professionals for Physical Development
4-3b Small Muscle Development 95 Concerns 111
Observing Small Muscle Development 96 Sharing with Children and Families 111
4-4 Physical Development and Other Areas Other Methods 112
of Development 96
Plans: Chapter 4, Week 3 112
4-4a Physical Development and Health
Answers for Exercise on Page 78 112
and Obesity Concerns 97
Related Readings 112

5 Using Running Records to Look at Social Development 113

5-1 Using Running Records 114 Piaget 121
5-1a How to Find the Time 118 Skinner and Watson 121
Using Technology 118 Maslow 122
What to Do with It 118 Vygotsky 122
5-2 Looking at Social Development 120 Kohlberg 123
5-2a Theories of Social Development 120 5-2b Implications of Social Learning Theory
Freud 120 on Early Childhood Practices 123
Erikson 120
vi Contents

5-3 The Importance of Play in Social Self-Assertion 132

Development 123 Self-Initiator 132
5-3a Stages of Social Play 125 5-4 Observing Social Development in Play 134
Negative Play or Nonplay (Unoccupied 5-4a Anecdotal and Running Records 134
Play) 125
5-4b Checklists 134
Onlooker Play 125
5-4c Observing Infants and Toddlers in Social
Solitary Play 126 Play 135
Social Attention Play (Parallel Play) 126 5-5 Helping all Children with Social
Associate Play (Associative Play) 126 Development 135
Collaborative Play (Cooperative Play) 126 5-5a Children with Challenging Behavior 135
5-3b Types of Cognitive Play 127 5-5b Disabilities and the Social
Functional Play 127 Environment 136
Constructive Play 127 5-5c Children with Autism 137
Dramatic Play 127 5-5d Culture and Social Interactions 138
Games with Rules 127 Helping Professionals for Social Development
Concerns 138
5-3c Social Competence and School
Readiness 128 Sharing with Children and Families 139
5-3d Young Children and Social Studies 128 Other Methods 139
5-3e The Need for a Selfless Society 129 Plans: Chapter 5, Week 4 139
Self 130 Answers for Exercise on Page 116 139
Self-Gratification 131 Answers for Exercise on Page 128 140
Related Readings 140

6 Using Frequency Counts to Look at Emotional Development 141

6-1 Using Frequency Counts 142 Shyness, a Form of Fear 155
6-1a Using the Frequency Count to Document Sadness and Shame 156
Frequently Occurring Behaviors 143 6-2d The Development of Conscience 157
6-1b Using Frequency Counts to Measure The Absence of Joy 157
Prosocial and Antisocial Behavior 143
6-3 Helping Children with Emotional
6-1c How to Find the Time 147 Expression 158
Using Technology 147 6-3a The Emotionally Secure
What to Do with It 147 Environment 159
6-2 Looking at Emotional Development 148 6-3b Executive Function 159
6-2a Temperament 148 6-3c Challenging Behavior 161
6-2b Socialization of Emotional Bullying 162
Responses 149 6-3d Behaviors that Warrant Concern
6-2c Core Emotions 149 for Emotional Development 163
Joy, Love, and Happiness 150 What works? 164
Children under Stress 151 6-4 Helping All Children with Emotional
The Resilient Child 151 Development: Infants and Toddlers 166
Anger and Aggression 152 Sensory Integration 166
Accidental 154 Self-Regulation 166
Expressive 154 6-4a Emotional Development of Dual
Language Learners 167
Instrumental 154
6-4b Emotional Development of Children
Hostile 154
with Disabilities 167
Fear 155
 Contents vii

Helping Professionals for Emotional Concerns 168 Plans: Chapter 6, Week 5 168
Sharing with Children and Families 168 Answers for Exercise on Page 142 169
Other Methods 168 Related Readings 169

7 Using Conversations to Listen to Language and Speech 171

7-1 Using Conversations to Listen to Language 7-4 The Teacher’s Role in Language
and Speech 172 Development 190
7-1a Listening as the Foundation 7-4a Facilitating Language 190
for Language Development 172 7-4b Elicited Conversations 191
7-1b Informal Observations of Language 173 7-4c “Teacher, Be Quiet” 191
Listening to Language Play 173 7-4d Language Role Models 191
Environments for Conversation 174 The Tester 192
7-1c Child Interviews 174 The Helper 192
Structured Interviews 175 Use Your Words” 192
Diagnostic Interviews 176 How Would You Like It if She Did That
Facilitated Conversations 176 to You?” 192
Observing during Dialogic Reading 177 Incorrect Grammar, Slang, and Lazy
7-1d Documenting Children’s Language 178 Articulation 192
Voice Recording Children’s Language Tone and Volume 192
Development 178 7-4e Language and Literacy Connection 193
Confidentiality Issue 179 7-4f Language and the Common
7-1e How to Find the Time 179 Core 193
Using Technology 179 7-5 Helping All Children with Language
Development 194
What to Do with It 180
7-5a Observing the Developing Language
7-2 Listening to Speech 180
of Infants and Toddlers 194
7-2a Receptive Language: Listening 180
7-5b Dual Language Learners 194
Learning to Listen 181
7-5c The Quiet Child 196
Speech 182
7-5d Children with Differing Abilities in Regular
7-2b Expressive Language 183 Classrooms 197
Stuttering 183 Helping Professionals: When to Seek Help for Speech
7-3 Language Development 185 and Language 197
7-3a Language Acquisition Theories 186 Sharing with Children and Families 198
7-3b Language Progression 187 Other Methods 198
Beginning Communication 187 Plans: Chapter 7, Week 6 198
7-3c Functions of Language 188 Answers for Exercise on Page 172 198
Social and Nonverbal Language 189 Related Readings 200
7-3d Dual Language Learners 189

8 Using Time Samples to Look at Attention Span 201

8-1 Using Time Samples 202 Design and Arrangement 206
8-1a Measuring Attention Span with Time Interest and Avoidance 206
Samples 203 New Activities 207
8-1b Don’t Use Time Samples for Infants Friends’ Choices 207
and Young Toddlers 205
Reluctance to End Activities 207
8-1c Factors Influencing Children’s Attention
Difficulty Paying Attention 208
Span 206
viii Contents

8-1d How to Find the Time 209 8-4b Stages of Cognitive Development 221
Using Technology 209 Infancy—Sensorimotor Stage (Birth to
What to Do with It 209 24 Months) 221
8-2 Looking at Approaches to Learning 209 The Preoperational Stage (Two to
Seven Years) 223
8-2a It Begins with the Brain 210
Concrete Operational Stage (7 to 11 Years) 225
What Research Tells Us 211
8-5 Vygotsky and Social Interaction’s Role
8-2b Attention 212
in Cognition 227
8-2c Memory 213
8-6 Helping All Children with Attention 227
New Experiences Form Memories 213
8-6a Observing Attention Span in Infants
Information Processing System 213 and Toddlers 227
Recognition and Memory 213 8-6b Mental Processing Differences 227
8-2d Multiple Intelligences Attention Deficit 228
and Hemisphericity 215
Autism Spectrum Disorder 228
8-2e Positive Approaches to Learning 216
Learning Disabilities 230
Enthusiasm and Engagement 216
Perception 230
Curriculum Approaches to Learning 216
8-6c Cultural Differences in Approaches
Learning Dispositions 217 to Learning 231
Role Models 217 Helping Professionals for Attention Concerns 231
8-3 Playful Curriculum 218 Sharing with Children and Families 232
8-4 Piaget and Cognitive Development 219 Other Methods 232
8-4a Kinds of Knowledge 220 Plans: Chapter 8, Week 7 232
Social Conventional Knowledge 220 Answers for Exercise on Page 205 232
Physical Knowledge 220 Related Readings 234
Logico-Mathematical Knowledge 220

9 Using Standardized Measurements to Look at Cognitive Development 235

9-1 Using Standards and Tests as a Way 9-3 Looking at Play and Cognitive
of Knowing 236 Development 246
9-1a The Standards Movement 236 9-3a Play and Vygotsky 247
9-1b Early Childhood and the Common 9-3b Cognitive Development: Math, Science,
Core 238 Engineering, and Technology 248
9-2 World of Tests 239 9-4 Observing Developing Mathematical
9-2a Standardized Tests 239 Concepts 249
9-2b Recent History of Standardized Testing 9-4a Mathematical Concepts
in Early Childhood 241 in the Curriculum 250
9-2c Critics of Standardized Tests on Young 9-4b Mathematics Standards in the Common
Children 242 Core 253
The Child 242 9-4c Mathematics and Literacy 253
The Test 242 9-4d Block Play as the Foundation
for Learning 254
Uses of the Test 243
9-5 Observing Developing Scientific
9-2d What’s a Teacher to Do? 244
Concepts 254
If You Have to Administer a Standardized
9-5a Science Concepts in the
Test 244
Curriculum 256
9-2e How to Find the Time 245
Health and Nutrition 257
Using Technology 245
Life Science 257
What to Do With It 246
Physical Science 257
 Contents ix

Earth and Space Science 258 Equity and Access 264

Environmental Awareness 258 Privacy and Protection 264
Children and Nature 258 9-6e Assessing Other Developmental Areas
Engineering 259 While Observing STEM Activities 264
9-5b Documenting Science Learning 259 Large Muscle Development 264
9-5c Experiencing Science through Play 259 Small Muscle Development 264
9-6 Young Children and Technology 260 Self-Care Skills 264
9-6a Technology in the Early Childhood Literacy and Language 265
Classroom 260 9-7 Helping All Children with Cognitive
9-6b Young Children and Screen Time 261 Development 266
9-6c The Digital Classroom 261 9-7a Assessing the Cognitive Development
of Infants and Toddlers 266
Devices 261
9-7b Effects of Culture and Poverty on School
Digital Cameras 261
Achievement 266
Projectors 262
9-7c Children with Cognitive Disabilities 267
Audio and Video Recording Devices 262
Inclusion 268
Tablet Computers 262
Technology and Special Populations 268
Smart Phones 262
9-7d Children Who Are Talented
Software 262 and Gifted 268
Connectivity 262 Helping Professionals for Cognitive Concerns 269
Internet Research and Video Sharing with Children and Families 269
Conferencing 263
Other Methods 269
9-6d Concerns about Early Childhood
Plans: Chapter 9, Week 8 269
and Technology 263
Answers and Discussion for Exercise
Screen Time 263
on Page 255 269
Content 263
Related Readings 271

10 Using Rating Scales to Look at Literacy 272

10-1 Using the Rating Scale 273 Reading in the Early Grades 288
10-1a Rating Scale Examples 276 10-3c Common Core State Standards
10-1b How to Find the Time 277 for Literacy 289
Using Technology 277 10-4 Learning to Write 290
What to Do With It 277 10-4a Stages of Writing 291
10-2 Looking at Literacy 278 Scribbling 291
10-2a Importance of Literacy 278 Drawing 292
10-2b Literacy-Rich Environment 280 Making Letters 293
10-2c The Play–Literacy Connection 280 Name Writing 293
10-2d Literacy in the Digital Age 281 Organizing Print 294
Literacy and Computers 282 Writing to Read 295
Electronic Books 283 Journal Writing 295
10-3 Learning to Read 285 Conventional Writing 296
10-3a Elements of Learning to Read 285 10-5 Literacy Assessment 296
Vocabulary 287 10-5a Observing Literacy Development in
Infants, Toddlers, and Preschoolers 297
Reading Fluency 287
10-5b Observing and Assessing School-Age
10-3b Approaches to Teaching Reading 287
Children’s Literacy 297
Reading to Inspire the Love of Reading 288
x Contents

10-6 Helping all Children with Literacy 300 Helping Professionals for Literacy Concerns 303
10-6a Physical Disabilities and Literacy 300 Sharing with Children and Families 303
10-6b Learning Disabilities and Literacy 300 Other Methods 303
10-6c Literacy and Children Who Are Plans: Chapter 10, Week 8 303
Dual-Language Learners 301 Related Readings 303

11 Using Work Samples to Look at Creativity 305

11-1 Using Work Samples to Observe a Child’s Modeling 324
Development 306 Describing 324
11-1a Work Samples to Document 11-3c Using Self-Portraits to Know
Development 308 the Child 325
11-1b Other Work Samples for the 11-3d Observing Creativity in Infants
Portfolio 308 and Toddlers 326
11-1c Collaborating with Colleagues About 11-4 Other Creative Media 327
the Significance of Work Samples 309
11-4a Music and Movement
11-1d How to Find the Time 312 Development 327
Using Technology 312 11-4b Sensory Experiences 329
What to Do with It 312 11-4c Blocks as a Creative Medium 330
11-2 Looking at Children’s Creative Stages in Block Play 331
Development 313
Stage I: Carrying, Filling, and Dumping (Under
11-2a Creativity and Cognitive Two Years) 331
Development 314
Stage II: Beginning Block Building (Two to
11-2b Benefits of Creativity 315 Three Years) 331
11-2c Reggio Emilia and Children’s Stage III: Bridging (Three Years) 331
Literacies 316
Stage IV: Enclosures (Three and Four
11-2d Representations of the Project Years) 332
Approach 317
Stage V: Patterns (Four Years) 332
11-2e Assessing Creative Program Goals 318
Stage VI: Naming Structures (Four to
11-3 Children Drawing 318 Six Years) 332
11-3a Stages of Children’s Drawing 319 Stage VII: Reproducing True-Life Structures
Stage I: Mark-Making Stage (Birth to (Five Years and Up) 332
Two Years) 319 Uses of Block Play 332
Stage II: Scribbling Stage (Two to 11-4d Using Technology Creatively 332
Four Years) 319
11-5 Helping All Children with Creativity 334
Stage III: Preschematic Stage (Four to
11-5a Giftedness: Creative and Cognitive
Seven Years) 320
Development beyond Expected Levels 334
Stage IV: Schematic Stage (Seven to
11-5b Cultural Diversity 335
Nine Years) 321
11-5c Ability Diversity 335
11-3b Talking with Children About Their Creative
Work 321 Helping Professionals for Creative
Art 336
Complimentary 322
Sharing with Children and Families 336
Judgmental 323
Other Methods 336
Valuing 323
Observing Creativity with Other Recording
Questioning 323
Methods 336
Probing 323
Plans: Chapter 11, Week 10 336
Correcting 323
Related Readings 336
Psychoanalyzing 323
 Contents xi

12 Using Technology for Documentation of Dramatic Play 338

12-1 Using Technology for Documentation 339 Associative Dramatic Play 353
12-1a Types of Technological Media Cooperative Dramatic Play 353
for Observing and Recording 340 12-3 Dramatic Play and Development 353
Photography 340 12-3a Developmental Domains Observed
Audio Recording 342 in Dramatic Play 354
Video 343 Creative 354
Computers and Scanners 344 Intellectual 354
12-1b Ethical Use of Technology Emotional 355
Documentation 345 Social 356
12-1c Media as Documentation for Other Areas Language and Literacy 357
of Development 346
Executive Function 357
12-1d How to Find the Time 348
Physical 358
What to Do with It 348
12-3b The Role of the Teacher in Dramatic
12-2 Looking at Dramatic Play 348 Play 358
12-2a Dramatic Play at Various Ages 349 12-3c Other Methods for Observing
Infancy 350 Dramatic Play 360
Young Toddlers 350 12-4 Helping All Children with Dramatic Play 361
Older Toddlers 350 12-4a Cultural Differences in Dramatic Play 361
Preschoolers 350 12-4b Socioeconomic Differences
Young School-Agers 351 in Dramatic Play 362
12-2b Types of Dramatic Play 351 12-4c Differing Abilities and Dramatic Play 362
12-2c Play Stages in Dramatic Play 352 Helping Professionals for Play Concerns 363
Onlooker Stage 353 Sharing with Children and Families 363
Solitary Dramatic Play 353 Other Methods 364
Parallel Dramatic Play 353 Plans: Chapter 12, Week 11 364
Related Resources 364

Using Documentation for Child Abuse Suspicions and Looking

13 at Self-Concept 365
13-1 Using Documentation for Child Abuse 13-1f Next Steps 374
Suspicions 366 Legal Process of Reporting 374
13-1a The Abusers 367 When the Hotline or Law Enforcement Agency
13-1b Responsibilities of Early Childhood Is Called 374
Professionals to Prevent Child Abuse 369 Do Not Discuss Suspicions with the Family
13-1c Physical and Behavioral Indicators or the Child 375
of Abuse 369 13-1g Diversity and Child Abuse 377
Reasonable Cause to Suspect 369 Cultural Differences 377
The Child’s Appearance 369 Different Abilities 378
Behavior Indicators 369 What to Do with the Information 380
The Child’s Description or Disclosure 371 Using Technology 380
Circumstantial Evidence 371 13-2 Looking at Self-Concept 380
13-1d Teachers as Reporters 372 13-2a Development of Self Concept 381
Teacher Support 372 The First Year 381
13-1e Recording Any Indicators The Second Year 382
of Maltreatment 373
xii Contents

Older Preschoolers 382 Emotional 392

Early School-Agers 383 Speech and Language 392
13-3 Looking at Self-Esteem 384 Memory and Attention Span 392
13-3a The Origins of Self-Esteem 386 Cognitive 393
13-3b Self-Esteem High/Low, Helpful Literacy 393
or Not? 386 Creativity 393
13-3c Families and Schools That Build Adjustment to a New Setting 393
Self-Esteem 387
13-4b Why Not Ask? 394
13-3d Sex-Role Identity and Self-Esteem 388
13-5 Helping All Children with Self-Esteem 394
13-3e Racial/Ethnic Identity
13-5a Culture, Race, and Self-Esteem 394
and Self-Esteem 389
13-5b Disabilities and Self-Esteem 394
Independence or Interdependence? 390
13-5c Child Maltreatment
13-4 Observing Self-Concept
and Self-Esteem 395
and Self-Esteem 391
Helping Professionals for Child Abuse
13-4a Self-Esteem Revealed in Developmental
and Self-Esteem Concerns 396
Domains 391
Sharing with Children and Families 396
Separation 391
Other Methods 396
Self-Care 391
Plans: Chapter 13, Week 12 396
Physical 392
Related Readings 398
Social 392

14 Using Program Assessments to Look at Children in Groups 399

14-1 Assessing Early Childhood Programs 400 Assessment of Practices in Early Elementary
14-1a Families Evaluate a Program for Goodness Classrooms (APEEC) 408
of Fit with Their Needs 402 High/Scope—PQA High/Scope Program Quality
14-1b Observing the Setting 403 Assessment 409
14-2 Program Assessments 403 Rating Observation Scale for Inspiring
Environments (ROSIE) 410
14-2a Total Program Evaluations 404
National Health and Safety Performance
Quality Rating and Improvement Systems
Standards (2012) 410
(QRIS) 404
14-2c Staff Performance Assessment 410
Accreditation 405
14-2d Assessing the Environment 410
NAEYC Center Accreditation 405
Playground Safety 411
NACCP Program Accreditation 407
14-2e How to Find the Time 412
NECPA Program Accreditation 407
Using Technology 413
Family Child Care Accreditation 407
What to Do with It 413
School-Age Program Accreditation 407
14-3 Looking at the Adjustment of the Child
Home-Visiting Program Accreditation 407
to the Program 413
14-2b Special Focus Instruments 407
14-3a Child’s Reactions to the Program 413
Early Childhood Environment Rating Scale,
14-3b Behavioral Indicators of Comfort 415
3rd edition (ECERS-3) 408
14-3c Looking at the Program through the
Infants and Toddlers 408
Child’s Eyes 416
Family Child Care Environmental Rating Scale
Child–Adult Ratios 416
(FCCERS-R) 408
The Make-Up of the Peer Group 416
School-Age Care Environment Rating Scale
(SACERS) 408 Chronological Age Groups 417
Assessing Quality in The Early Years: Continuity of Care 417
Early Childhood Environment Rating Scale Mixed-Age or Multi-Age Groups 417
(ECERS-E), 4e 408 The Size of the Group 417
 Contents xiii

Infants (Birth to 18 Months) 418 Physical 426

Toddlers (18 Months to 3 Years) 420 Social 426
Preschoolers (Three- to Five-Year-Olds) 421 Emotional 426
Early School Age 422 Cognitive 427
Whole-Group Times 422 14-4c Expulsions and Suspensions 427
14-3d Questionable Value of Common 14-5 Helping All Children in Group Settings 428
Practices 423 14-5a Children with Disabilities 428
Calendar Time 423 14-5b Infants and Toddlers Adjust to Group
Show and Tell 423 Settings 429
Whole-Group Time 423 14-5c English Language Learners in Group
Waiting Time and Transitions 424 Settings 430
14-4 Effects on Children in Group Settings 424 Helping Professionals for Program Evaluation
and Support 430
14-4a Curriculum Models 424
Sharing with Children and Families 431
Evidence-Based Curriculum 425
Other Methods 431
Developmentally Appropriate Curriculum
Models 425 Plans: Chapter 14, Week 13 431
14-4b Developmental Effects on Children Related Readings 431
in Group Settings 426

Using the Portfolio for Communications with Families and Looking

15 at the Child’s Interactions with Adults 432
15-1 Communications with Families 433 Community Agencies 448
15-1a Family Involvement 433 The Child 448
15-1b Guide for All Communication 15-2b Formal Sharing Portfolio
with Families 435 Documents 448
Personal 435 Progress Reports 449
Descriptive 436 A Positive and Negative Example 451
Positive 436 Tips for Progress Reports 453
15-1c Ethical Responsibilities to Families 437 Child Study 453
15-1d Types of Written Communication 437 Template for a Progress Report and Child
Family Handbook 438 Study 454
Newsletters 439 What to Do with the Progress Report or Child
Study 455
Happy Notes 441
Family Conferences 455
Documentation Panels 441
Tips for Family Conferences 456
Traveling Journals 441
Conferences with the Child 456
Technology 441
Family Conferences When a Problem Is
Email 442
Suspected 457
Blogs 442
Documented Observations 457
Websites 442
Review Developmental Guidelines 457
15-2 Using Portfolios for Progress Reports
Confer with the Team and Your
and Child Studies 443
Supervisor 457
15-2a What’s In The Portfolio and Who Can
Approach the Family 457
See It? 443
The Meeting 458
What Is Not in the Portfolio? 446
The Discussion 458
Who Can Read the Portfolio? 446
The Decision 458
Families 447
Follow-Up 458
Practitioners 448
xiv Contents

Documentation 458 Teaching Logical Consequences 464

15-2c What to Do with It? 459 15-3c Adult Intervention of Problem
The Portfolio 459 Behavior 464
Class Files 460 Possible Causes of Problem Behavior 464
Reflective Journal 460 15-4 Helping All Children through Home and School
Communications 466
15-2d How to Find the Time 461
15-4a Children from Diverse
Using Technology 461
Backgrounds 466
15-3 Looking at the Child’s Interactions
15-4b Children with Special Needs 467
with Adults 461
Helping Professionals for Home and School
15-3a How Observation and Recording Aids
Communications 467
Child–Adult Interactions 461
Sharing with Children and Families 467
15-3b The Teacher’s Role in Child
Guidance 462 Other Methods 467
Preparing the Environment 463 Plans: Chapter 15, Week 14 468
Cultivating Realistic Expectations 463 Related Readings 468

Glossary 469
References 474
Index 489
Preface

Week by Week is a documentation system guidebook for students and practitioners in early
childhood education who work with infants through second-grade children. Each chap-
ter has two main parts: the documentation method (“Using the Observation Method”)
and the child development overview (“Looking at Child Development Domain”) The
purpose is to organize and plan intentionally, week by week, to build a Portfolio for each
child, filling it with various pieces of evidence that document the child’s development and
behavior. Week by Week presents a manageable plan that will help gather documentation
on all the children in the class or group, in all the developmental areas.
Over the years, Week by Week has been used in a number of ways:
●● Students in early childhood teacher preparation programs use the text for a course
in techniques of documentation.
●● Students in both associate degree and bachelor degree programs use the text for
child development study and in field experiences.
●● Students sometimes use this text in master’s teaching preparation programs.
●● Classroom teachers use this text as a tool to help them organize their observations
into meaningful Portfolios that document their children’s development.
●● Practitioners use this text in Head Start, Even Start, child-care, and nursery-school
settings.

How This Book Came to be Written

My original idea for the book was to share my system of child observations with prac-
titioners like myself. As a preschool teacher, I was overwhelmed trying to document
all children in all developmental domains, so I broke it down into weekly assignments
for myself. As my teaching venue changed from the preschool classroom to the college
classroom, the book became a textbook. The result is Week by Week, which describes a
year-long systematic plan for teachers to document each child’s development by form-
ing an extensive Portfolio of each child’s progress in all areas of development. It has been
well received by students, and it is my hope that they will keep the book and renew their
acquaintance with it when they have a classroom of their own. Then the full Week by
Week plan will take on new meaning.

Week by Week for Students. As a college textbook, this book will be used for 13,
15, or 16 weeks. Each week, you will be introduced to a different method and given one
assignment to practice that method. If you are in a field placement for the whole semester,
you can incorporate the Week by Week plan as you participate in the classroom activi-
ties. If you are taking a course in observation methods, you can make weekly visits just
for observation, or you may be able to plan three or four longer visits and do several of
the practice assignments during each visit. In either of these two plans, you will miss the
day-to-day interactions. This is just for practice—a simulation of what you will be do-
ing when you have a classroom of your own. CAUTION: Seeing children intermittently
makes it impossible to draw decisive conclusions about their development. Also, it is im-
portant not to talk specifically about a child, teacher, or program by name when you are in
your college classroom, dorm, or out with friends. Confidentiality is a part of the ethical
responsibility of professionals. You will practice this recording method by following the
plans at the end of each chapter. You or your instructor may need to modify this depend-
ing on your field placement situation.

xv
xvi Preface

Week by Week for the Practitioner. Maybe you used this book in your col-
lege class and now have your own classroom. Or perhaps you found this book and
decided to make a commitment to better organize your contributions to each child’s
Portfolio. The full week-by-week plan is inside the back cover, guiding you in observ-
ing each child at least three times in each developmental domain, using appropriate
tools to document your observations. You observe, you assess, you plan, you imple-
ment, you observe, you assess, you plan. Remember that when you are totally respon-
sible for the classroom, you will have to steal moments to write things down. That is
the biggest hurdle to observing and recording. For help with this, note especially the
“How to Find the Time” sections in each chapter. To achieve the goal of gathering a
fairly equal amount of documentation on each child, use various methods and revisit
developmental areas three times over a school year. This organizational system can be
used to ensure that you are gathering an approximately equal distribution of Portfolio
documentation on all children.
The teacher using the Week by Week system will gain skill in using various methods
of recording observations, and will be reviewing child development and good teaching
practices. Knowledge of child development, observation methods, and curricula are not
separate from each other, but interdependent. One must know what to look for to be a
good observer, and mindful teachers make decisions based on what they see. The Week
by Week system will enable the teacher to document important information about each
child, information that is usable for measurement and reporting, as well as accurate and
objective.

New to This Edition

●● This new edition includes current issues and new research to make the text as up-to-
date and relevant to students and practitioners in the field. There is a discussion
of the Common Core and its implications for early childhood education, focus on
the importance of play on all areas of development, how the emphasis on STEM
(science, technology, engineering and mathematics) can be incorporated into
the early childhood curriculum, and advocacy for the authentic assessment of
observation over testing.
●● Forms for observations. The forms discussed in the text are now provided throughout
and are also available as Professional Resource Downloads with MindTap. (See the
Supplements listing on pages xx-xxii for more information about MindTap.) This
allows students and practitioners to begin developing or adding to their personal
library of professional tools they use in the classroom.
●● Standards. Every profession has established ideals by which it operates. Week by
Week is a professional development tool, so the professional standards relevant
to the content in each chapter are listed in abbreviated form at the beginning of
each chapter. In this book, that includes NAEYC’s Standards for Early Childhood
Professional Preparation (2011), Program Standards (2014), and Developmentally
Appropriate Practice guidelines.
●● Learning Objectives. Education is the change that takes place in knowledge, skills and
attitudes. In order to measure that change, benchmarks are set as goals to achieve.
The major sections in each chapter are now organized around specific objectives that
the student will attain by mastering the chapter content.
●● Reorganized content. Most of the content from the sixth edition is contained in
this edition, but may be slightly moved around. This reorganization has made
Week by Week more intentional in its focus. In early childhood education,
we understand the importance of good beginnings. The content labeled as the
“Introduction” in the sixth edition is now more appropriately called Chapter 1.
We feared calling it an introduction made it seem less important, and more
 Preface xvii

likely to be skipped over, than an actual chapter. The contents of the new
Chapter 1 set up the entire text by providing the rationale for using observation
and recording as authentic assessment and describing how to institute the
Week by Week plan to document children’s development. It explains why the
various methods described in the text are useful and how to use this book.
Chapters 2–15 now present various observation methods and developmental
domains. (These were chapters 1–14 in previous editions.) The content that
previously made up a very brief Chapter 15 is now integrated into the new
Chapter 15 in the seventh edition.
●● Key Terms defined in the margins. The terminology associated with any profession
is an important aspect of the field. Definitions of key terms now appear in the
margins across from where the term first appears in the text, which assists the reader
by providing definitions close to the context in which the term is found. No more
flipping to the back of the book for definitions.

Enduring Features
The following popular features appeared in the previous edition and have been main-
tained in the seventh edition. Many have been updated and revised.

Exercises. This feature occurs periodically within the book, designed to personal-
ize the concepts, involve the reader, and focus attention on what follows. You are in-
vited to think about and write the answers to these exercises to build connections with
the content. When applicable, answers to the questions can be found at the end of the
chapter.

It Happened to Me. Vignettes of my classroom experiences are scattered through-

out the book. There are millions that got away because I never wrote them down! These
anecdotes illustrate points about child development and mistakes I have made that taught
me what not to do. They are not all positive ones, but are included because we often learn
best from our mistakes. I hope you will begin to collect your own stories that have taught
you lessons about teaching and life.

Topics in Observation. Within each chapter there is a separate section that gives
insight into a topic related to child development or observation. This is to stimulate your
thinking about an issue or a concept to deepen knowledge.

Home Visiting. While many who use this textbook are or will be classroom teach-
ers, the field of home visiting for the purpose of supporting, involving, and educating
family members has grown nationwide. Some of you may find employment in this grati-
fying aspect of early childhood education; so where it is applicable, I have inserted sec-
tions from that viewpoint, assisted by friend and colleague Mary Haust, an expert in
this field.

Emphasis on Using Technology for Observation. Almost everyone has a cell

phone that takes photos, creates and stores text documents, and accesses the Internet.
With each new advance in technology come never-dreamed-of applications. To some,
using cell phones and hand-held computers in the classroom seems problematic, but
their use, not abuse, can be one more tool for teachers.

Helping Professionals. When working with children and families, teachers are
often the resource or intermediary between people who need specialized advice/services
and the professionals and agencies that provide such help. This section is included at
xviii Preface

the end of each chapter to acquaint the reader with the types of specialists to whom the
teacher may refer the family.

Sharing with Children and Families. This feature, also at the end of each chap-
ter, provides some ideas about talking with families about the child in the developmental
domain highlighted in that chapter. This is included to illustrate how the teacher can talk
with families about the child (students should refrain from doing this unless directed by
their instructor.)

Other Methods. Each developmental domain can be observed and recorded us-
ing various methods. These are mentioned at the end of each chapter as a reminder
that there are some methods better suited for some developmental domains than
others.

Related Readings. This listing of helpful books and articles on selected topics is
included at the end of the chapters. These are books or websites that may be useful in fur-
ther exploration of a chapter’s topics.

References. At the back of the book is a complete alphabetical bibliography of all the
extensive references used to substantiate the content of the book and give credit to ideas
and concepts.

Instructor and Student Supplements

MindTap™: The Personal Learning Experience
MindTap for Nilsen’s Week by Week, Seventh Edition, represents a new approach to
teaching and learning. A highly personalized, fully customizable learning platform
with an integrated electronic portfolio, MindTap helps students to elevate thinking by
guiding them to:
●● Know, remember, and understand concepts critical to becoming a great teacher;
●● Apply concepts, create curricula and tools, and demonstrate performance and
competency in key areas in the course, including national and state education
standards;
●● Prepare artifacts for the portfolio and eventual state licensure, to launch a successful
teaching career; and
●● Develop the habits to become a reflective practitioner.
As students move through each chapter’s Learning Path, they engage in a scaffolded
learning experience, designed to move them up Bloom’s Taxonomy, from lower- to
higher-order thinking skills. The Learning Path enables preservice students to develop
these skills and gain confidence by:
●● Engaging them with chapter topics and activating their prior knowledge by watching
and answering questions about authentic videos of teachers teaching and children
learning in real classrooms;
●● Checking their comprehension and understanding through Did You Get It?
assessments, with varied question types that are autograded for instant feedback;
●● Applying concepts through mini-case studies—students analyze typical teaching and
learning situations, and then create a reasoned response to the issue(s) presented in
the scenario; and
●● Reflecting about and justifying the choices they made within the teaching scenario
problem.
 Preface xix

MindTap Moves
Students Up Create
Bloom’s Revised
Taxonomy Evaluate

Analyze

Apply

Understand

Remember & Know

Anderson, L. W., & Krathwohl, D A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

MindTap helps instructors facilitate better outcomes by evaluating how future teach-
ers plan and teach lessons in ways that make content clear and help diverse students learn,
assessing the effectiveness of their teaching practice, and adjusting teaching as needed.
MindTap enables instructors to facilitate better outcomes by:
●● Making grades visible in real time through the Student Progress App so students and
instructors always have access to current standings in the class;
●● Using the Outcome Library to embed national education standards and align them
to student learning activities, and also allowing instructors to add their state’s
standards or any other desired outcome;
●● Allowing instructors to generate reports on students’ performance with the click of a
mouse against any standards or outcomes that are in their MindTap course; and
●● Giving instructors the ability to assess students on state standards or other local
outcomes by editing existing or creating their own MindTap activities, then by
aligning those activities to any state or other outcomes that the instructor has added
to the MindTap Outcome Library.
MindTap for Nilsen’s Week by Week, Seventh Edition, helps instructors easily set their
course since it integrates into the existing Learning Management System and saves instructors
time by allowing them to fully customize any aspect of the learning path. Instructors can change
the order of the student learning activities, hide activities they don’t want for the course, and—
most importantly—create custom assessments and add any standards, outcomes, or content
they do want (e.g., YouTube videos, Google docs). Learn more at www.cengage.com/mindtap.

Online Instructor’s Manual with Test Bank

An online Instructor’s Manual accompanies this book. It contains information to assist
the instructor in designing the course, including sample syllabi, discussion questions,
teaching and learning activities, field experiences, learning objectives, and additional
online resources. For assessment support, the updated test bank includes true/false,
multiple-choice, matching, short-answer, and essay questions for each chapter.
xx Preface

PowerPoint Lecture Slides

These vibrant Microsoft PowerPoint lecture slides for each chapter assist you with your lecture
by providing concept coverage using images, figures, and tables directly from the textbook.

Cognero
Cengage Learning Testing Powered by Cognero is a flexible online system that allows you
to author, edit, and manage test bank content from multiple Cengage Learning solutions;
create multiple test versions in an instant; and deliver tests from your LMS, your class-
room, or wherever you want.

Acknowledgments
My thanks and love to my family, who are my biggest supporters, my friends Carol and
Marsha, who love me like a sister, my colleagues near and far who dedicate themselves to
the care and education of America’s children, and to the students who teach us something
new every day.
Sincere appreciation to Mark Kerr, who believes in my work; Kassi Radomski and the
staff at Cengage and MPS Limited for their assistance, patience, and creativity in putting
my ideas into reality. A special “thank you” to the reviewers who provided valuable feed-
back and helped to shape the final work:

Majory Ayala, Kennedy-King College

Brandy DeBottis, Tompkins Cortland Community College
Jamie Harmount, Ohio University Chillicothe Campus
Nancy Johnson, Southwestern Community College
Juliana Raymond, Jefferson Community College
Karen Singer-Freeman, SUNY Purchase College
Bernadette Towns, Bakersfield College
Catherine Twyman, Daytona State College
Camilla Weiberg, Mission College
Ellen White, Mt. Hood Community College

About the Author

Barbara Ann Nilsen taught in the early childhood classroom, then in the college class-
room and online as professor and chair of the Teacher Education and Early Childhood
Department at SUNY Broome Community College in Binghamton, New York. She retired
from that role in 2006. She had extensive experience teaching online courses, held leader-
ship roles in community, state, and national involvement in early childhood education, and
worked with community colleges for program improvement. She was also the grant director
of a statewide online course collaborative and the Early Learning Opportunities federal
project for Building Brighter Futures for Broome. The author received her EdD in Early
and Middle Childhood from Nova University (now called Nova Southeastern University)
in Fort Lauderdale, Florida. She has been active in local, state, and national early childhood
professional development initiatives such as New York State Career Pathways, New York
State Children’s Program Administrator Infant/Toddler, Family Child Care Credentials, and
NAEYC’S Early Childhood Associate Degree Program Accreditation project. She is the co-
author, with Virginia Albertalli, of An Introduction to Learning and Teaching: Infants through
Sixth Grade, and the author of the Observation and Assessment Professional Enhancement text.
This text is dedicated to the busy hands, open minds, and caring hearts of all who
work with young children. You bear the worthy name: Teacher. I welcome your commu-
nication by email at barnil246@gmail.com
 Chapter 1

Getting Started

Standards Addressed
in This Chapter
6b Knowing about and upholding ethical standards and other
early childhood professional guidelines.

NAEYC Program Standards (2014)

© Cengage Learning 2015

NAEYC Standards for Early Childhood Profession Preparation 4.A.01a Programs conduct assessments as an integral
(2011) part of the program. Programs use assessments to support
children’s learning, using a variety of methods such as
1a Knowing and understanding young children’s characteristics
observations, checklists, rating scales, and individually
and needs from birth through age 8.
administered tests.
3a Understanding the goals, benefits, and uses of
assessment—including its use in development of appropriate
goals, curriculum, and teaching strategies for young children.
3b Knowing about and using observation, documentation, and
NAEYC Developmentally Appropriate Practice Guidelines
other appropriate assessment tools and approaches, including
(2009)
the use of technology in documentation, assessment and data
collection. 4A Assessment of young children’s progress and achievements
is ongoing, strategic, and purposeful.
3c Understanding and practicing responsible assessment to
promote positive outcomes for each child, including the use of 4C There is a system in place to collect, make sense of, and
assistive technology for children with disabilities. use the assessment information to guide what goes on in the
classroom (formative assessment).
3d Knowing about assessment partnerships with families
and with professional colleagues to build effective learning
environments.
 ● Learning Objectives ●

After reading this chapter, you should be able to: 1-4 Justify using portfolios as an authentic assessment
1-1 Name at least 10 reasons why teachers should observe strategy for documenting young children’s development.
their students. 1-5 Describe how this book will help you develop a
1-2 Identify why it is important to write down (document) comprehensive portfolio.
observations.
1-3 Discuss why it is useful to use different methods to
observe and what role you play as an observer.

The word observe brings to mind the action of looking, seeing, and not participating, but
viewing the action as an outsider. In any context, observing is just the first step in deter-
ExErCiSE mining action. The first stage, taking in information, occurs
simultaneously with evaluation and selection of a course
Observe (or imagine): a clock; the inside of a refrigerator;
of action. The clock is observed, usually not to admire the
and a traffic light.
design but to determine the time. Looking inside a refrigera-
Exactly what do you see? What are your observations tor may indicate that a trip to the store is needed or that the
telling you? What will you do as a result of what you source of a foul odor should be investigated. The traffic light
see? Write down what you see. Write down what it is a lovely shade of green, but its meaning is more important.
means to you. Write down decisions you might make That observation produces action: Go!
based on those observations. Write down a memory that Everything we see is not just observed but also
something that you see brings back to you. immediately interpreted for meaning. A decision is made
either to do nothing or to act. The observation may be so
insignificant that it is sensed but not acted on. Later it might
prove to be important, like that traffic light that was green, but the car in the cross street
came through the intersection anyway. When filling out the accident report, those details
are important. Our senses take in information that is connected with prior experiences,
triggering knowledge and emotions. The teacher observes for many different reasons.

1-1 Why Observe?

When a teacher observes a child, information is collected and could be measured
against a whole body of knowledge about child development in general and that child
in particular (Figure 1–1). Information is then used to
make decisions about the next actions. Someone has esti-
Accoun
Te
Se hing

mated that a teacher makes thousands of decisions in a

ac
lf-R

day. Each decision is based on observations evaluated

lth

Co
efl Meth

mm
ea
tability

for meaning and the most appropriate responses. This

ec

Safety

un
lH
tio ods

ica observe-decide-act sequence is repeated over and over

ca

ti
no

th o n w
ysi

eF again throughout the day. Let’s observe a child painting at

nce
f

am ith
Ph

ily s sista the easel in Photo 1–1.

A
Interests
Referral Why Discover

Evaluat
ion Observe? Learn
ing St
1-1a Safety
Teach yle
ent ing St s and The most important reason for watching children is to
ssm r
Asse res
s Cu
rric
ategie
s keep them safe. Seeing a potentially dangerous situation
P rog ulu
e

m and rushing to prevent an injury is the most basic exam-

Ext ning

re
nc
ation
hild

Pla
Lea

asu
da

e nn ple of observe-decide-act. A child waiting to paint may be

end

ing
ui

M
r
the C
G

observed trying to wrestle the brush away from the painter.

i
mun

Ch

With angry looks and harsh words, she is trying to gain

ildr
with
Com

control of the painting area. The teacher rushes over and

en’

intervenes before the painter is knocked aside or a brush is

s

FiGure 1–1 Why Observe? poked into someone’s eye.

 Getting Started 3

1-1b Physical Health

Recognizing the signs of sickness or disease is another
reason to observe, decide, and act. This also can pro-
tect the physical health of others. The teacher may
notice a few small red spots behind the painter’s ear.
She casually pats the child’s arm and feels bumps
beneath the skin. These observations, along with the
knowledge that the child’s sister had chicken pox two
weeks ago, prompt the teacher’s decision to isolate the
child and call the child’s family to take the child home.
For chicken pox, of course, it’s already too late. Every-
one’s been exposed! Figure 1–2 shows artwork that
the child painted on his return to school after having
chicken pox.

1-1c Know the Child

The adult observes the child to discover interests. Watch-
ing a child choose a play area and talking with the child
about the play is a friendly and affirming thing to do. It
also is another way of building bridges from interests to
planning, from home to school, and a way of making the
curriculum relevant. Watching a child reveals personal-
ity and learning styles and could give clues to teaching
strategies. By observing the painter, learning styles are
indicated that will work better for him—maybe verbal
directions, being shown, or trial and error. Reflective
observation of the student’s learning process leads the
teacher to adapt teaching strategies to the child’s styles
and needs.
PhOTO 1–1 Common activities yield knowledge
1-1d Assistance of the child.

Adults help children with tasks that are too hard for
them. Observation may indicate that help is needed.
A child is observed preparing to paint at the easel. The teacher sees that the paper sup-
ply is gone. He gets more from the cupboard and shows the child how to attach the
sheets with the big clips and where to hang the painting to dry. A diaper needs to be
changed, a shoe needs to be tied, a spill needs to be wiped up, all needing responsive
actions.

1-1e Curriculum Planning to Extend Learning

Teaching is building bridges, making connections between new information and
old based on topics that are relevant and of interest to the group. The teacher plans
related experiences and learning opportunities (the methods of learning, pedagogy)
to help children explore and construct meaning of the content, subject matter, or
skill. A knowledge of child development research with indicators of normal devel-
opment for a certain age helps the teacher intentionally plan learning opportunities
for the group as well as for the individual child based on assessments. The group
has enjoyed and mastered easel painting, so the teacher plans that next week he will
introduce watercolors, demonstrating the technique of washing the brush between
colors, knowing that children of this age have gained enough small muscle control to
accomplish this task.
 4 Chapter 1
FiGure 1–2 Observing a child’s work, as well as the
child as he works, gives valuable information.
family
the group of related or
unrelated adults who are legally
responsible for the child
Portfolio
a collection of documentation
about the child’s development
Through observations, teachers can identify that teach-
able moment, that budding interest, and that blossoming
skill. Providing materials, activities, and opportunities to
build on that observed development will capitalize on it.
From observing the painting filled with alphabet letters, the
teacher decides this is a good time to bring out the alphabet
magnets and invite the painter to play with them.
1-1f Communication with the Child
Teachers talk with every child. What better subject to
discuss with them than the child’s activities? Every child
deserves the individual attention of the teacher. By dis-
cussing what the teacher observes with the child, the
child can give the reason or explanation in a way that
makes sense only if the teacher asks the child. That
is the basis for Piaget’s cognitive questioning method
(Piaget & Inhelder, 1969), to delve more deeply into chil-
dren’s “wrong” answers. In that way, thinking processes
are explored. Results or answers are not simply consid-
ered incorrect, but teachers reflect on possible reasons
for the answers to explain how the answer was derived.
This may involve more conversation with the child, or the
family, to get a better understanding of the background
knowledge leading to the answer. The teacher says to the
painter, “You worked hard on that painting. You used red,
blue, and yellow, and you made straight lines and curved
lines. Would you like to tell me how you did it? What did
you do first?”
1-1g Communication with the Family
The point of interest between the teacher and the family is the child. The subjects of what
the child has done that day, what the child is learning, how the child is progressing, what
might be an area of concern are points of communication between the teacher and the
family. Talking with the family about the child’s daily activities communicates the follow-
ing to them:
●● Their child is under a watchful eye.
●● This teacher observes and relates important developments in their child’s actions,
rather than giving the family a test score they might not understand how to
evaluate.
●● The family is included in the world that the teacher and their child share.
Unfortunately, many children and families have come to expect to receive only
bad reports, phone calls, and notes from school, which bring a sense of dread. Too
often, the only communications they receive about their child relate misbehaviors,
failure to perform to expectations, or commands for the child or family to take reme-
dial action. In contrast, discussing observations from the day’s observed activities or
documentation from the Portfolio with the child’s family gives positive, substantive
information about the child’s progress, compared only to her previous work, not any-
one else’s. Observation gives descriptive accounts of the child’s behavior and skills
from the point of view of achievement rather than deficit—what she can or has done,
rather than cannot or will not. Observations are shared with families in formal and
informal ways.
 Getting Started 5

The paintings in the child’s Portfolio previously were scribbles, and then they became
pages filled with lines and deliberate designs. The teacher and child show her family the
collection in the Portfolio. The family realizes that the teacher knows and observes their
child’s work from a different point of view.

1-1h Guidance
Occasionally (and sometimes often) the teacher sees a behavior situation that needs inter-
vention before it happens or a quick response to prevent it from escalating. Prevention is
always better than remedy. Young children are learning how to get along with others,
and they sometimes go beyond the boundaries of safety and acceptable behavior. The
teacher watches for impending struggles that may escalate into bad situations. Redirec-
tion is better than discipline or punishment. Through observation, potential problems
can be averted. The painter’s brush is approaching the wall. The teacher reminds the child,
“Paint on paper,” guiding the brush back to the paper on the easel.

1-1i Measure Progress, Assessment, Evaluation

Children change so quickly. Based on knowledge of child development, certain changes
are expected and anticipated. Comparisons over time can measure that development.
The teacher observes that the painter moved from experimentation with line and color to
painting recognizable objects. He proclaims that the smiling face with dots is a picture of
his sister who is just getting over the chicken pox. The teacher can see her control of small
muscles and the frustration when the paint does not flow in the way the painter thinks
it should. The child’s social world is portrayed in the pictures he paints. Many areas of
development can be observed in this one activity and in changes from paintings done a
few weeks ago.
In order to measure progress, teachers watch children to gather information. That
is assessment, the process of documenting a child’s knowledge, skills, and attitudes in assessment
measurable terms. Assessment may take many forms, but the premise here is that obser- process of observing,
vation is the best method. Naturalistic inquiry, studying children in their natural habi- recording, and documenting
a child’s actions, skills, and
tats, results in seeing the child “exhibiting the highest levels of competence,” unlike in behaviors to measure against a
contrived situations where children are put into strange, anxiety-producing situations standard
(Pellegrini, 1998). Information is gathered to measure the child’s development against
accepted stages or a set of developmental norms. Assessment measures where the child
is at this point in time. It may alert the observer to unusually delayed or accelerated
development.
Once the teacher has made an assessment of an area of development, evaluation evaluation
is the decision-making step of assessment—probably the most precarious because it is comparison of information
gathered against a standard or
the step that considers the information gathered through assessment upon which judg-
set of criteria
ments are drawn and decisions made about future directions. Evaluation is based on
prior knowledge and comparing observations with that prior knowledge. Knowing typi-
cal child development stages that include social, emotional, and cognitive domains gives
the observer a lens through which to view the child.
The observer of the painter has collected paintings over several weeks and judges
that this child is in the stage when children are beginning to represent thought, not just
experimenting with the materials. A sticky note as to the importance of this example may
be placed on the back of the painting, noting, “He has moved from making circles and
controlled straight lines to painting faces, and was smiling and singing while painting.”
The teacher may decide to bring out a plastic skeleton for the science area or read a story
about sick children to give the painter ideas about anatomy. A copy of this drawing is filed
in the child’s Portfolio for later comparisons.
For all of these good reasons, teachers observe children. That informed observation,
measuring what is seen against what is known, is assessment and evaluation of the child’s
development and behavior.
 6 Chapter 1
referral
a recommendation made for
further evaluation by a helping
professional
1-1j referral
Sometimes questions or even red flags arise when a teacher observes a child. Certain
behaviors, actions, and skills—or lack of them—will send an alert calling for a closer look
at a developmental area.
From the child’s paintings, the teacher observes some alarming messages. The teacher
may ask a probing question such as, “Would you like to tell me about your painting?” and
the child’s answers may lead only to more questions. It is important not to rush to conclu-
sions (especially based on a child’s art products).
Further reflection and closer observation of behavior over time may warrant discuss-
ing a concern first with the family or other professionals within the agency, and then
perhaps suggesting a referral to the family. The referral may be for further evaluation in a
specific area, such as hearing, speech, physical, or cognitive development. Family involve-
ment and decision making in the referral process are the pivotal factors. Families are rec-
ognized and deferred to as the authority on the child.
There may be situations where it is necessary to report suspicions of neglect or abuse.
Knowledge, careful judgment, empathy, and consideration are important skills for the
teacher in all of these circumstances, for both referrals and reporting.
1-1k Self-reflection
Observing is not just looking at a child but also thinking about our influence on the child
and the child’s effect on us. The teacher notices that no one is painting anymore and won-
ders what the cause could be. By observing and recording, questions can be answered and
the teacher’s own effectiveness can be measured. The interest a child has in the planned
activities will indicate to the teacher if the activities are appropriate. Activities that are not
challenging or too difficult will be avoided or abandoned by the child. By closely watching
what keeps a child involved, the observer can learn what skills the child is working on and
modify activities to meet those needs.
This type of observation is active research, constantly accumulating data to analyze
for its meaning. Goodman & Owocki (2002) say “kid watching” involves “teachers who
interact with students and who monitor class activities in order to understand more about
teaching and learning, mostly learning” (p. 13). While the child is learning, the teacher is
also learning, reflecting on how to be more effective as well as on personal feelings about
what has happened.
1-1l Accountability
Data drives decisions, from the star ratings of movies to the walk/don’t walk signals at
a crosswalk. Collecting high-quality data through reliable child assessments is a way to
view the child and the program objectively. Preschool programs are often funded through
special governmental funding at the state and federal level, with private funds through
foundations and organizations, and by the families of the children themselves. Initia-
tives that are expected to prepare children for school by enhancing social, language, and
cognitive skills—especially for children from economically disadvantaged homes and for
children of special needs—are under scrutiny to demonstrate their effectiveness. Is the
teacher, curriculum, program, or school doing what it says it will do? Proof is needed to
show that children are learning and meeting the standards and expected outcomes. This
area of child assessment is the focus of close examination to prove the worth of early
childhood programs.
Accountability takes on many forms. The program or school is accountable to the
funding or sponsoring agency. Assessment for funders calls for statistical data gathered by
research-based methods and showing demonstrable outcomes of groups of children. Poli-
cymakers also use this kind of assessment to measure the benefits of one type of program
or initiative over another. The purpose is to maximize the investment for the greatest gain.
 Getting Started 7

The type of accountability that is most often addressed in this text, however, is that of
the teacher to the child and family. By systematically using observation, along with other
types of assessment tools, the classroom teacher and caregiver can gather information to
show each child’s progress, raise an awareness of potential difficulties, and intentionally
plan learning opportunities that will help the child develop and learn.
A teacher might observe the following: “This child’s painting shows increases in
small muscle control, attention span, interest in alphabet, and is increasingly detailed.”
The teacher’s notes on the back of the painting relate the significance of this work in light
of developmental progress. It shows the child is learning.
Documentation of all types can:
●● provide evidence of children’s learning in all domains.
●● provide insight into learning experiences.
●● provide a framework for recording each child’s interests and developmental
progress.
●● emphasize learning as an interactive process.
●● show advantages of concrete activities and materials as opposed to group testing
situations.
●● enable teachers to assess knowledge and abilities in order to increase the challenge to
match the child’s level. (Helm, Beneke, & Steinheimer, 2007)

1-2 Why Write it Down?

ExErCiSE
“I’ll remember this and write it down later.” Everyone
List the kinds of writing (on paper and electronically) you
has said this and then not written it down. It is lost with
do on a typical day and why you do it.
all the other details of life that intercede and blur the
image, blotting out specifics and erasing the exact words.
Recording is used here to refer to a written account or notation of what has been recording
observed. What are the reasons for writing down what has been seen? (See Figure 1–3.) a system or method of writing
down what has been observed
Teachers write down their observations to:

1-2a remember
The grocery list (Figure 1–4), even if it is left at home on the refrig-
erator door, sticks in the memory longer because it was written
To Remember

down. Many students copy their notes over or condense them

as a study technique. There is a connection between writing and
memory. The written words form a visual and kinetic or physical
Pr t
connection in the brain, assisting memory and recall even when es To C en
er m
the visual cues are not present. ve atc cu
De h & Do
ta To
ils
1-2b Compare Why
A child’s height is measured with a line on the wall, and it is cy Write? To Sh
Litera a
and C re with Fa
surprising a few months later how much she has grown with- For a Model hild mily
Role
out anyone realizing it. If that mark had not been made, the
Lat ify

change would not have been noticed. Children are expected

To er
er

Lat
pl

to change, so a mark of comparison is needed. Relying on a

Co
Am

mp

memory of the child one, three, or six months ago is inac-

To

are

curate and unreliable. By writing observations down, teach-

ers have tangible comparison points. Portfolios, collections
of the child’s work, and written observations are becoming FiGure 1-3 Why Write?
 8 Chapter 1

accepted methods of documenting a child’s progress. Written

observations that are thorough, objective, regular, and done
during daily routines and child-initiated play are accurate
measures of the child’s progress.
Grocery List
eggs vegetable soup 1-2c Amplify Later
milk toothpicks Sometimes there is no time to write the whole incident, so a
chocolate chips paper towels few strategic notes written and dated at the time can be just
enough to jog the memory for a longer, more complete nar-
rative written later.
banking
dry cleaning
1-2d Catch and Preserve Details
birthday card for Louise
Details are quickly forgotten. Insurance companies want auto
accident reports written at the scene because of the frailty of
human memory. Fine details that seem so clear or so unimport-
ant now can best be preserved by writing them down. These
FiGure 1–4 Write to Remember details can give clues to trends or correlations that are not seen at
the time. On closer examination and comparison later, they gain
significance. For example, keeping some data on which areas of
the classroom a child spends her free time in and how long she stays there gives much infor-
mation about the child. Without some method of tracking, there is no way to recall details like
these that can yield important information (Photo 1–2).

1-2e Serve as a Literacy role Model

Children need to see adults writing. Literacy is an important concept to teach young chil-
dren. The importance of the written word is emphasized when children see its usefulness
and practical application by their role models, the adults in their lives. When an adult

PhOTO 1–2 Busy teachers jot short notes to amplify later.

 Getting Started 9

it happened to Me

All eyes
The teacher shows a new song chart and has just said,
“Look up here, all eyes on the chart.” Andrew asks,
“What’s 16 plus 16?” A puzzled look comes over the
teacher’s face, followed immediately by one of irritation
for the interruption. Andrew repeats his question louder.
“Thirty-two, now let’s look at this new song chart.”
Andrew replies, “Oh, you want all thirty-two eyes look-
ing at the chart.” This tells us about Andrew’s think-
ing, his beginning understanding of math concepts,
and it causes the teacher to vow to listen more closely
to children’s questions. This is a wonderful incident
to relate to Andrew’s family to demonstrate his think-
ing and his humor. The teacher just had time to write
“eyes, 16, 32” with the ever-present pad and pen. That
was enough to enable the teacher to fully write about
the incident later.
How can we be more observant of children’s naturally
simplistic way of thinking?

writes something down, a child often asks, “What are you doing?” A reply such as “I’m
writing this down so I won’t forget” lays literacy foundations for the child. It shows that
writing is a way to help memory, that what is written is constant, and it stirs the child’s
desire to want to write himself. A literacy-rich environment is one with accessible writing
materials to encourage him to do just that (Figure 1–5).

1-2f Document
Reliable research demands hard data. It is necessary to preserve in writing—to
document—what has been observed to substantiate it. Recording methods that include document
facts rather than inferences along with the date and time of the recording are essential to document (verb) – the action of
preserving data for later review;
meaningful documentation. The details must be preserved to see progress, trends, and
documentation (noun) – the
correlations. product that preserves the data
This is especially critical if a child discloses an incident of abuse. The reports must be (evidence, artifacts)
accurate and show that the child was not led or influenced in order for the disclosure to
be supportable evidence. One would like never to deal with this, but for the protection of
the child it is important not to jeopardize the testimony by failing to document or keep-
ing inaccurate records. You will read more about this in Chapter 13.
To accomplish this desirable goal, the task of documentation must be broken down
into manageable segments, planned, and executed in a systematic manner.

Dramatic Play Area—paper and pencil next to the play phone, sheets cut for grocery lists attached to a pad on the play
refrigerator, calendars on which children can write important events to remember
Block Area—paper, markers, tape for signs on buildings
Large Motor—paper, markers, tape for signs signifying what the climber is today (a rocket ship, a house on fire,
Jenny’s house)
Sand/Water—paper and pencil nearby to write down a mark to indicate what sinks or floats, draw pictures of what has
been found hidden in the sand; paper to list who is waiting for a turn
Cubbies—paper and pencil to list what children say they want to do outside today, to decide which toys to load in the
wagon
Group Area—chart paper, markers to take surveys of favorite things, lists of things to remember contributed by the group,
safety rules

FiGure 1–5 A Literacy-Rich Environment

 10 Chapter 1

f
s o sk CRITERION-
NARRATIVES
p
n
tio Ta REFERENCED METHODS 1-3 Why, When, and Who
ri e ts
sc itiv en ds De
De ogn rim c or vel
op
C xpe R e You have seen why observe and why write it down, but
E n g Ch men
i eck tal why do you need different methods, when should these
u nn list
s Rat
nve s of

R ing observations take place, and what is the role of the per-
rsa and
ns
Co erviewions

Sca
les son who is observing? This next section answers those
tio

Cla
ss L
Int script

l
ota

ist
Log
questions.
Observation
ecd
n
T ra

& Recording
An

hs 1-3a Why Use Different

Fre METHODS g rap
oto
qu
Co enc Ph
ng
s Observation Methods?
un y e o W riti
ts Vid s s
You can see that this book is about different observing
io/ ding w ing
d Dr a and recording methods. Think of it this way: Why are
Au ecor ns
Tim R
r u ctio there so many ways to cook a chicken? Because there are
eS
am nst dia
ple Co t Me different end results from each method. The cook may
s A r
be looking for a certain consistency, lowering calories,
QUANTITATIVE METHODS WORK SAMPLES tenderizing, or cooking it within a short period of time.
FiGure 1–6 Methods Web Similarly, there are many different methods of recording
observations because the end result from each method is
different. This book presents many different methods for
recording (preserving) what has been observed.
Yes, they are all based on observing the child and measuring the observation against
standards in order to make decisions about immediate and future actions, but they differ in
technique, content, and approach. Each chapter of Week by Week presents a different obser-
vation method, along with a review of a developmental area, but the method is not limited
to recording only that particular area. In the cooking example above, once the technique of
frying or stewing or microwaving is mastered it can be applied to other foods and modified
for a variety of desired results. Just like cooking, once a recording technique is mastered,
it can be applied to other developmental areas and modified to fit the recorder’s style and
selected outcome. While the recording methods in Week by Week are paired with a specific
area of child development, most of the methods can be used for assessment of any area of
development. The recording methods can be classified using a web design (Figure 1–6).

Types of recording Methods. Each method is a technique to focus on a behav-

narrative
method that tells a story,
includes all the details of an
incident
criterion-referenced
method that provides a
predetermined standard or
guideline to look for and
measure against
quantitative
method that provides a
numerical count of individual
or group action or a numerical
score
Work Samples
children’s work such as
drawings, writings,
constructions, audio/video
recordings, or photographs
ior, skill, or action of an individual child or the whole group. The narrative record-
ings, such as Anecdotal Recordings, Running Records, and Interviews, tell a story. They
bring the reader along by providing the actual details of actions, words, and results. The
criterion-referenced recordings, such as Class List Logs, Checklists, and Rating
Scales, provide a predetermined skill or standard to look for and measure against. The
quantitative recordings, such as Time Samples and Frequency Counts, provide a
numerical count of individual or group actions that then can be interpreted in various
ways. These methods lose most of the raw data, the actual details that narratives preserve,
but are useful for certain purposes.
The Work Samples, such as drawings, writings, constructions, sculptures, and
media-preserved work (audio or video recordings or photographs), give a visual account
of the child’s activities from which assessments are made. Each category and method
within the category is distinctive and useful, with its own specific technique, advantages
and disadvantages, and best applications.
1-3b When to Observe?
From what you have read so far, you see that observing children in the natural setting of
the classroom, while they are actively participating, gives us the best indicators of their
 Getting Started 11

capabilities. This means that while children are engaged in play they gain knowledge,
organize their world, and develop their bodies, minds, emotions, social skills, and lan-
guage. In play, children can be themselves, with their behavior speaking the language
of who they are and what they think and feel. While observing play, every domain of
development can be assessed by documenting behavior and analyzing it for indicators of
development. In the chapters that follow, documentation methods are presented along
with a review of child development so that the observer will look at children’s play as
an opportunity to measure attainment, support forward progress, and plan the environ-
ment and curriculum to help achieve it. Week by Week is a play-based assessment system.

1-3c What Are the roles of the Observer?

You may have various roles, reasons, or situations for observing, either directly working
with children or just watching.

Participant Observer. The participant observer is actively engaged with the children
but observing and taking notes at the same time.
●● Teacher
● If you are a teacher, then you observe children all the time for many of the reasons
given earlier in the chapter. In order to remember, you will need to have paper and
pen handy (or electronic devices such as laptops, smart phones, tablets, or video/
audio recorders) at all times to be sure to preserve important details (remember,
writing aids the memory). Teaching demands full attention to the children while
thinking on another level about what is important about what just happened
and how to make note of it to remember. Sometimes the teacher plans the
environment for observing—for example, setting up an obstacle course, to
observe children’s large muscle coordination, or sitting at the snack table, taking
note of children’s small muscle coordination as they eat, or listening carefully to
their language. Using routine times in the day, play times, or specially constructed
activities allows the teacher to be unobtrusive and yet carefully observe.
●● Student teacher
● In field experience classes student teachers practice the skills they will use when they
have classrooms of their own. Under a supervisor, student teachers plan, implement,
and self-assess their own teaching while learning about the children in the group
they are working with and about children in general. This learning opportunity
should include written observations of how lessons were carried out, how children
were involved in the lesson, and self-reflections of what the student teacher learned
about teaching from the success or difficulties encountered. The student teacher is
actively engaged with children as well as observing and recording.
●● Home Visitor
● Many early childhood professionals work as itinerant home visitors, calling on
children and families in their homes through organized programs to help families
with children’s learning. Home visitors are observers of children and the interactions
within the family as they participate in learning activities. They make detailed
records and use specific assessment tools prescribed by the program in which they
work. For those students and practitioners working in the home, your program
has likely already defined what record keeping is required and what, in addition,
is useful. Experienced educators have found that, if families are comfortable,
videotaping the visit as it happens, tape recording and/or writing on sticky notes
the key observations after the visit, or writing short observations during the visit
are all helpful tools when completing the visit narrative. Sometimes making notes
during a visit makes the family uncomfortable, so writing notes as soon as the visit
is concluded is necessary. Some home visitors use voice recording reflections during
transit from one visit to the next.
12 Chapter 1

Non-Participant Observer. Sometimes observers are in the classroom for specific

purposes. Such a person has the luxury of having no responsibility in a classroom other
than observing and recording. The non-participant observer finds a place in the class-
room that is out of the way, but in a place where the observer can see and hear what
is happening. Some early childhood programs (especially lab schools) have an observa-
tion booth where students, family members, or other professionals can observe children
without being seen. This nonintrusive vantage point does not influence the children’s
behavior. However, sometimes vision or clear sound may be hampered by the placement
and technology available. Recordings of classroom activity are another way of observing.
This will be explored in Chapter 12.
●● Student
● Early childhood students may be in courses that require just observation. This
may be to practice various recording methods or to observe certain domains of
development. The classroom teacher can assist you in finding the right spot. Try to
avoid letting any child “feel” watched by gazing around the room rather than staring.
Avoid eye contact or conversations with the children, but appear friendly and
nonthreatening. Answer the children’s questions about what you are doing directly
by saying you are writing down what is happening in the classroom and go back to
your work.
●● Visiting teacher
● Teachers sometimes visit someone else’s classroom to learn teaching strategies or
to participate in a collaborative learning community to improve their teaching
and learning. With prior permission, a visiting teacher can see the classroom with
objective eyes, perhaps giving advice, if requested, in ways to improve. It is not for
evaluation but for assistance.
●● Family member
● Family members of prospective students may visit a classroom to see if this is the
right fit for their child. They will experience the environment, observe the teacher’s
interactions with the children, and learn about the routines and policies, to come to
a decision whether to enroll in the program. Family members whose child is already
in the classroom may visit to get a better idea of what takes place in the classroom
and to see their child in action. Sometimes family members are participant
observers, helping in the classroom as extra hands or sharing special knowledge of
experiences with the class.
●● Other professionals
● Researchers and certain consultants are non-participant observers who
make observations and gather specific data on children, taking meticulous
notes for analysis later, specific data on one child, or children in a certain
population.

1-4 Building Child Development Portfolios

When the radiologist shows the X-ray of a broken bone to the parents of the crying
child, the parents look at it but may not see it as radiologist does. They are looking at the
same visual image but understand it at a different level. The teacher needs the special-
ized knowledge base of child development in order to understand the recorded events.
Without a foundational knowledge of child development, behavior is observed, seen,
but not recognized for its importance. For that reason, each chapter includes an over-
view of a developmental area discussing influences, milestones, terminology, and key
theories. There is an emphasis on the child’s observable skills and behaviors that demon-
strate progress. This is not a comprehensive child development text, but it does present
and review each developmental domain as it relates to that chapter. Knowledge of child
 Getting Started 13

development helps you to understand what typical children of this age know and can do.
Your observations will help you know what this particular child knows and can do. When
you put those two together, you have evaluated the child and now can individualize the
curriculum so it is not so hard that it is frustrating nor so easy that it is boring. Like
Goldilocks, it will then be “just right.” What you observe and write down is seen through
the lens of child development. Part of each chapter also discusses one domain or area of
child development so you will know what to look for when you are observing; that is what
you are recording is each child’s development.

1-4a Child Development

The word development is an important one to understand. It is more than just change. development
Some important developmental principles include the following: change that takes place in a
predictable sequence, from
1. Development in one area influences and is influenced by what takes place in other simple to complex, but in a
developmental areas. different pace for individual
people
2. Development is sequential, with later abilities, skills, and knowledge building on
those already acquired.
3. Development occurs at varying rates from child to child, and at uneven rates across
different areas in the same child.
4. Development results from biological maturation and experiences.
5. Early experiences, positive or negative, have later effects, and there are optimal
periods for certain types of development to occur.
6. Development progresses from simple to complex.
7. Development occurs best when children have secure relationships with responsive
adults and peers.
8. Development is influenced by social, emotional, and cultural contexts.
9. Children learn in multiple ways, seeking meaning of the world around them, so a
range of teaching strategies is effective in supporting learning.
10. Play is an important vehicle for all areas of development.
11. Development advances when children are challenged with opportunities to practice
new skills just beyond their level of mastery.
12. Child’s experiences shape their motivation and approaches to learning.
(Adapted from Copple & Bredekamp, 2009)

1-4b Portfolio Assessment

Any long-term project begins with a plan that has small steps along the way leading to the
completion of the project. Some long-term projects may seem impossible until they are
broken down into manageable steps.
Teachers of young children know they should be keeping written records on each
child’s behavior for many good reasons, but there is one seemingly insurmountable
obstacle: time. This book begins with the premise that writing down observations of
children’s activities is the preferred method of assessing and documenting children’s
development.
“But I don’t have time!” Every busy adult working with children has said it. The
teacher’s priority is to applaud the climb to the top of the ladder, redirect that arm ready
to throw a block, or give a thoughtful response to a family member as she hurriedly says
on her way out, “He’s running a little fever and had a touch of diarrhea this morning,
but he says he feels fine.” The role of the teacher is to provide physical and psychological
safety and intellectual challenge to each child. The teacher also strives to maximize the
teachable moment and expand on the child’s interests and conversations.
 14 Chapter 1

Those two responsibilities, accurate record keeping and responsiveness to the needs
of each child, seem incompatible. Time and attention for record keeping is minimal.
Teachers who know they should be making written records are caught in a bind. They
recognize the importance of keeping accurate records on which to base evaluations or
plan individualized curricula. The difficulty, and for some the impossibility, is doing this
while interacting with children.
A collection of written observations, no matter how meticulous they were written,
is meaningless without an organization and application for their use. Major accomplish-
ments require time and planning. A meaningful Portfolio of a child’s development and
work is not gathered in a few days. Authentic assessment is achieved when each child’s
development is observed and documented objectively and periodically. The systematic
gathering of information about the child is Portfolio assessment. Portfolios are more than
a scrapbook or folder full of unrelated pieces of paper. The pieces of documentation that
describe and measure the child’s development, gathered over a period of time are listed
Portfolio Evidence Sheet on the Portfolio Evidence Sheet that notes the area of development that it describes. You
index of pieces of will learn more about Portfolios in Chapter 15.
documentation contained
The results of systematic portfolio building are strategies to facilitate the child’s progress
in the Portfolio
to the next developmental level through intentional teaching. There is a cycle of observe,
record, assess, plan, implement, evaluate, and record. This is repeated in each developmen-
tal area for each child. This is an authentic performance-based assessment system that is
useful, valid, and dependable.

Why use Portfolio Assessment rather Than Testing? Chapter 9 will discuss
standardized testing and its use and misuse. This book will guide you in using Port-
folios as an authentic, reliable way to assess children’s
development. Much has been written to promote Port-
folio assessments (Martin, 2014; NAEYC, 2003; Cohen
& Wiener, 2003). A review of the benefits of Portfolio
assessment includes its ongoing purposeful assessment
done during authentic activities (play) in a naturalistic
setting without diverting children from natural learning
processes.
Portfolios can be a valid, reliable replacement or
augmentation for standardized testing. Organizations
such as the NAEYC and National Association of Early
Childhood Specialists in State Departments of Educa-
tion (NAECS/SDE) take this position on assessment:
“To assess young children’s strengths, progress and
needs, use assessment methods that are developmen-
tally appropriate, culturally and linguistically respon-
sive, tied to children’s daily activities, supported by
professional development, inclusive of families and
connected to specific, beneficial purposes” (NAEYC,
2003, p. 2). They call for more authentic assessment
methods that provide documentation gathered from
multiple sources over a period of time in the child’s
natural environment (Photo 1–3).
Here are eight principles for guiding the decision
on how to assess children (Neisworth & Bagnato, 2004,
pp. 204–208):
●● Utility—Can the assessment be used to guide the
●

individualized curriculum?
PhOTO 1–3 Close observation of routine events helps ●● Acceptability—Is the assessment socially and
●

the teacher evaluate and make decisions. culturally relevant?


TOPiCS in OBSerVATiON
ExErCiSE What do you think
about the following observations?
“Ethan bit Trevor on Tuesday or
Wednesday.”
“Kara is the cutest child in the
class.”
“I think that Alex is autistic.”
“I keep writing about Dominic’s
behavior so that he’ll be moved
out of my group.”
“Lillie talks about that horror movie
all the time. I can’t believe you let
your child watch that movie.”
“When I told my friend about what
happened at school yesterday,
she said that it sounded like Lydia
has been abused.”
Ethics should guide documentation in
the following ways.
Accuracy. With every method of
observation, there is a responsibil-
ity to record the raw data (facts) as
accurately as possible. This is done
by making notes as completely and
promptly after observing as possible
because memory and details slip as
time passes.
The best recording is done as the
behavior is observed. Some methods
you will learn about are strictly fac-
tual, while others do have elements of
judgment inherent in them. Carefully
choose those methods and use them
wisely.
Objectivity. Methods that preserve
the raw data (just record the facts)
are more objective (without bias
or opinion) than others. That does
not mean that one method is bet-
ter than another or that biases and
opinions can’t enter into any record-
ing. It is the responsibility of the
recorder to capture what is seen and
heard without interpretation. Again,
● Ethics of Documentation
the methods will contribute to the
recording of data or interpretation.
Be aware of that possibility. Objec-
tivity also includes the practice of
regularly gathering data on each
child in the group because each child
deserves an equal representation in
observing practices. The Week by
Week plan seeks to make that selec-
tion of subjects more arbitrary, thus
equalizing the number and topic of
the documentation added to each
child’s Portfolio.
Labeling. We all sort and categorize
the information we take in. That is
how we attempt to make sense of
the world. It is important not to draw
premature conclusions or diagno-
ses about a child based on limited
information or to label a child or
behavior. Our observation meth-
ods are designed to document the
facts and to try to avoid categoriz-
ing a child as “bold,” “hyperactive,”
or “shy.”
intended Purposes. Students write
about children for the purpose of
observing and interpreting mile-
stones in child development, see-
ing theories in action, and practicing
recording methods. The college
policy will dictate the final distribu-
tion of the child’s work gathered
by the student so that no uninten-
tional breaches of confidentiality
or inferential and biased statements
could be made by the practicing
student.
For practitioners, the purpose in
recording is to document a child’s
behavior, assess, and plan for that
child accordingly. Documenting
should not be used to build a case
against a child for any reason or
to threaten or humiliate a child or
family.
Getting Started 15
CONFiDENtiALitY
Students will mask the identity of the
children they observe by using only
initials or some other neutral identifier.
No last names should ever appear
on any student’s recording. Permis-
sion from a family member may be
required by the school or program.
It is the student’s responsibility to
inquire about the policy and abide by
it. The file must keep the documenta-
tion private from anyone other than
the instructor, the child, the child’s
family, and those who have a legal
“right to know.”
Writing enhances memory. This
point has been strongly emphasized
as the reason for writing obser-
vations. Discussions outside the
classroom with friends, or one’s
o w n f a m i l y, re q u i re d i s c re t i o n .
Sometimes stories are related for
illustration, but they should never
include children’s names or details
that could identify the child or their
family. Complaining, satirizing, or
criticizing children or families is
unprofessional.
Professional behavior is guided
by wisdom, kindness, and most of
all, respect for an individual’s privacy.
Let’s make a commitment to uphold
the NAEYC Code of Ethical Conduct
(NAEYC, 2011).
How do these points on ethics
apply to the quoted observations in
the exercise?
objective
detached, impersonal, observed,
unprejudiced, data-only
confidentiality
the professional attitude and
practice of preserving the privacy of
information
 16 Chapter 1

●● Authenticity—Does it yield information about the child’s typical behavior in natural

ecological view
consideration of all aspects that
influence a human being
settings?
●● Equity—Does the assessment collect and interpret findings fairly?
●● Sensitivity—Does the assessment provide for the measurement of a full range of
abilities?
●● Convergence—Does the assessment look at all the domains of development?
●● Collaboration—Does the assessment gather information from several sources with
the family as the authority on the child?
●● Congruence—Does the assessment make allowances for differing abilities; is it
evidence based?
The Week by Week systematic plan for Portfolio building will enable the user to gather
data to meet the needs of authentic assessment as outlined in the eight principles above
in a manageable way. It meets the guidelines for appropriate assessment for planning
instruction and communicating with families, identifying children with special needs,
and for program evaluation and accountability. You can find the full NAEYC position
statement on the NAEYC website. Many kinds of scientists—sociologists, anthropolo-
gists, archeologists, biologists—gather field data of their subjects, carefully describing and
cataloguing to make meaning of their specimens later. Teachers are just such scientists,
taking the ecological view by studying children in their naturalistic settings, not a con-
trolled laboratory, but in an environment that is just a part of the child’s world that centers
around the family and the community.

1-5 how to use This Book

This book is meant to be the basis for a weekly plan for recording observations of each
child’s development and to be used as a guide for intentional teaching. The outcome of
this week-by-week plan is a meaningful, comprehensive Portfolio.

1-5a Standards
Every chapter begins with a list of applicable NAEYC Professional Preparation Standards,
so you can see what the profession expects of you, and also the pertinent Program Stan-
dards, and NAEYC Developmentally Appropriate Guidelines, to see what is expected of
early childhood programs and teachers. Almost every profession has established stan-
dards for itself and its constituents to describe the guiding principles and practices. Week
by Week seeks to assist in meeting these standards, whether for accreditation, preparation
program improvement, or for more qualified early childhood professionals. Child perfor-
mance standards guide early childhood program administrators, teachers, and curricu-
lum planners in areas such as physical, social, emotional, language, literacy, and creativity.
These standards are often available on the Internet and in publications from the organiza-
tions. There is a cross reference of standards that are related to chapters in Week by Week
on the inside cover.

1-5b Learning Objectives

There are learning goals listed at the beginning of each chapter so that you can see what
learning is expected of you as you complete each chapter. At the end of the chapter, you
have an opportunity to review them to see if you have understood the content and to
assess your own learning.
 Getting Started 17

1-5c Using the recording Method Broader/Deeper

Complex
Each chapter presents a different method of writing down
or documenting what the observer sees and hears in the
classroom or on the playground during the regular activi-
ties and routines of the day as they are happening. The uses
for each method are explained, and examples are provided
to illustrate what they look like. The advantages and disad- Stages building
vantages are reviewed, and suggestions are given for how on one another
to find the time in a busy classroom to use the method effi-
ciently. Included also in each chapter is a section on using
technology.

1-5d Looking at … Child

Development
Simple
Each chapter also presents a discussion of one domain
or area of child development so you will know what FiGure 1–7 The triangle symbolizes development.
to look for when you are observing. The triangle
(Figure 1-7), illustrating the expanding nature of develop-
ment, is used throughout the book to represent the expan-
sion of skills and knowledge that begins in a limited, crude way, but broadens and builds
upon prior experiences, moving wider and deeper. Helping All Children is a chapter sec-
tion that discusses observing infants and toddlers, children of diverse cultures, and those
with exceptionalities or disabilities.

1-5e Features within the Chapter

exercises. This feature occurs periodically within the book, designed to personalize
the concepts, involve the reader, and focus attention on what follows. You are invited to
think about and write the answers to these exercises to build connections with the con-
tent. When applicable, answers to the questions can be found at the end of the chapter.

it happened to Me. Vignettes of my classroom experiences are scattered through-

out the book. These anecdotes illustrate points about child development from children I
have known and mistakes I have made that taught me what not to do. Some are observa-
tions my college students have written. Others are humorous stories related to me. All
are stories, incredible, yet true. There are millions that got away because I never wrote
them down! Many of these are remembered because after reflection on the real mean-
ing of the incident they taught me a lesson. The stories are not all positive ones, but they
are included because we often learn best from our mistakes. Many events became more
important than I thought they were at the time. I hope you will begin to collect your own
stories that have taught you lessons about teaching and life.

Topics in Observation. Within each chapter there is a separate section that gives
insight into a topic related to child development or observation. This is to stimulate your
thinking about an issue or a concept to deepen knowledge.

1-5f Features at the End of the Chapter

helping Professionals. When working with children and families, teachers are often
the resource or intermediary between people who need specialized advice and services
and the professionals and agencies. This section is included in each chapter to acquaint
the reader with the types of specialists to whom the teacher may refer the family. Each
program should have a list of specific referral agencies and professionals from which the
family can choose, with guidance from the people they trust.
18 Chapter 1

Sharing with Children and Families. This feature gives some ideas for talking about
observations with the family or the child. Talking about what has been observed is an
important professional activity, but for students, sharing with the family is only done under
the direction of and with the approval of the teacher. For practitioners, observations should
be related to parents using tact and much deliberation about how they will be received.
Talking to the child in front of the family should also be done considerately. Some-
times children want privacy and a sense of being a person apart from the family. The
teacher could ask the child, “May I tell your family about how long you painted today
when we show them the painting?” Sometimes the child needs to hear his accomplish-
ments related to the family. Discussing misdeeds or concerns, however, should be done in
private, away from the child and other families.

Other Methods. Each developmental domain can be observed and recorded using
various methods. These are mentioned at the end of each chapter as a reminder that there
are some methods better suited for some developmental domains than others. There are
many tools in the toolbox, but it is important to use the right tool for the job.

related readings. This listing of helpful books and articles on selected topics is
included at the end of the chapters. These are books or websites that may be useful in
further exploration of a chapter’s topics.

references. With each edition I have researched to include the most current research
and to cite references accurately so you can seek them out for further information. At the
back of the book is a complete alphabetical bibliography of all the references used to sub-
stantiate the content of the book and give credit to ideas and concepts.

1-5g A Word about Some Words

Teacher. In Week by Week, when the word teacher is used, it refers to the recorder who
is documenting the child’s behavior. It may be the early childhood student in a practicum
experience, a teacher in a child-care setting, a teacher in a classroom setting, or a home
visitor from a formalized program. The recorder may have the minimum required hours
of in-service training, a Child Development Associate (CDA) Credential, associate degree
to advanced degrees, or teacher certification. Whatever the qualifications on paper, the
children call this person “teacher” because she is in the teacher role, and she will be called
by that worthy name in this text.

Family. You will probably notice the shift in language from parent to family. This term
includes the parents and close family members who provide primary care for the child.
Chapter 15 contains a further discussion of this rationale when it addresses sharing the
Portfolio in family conferences (formerly parent conferences).

Key Terms. Every profession has terms that are common to people who work in that
field. Throughout the chapter, important words appear in bold type to draw your atten-
tion. Their definitions appear in the margins of the pages for you to use as a self-check to
be sure you understand their meaning, and an alphabetical list of all Key Terms is in the
Glossary at the end of the book.

1-5h the Week by Week Plan

The Week by Week plan guides the observer so that all developmental areas are observed
at least once. In real life, the areas must be revisited repeatedly to accomplish the objective
of seeing change over time, so the plans are extended to 40 weeks in the total plan. Care
has been taken to observe each child equally in all developmental areas using a variety of
methods.
 Getting Started 19

Setting up Portfolios. Portfolios are easy to set up if you are systematic about it:
1. You will need a new file folder for each child in your class, plus a few extras for new
children throughout the year. You will need one folder labeled “Class File.” Write
names on tabs, last name first, and place the folders in alphabetical order. In each
folder place any information supplied by the parents.
2. Make a list of the names of the children in your classroom and divide it into four
groups, A, B, C, D. The Week by Week plan is a system to observe and document
all the children in the class, but it is systematized to be manageable by dividing the
work over the course of 40 weeks, observing the whole class with recording methods
that are quick and easy and observing small groups with recording methods that are
more focused and take more time. That is where the plans for your smaller group
plans for A, B, C, and D will guide you. Following the Week by Week plan over the
course of the 40 weeks, you will have a Portfolio for each child with documentation
on all developmental domains taken at least three times during the 40 weeks to see
the progress the child has made.
3. Copy the Portfolio Evidence Sheet (Figure 1–8) for each folder. This is a notation
of all the recordings in the Portfolio so that the reader can see at a glance what is
contained there—a type of table of contents. Place this sheet in each Portfolio. A note
is made in each child’s folder on the Portfolio Evidence Sheet that an observation
in that particular developmental area has been made and where it resides (usually
in the Child’s Portfolio). When observation recordings are focused on a particular
child, that observation is placed in that child’s Portfolio and a note made on the
Portfolio Evidence Sheet. As you can see the Portfolio Evidence Sheet serves as an
index of all the documentation about that child and where it can be accessed.
4. Label another folder “Class File.” Some recording methods gather information on
all the children on the same form. The recording methods that gather data on the
whole class or small group at the same time are filed in the Class File. Because the
information gathered on each child should be kept separate from all the others,
this type of recording is kept in the Class File and the teacher will make note on the
Portfolio Evidence Sheet that there is information in the Class File on that child.
5. An ethical way to inform the families and the program of who has seen the contents
of the file is to include a File Access Log (Figure 1–9) in each file. Each person who File Access Log
views the file, other than the teacher(s), signs the log, providing the date, identity, a form in the Portfolio that
agency represented, and reason for looking at the file. records the name, purpose,
and date of each person who
This introduction sets the stage, gives you the background, and acquaints you views the file
with the format of the book. The next steps are yours. Complete the exercises and
adapt the plans for your particular group of children. At the end of 14 weeks, you will
have accumulated sizable Portfolios on each child, with documentation in each devel-
opmental area. If you continue the plans throughout the year, you will see the prog-
ress the children make and you will become a better observer, recorder, and teacher.

Plans for recording. The plan for 40 weeks, which is listed on the inside back cover,
provides you with a week-by-week plan for observing and recording individual chil-
dren and the whole group on a specific developmental domain. This book focuses on the
first 14 weeks. By looking at the chart on the inside back cover, you can see the different
recording methods you will learn about and use with small groups of children or a whole
group. When you observe and document children’s development week by week, you will
become a better observer, recorder, planner, and teacher.

Professional Preparation Standards. In professional preparation, whether in the

initial licensure of early childhood teachers or in associate degree programs, observa-
tion and assessment of children’s development is an integral part. We are guided by the
National Association for the Education of Young Children’s Preparing Early Childhood
20 Chapter 1

Professionals: Standards for Initial Licensure, Advanced, and Associate Degree Programs
2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation
Programs (NAEYC 2011). See the key elements of Standard 3, “Observing, documenting
and assessing to support young children and their families” in Table 1-1 and how Week by
Week helps the student meet the elements of the standard.

POrtFOLiO EViDENCE OF CHiLD’S DEVELOPMENt

NAME PrOGrAM

List the pieces of documentation in this portfolio that include information about each developmental
domain. Make notes for further reference, curriculum planning, or questions for further research.

Evidence type Date recorder Notes

PHYSICAL – the child’s large and small muscle development, abilities in self-care routines

SOCIAL/EMOTIONAL – the child’s social and emotional development, self-concept

SPEECH/LANGUAGE – the child’s speech and language development

LITERACY – the child’s interest and interaction with reading and writing including work samples

CREATIVITY – the child’s creativity and sociodramatic play, including work samples

COGNITIVE – the child’s cognitive development including science, math, technology, attention span

ADJUSTMENT TO GROUP – the child’s separation and adjustment to the program and interacting in groups as well as
interactions with adults

FiGure 1–8 Portfolio Evidence Sheet Example

Source: Nilsen, B. (2013). Week by Week: Plans for Documenting Children’s Development. Belmont, CA: Wadsworth, Cengage Learning.

Professional Resource Download

 Getting Started 21

The record of ____________________________________________ was reviewed by the following:

(child’s name)
DAtE NAME/titLE AGENCY rEASON SiGNAtUrE

FiGure 1–9 File Access Log

Professional Resource Download

TABLe 1–1 Key Elements of Standard 3

How Week by Week Meets the Key Elements of Standard 3

3a.—Understanding the goals and benefits, and uses of assessment—including its use
in development of appropriate goals, curriculum, and teaching strategies for young
children.
Week by Week—explains the reasons why observation of all developmental domains
is important in assessing and planning for the young child.
3b.—Knowing about and using observation, documentation, and other appropriate
assessment tools and approaches, including the use of technology in
documentation, assessment, and data collection.
Week by Week—introduces and leads practice of several methods of documenting
observations, pointing out the benefits and disadvantages of each. It presents
information on standardized assessments and their proper use as well as how
technology can collect and manage documentation.
3c.—Understanding and practicing responsible assessment to promote positive
outcomes for each child, including the use of assistive technology for children with
disabilities.
Week by Week—stresses the ethics of equitable, factual, and confidential ethics
documentation. the moral principles and prac-
tices under which an individual
3d.—Knowing about assessment partnerships with families and other professional operates
colleagues to build effective learning environments.
Week by Week—provides guidance in sharing documentation with the child, the
family, and specific helping professionals in each weekly plan. (See inside cover for
correlation chart of Week by Week chapters and these standards.)
Another random document with
no related content on Scribd:
 GENTSCHE GESLACHTSNAMEN.

Sommige geslachtsnamen—of liever en beter gezegd, sommige

maagschapsnamen van ingezetenen der Vlaamsche hoofdstede
Gent, heb ik mij uitgekozen als onderwerp van eene verhandeling,
die, zoo ik hope, den Lezer niet ongevallig zijn zal, maar eene korte,
aangename verpoozing hem zal brengen.

Op streng wetenschappelijken zin maakt dit opstel volstrekt geen

aanspraak. Eenvoudig en bevattelijk het een en ander, in
taalkundigen zin, over sommige Gentsche geslachtsnamen te
schrijven—zie daar de taak die ik mij heb voorgesteld te volbrengen.

De namen, in deze verhandeling vermeld en behandeld, heb ik

genomen uit den Almanach du Commerce et de l’Industrie, Brussel
1878. Zijn er nu sommige namen in dit opstel in onjuiste spelling
medegedeeld (’t welk zeer wel het geval kan zijn, aangezien ik
menige spelfout in genoemden Almanach heb opgemerkt), zoo wijte
men die misstellingen, die trouwens van weinig of geen belang zijn,
niet aan den schrijver van deze verhandeling. Immers ben ik zelf
slechts zeer weinig te Gent bekend; slechts met een paar
Gentenaren heb ik de eer en het genoegen persoonlijk in kennis te
staan. Maar, de duizenden Gentsche geslachtsnamen, in den
Almanach vermeld, zijn overvloediglijk voldoende voor mijn doel.
Mijne persoonlijke onbekendheid met Gentenaren in het algemeen,
is ook de oorzaak, dat ik de oude, oorspronkelijk Gentsche namen,
het eigendom van oude, oorspronkelijk [137]Gentsche
maagschappen, niet weet te onderscheiden van namen, die, door de
hedendaagsche wisseling der bevolking in steden en dorpen, eerst
in lateren, soms eerst in den laatstverloopen tijd te Gent het
burgerrecht hebben verkregen. Ik heb de namen, die ik, om de eene
of de andere reden, in dit opstel vermelden of bespreken wilde, maar
zoo, als voor de hand weg opgenomen uit het bovengenoemde
adresboek.

In het algemeen genomen vertoonen de Gentsche

maagschapsnamen niet iets bijzonders, iets eigenaardigs, waardoor
ze van andere Nederlandsche namen zouden onderscheiden, als
bijzonder Gentsche namen zouden kenbaar zijn. Integendeel, de
Gentsche namen bieden ons de zelfde algemeene kenteekenen, ook
de zelfde bijzonderheden aan, die eigen zijn aan alle
Nederlandsche, bepaaldelijk aan alle Zuid-Nederlandsche, aan alle
Vlaamsche namen, in de andere steden en dorpen van
Vlaanderland. En over het geheel genomen zijn de Gentsche namen
oorbeeldig en zuiver Vlaamsche namen. De bijzondere kenmerken
der Vlaamsche geslachtsnamen treden bij de Gentsche namen sterk
op den voorgrond. Bij voorbeeld, de oude, thans geheel verouderde
spelwijzen, als Q u a e s a e t , B r u y n o o g h e , D e C u r t e ,
D’Hooghe, Haemelinck, Clauwaert, Heyndrickx,
D e M u y n c k , D e M e u l e n a e r e , D ’ H u y v e t t e r,
Te i r l y n c k , G o e t g e l u c k , D e L e p e l e i r e , V a n
C u y c k , L a n c k s w e e r t —spelwijzen, die ten deele nog een
middeleeuwsch voorkomen hebben, en anderdeels uit de zestiende
en zeventiende eeuw dagteekenen—spelwijzen, die in de
noordelijke Nederlanden niet dan zeer zeldzaam voorkomen. Die
oude spelvormen der Vlaamsche namen bewijzen den ouderdom, ja
de adel-oudheid der maagschappen, waaraan ze toebehooren, in
tegenstelling met de jonkheid, met de nuchtere en platte
hedendaagsheid der Noord-Nederlandsche namen in het algemeen.
In Noord-Nederland, vooral ten platten lande in de noordelijkste
gewesten, hebben de geslachtsnamen der landseigene bevolking in
den regel eerst in het begin van deze eeuw hunnen
hedendaagschen, geijkten vorm verkregen. Dien ten gevolge
vertoonen ze ook in den regel de spelling dezer loopende eeuw;
bijvoorbeeld D e J o n g , D e H a a s , V i n k , V a n K u i k ,
K u i p e r , B a k k e r , K o n i n g , [138]tegenover D e J o n g h e ,
D ’ H a e s e , Vy n c k e , Va n C u y c k , D e C u y p e r, D e
B a c k e r e , D e C e u n i n c k in Zuid-Nederland, bepaaldelijk te
Gent.

Deze zaak laat zich gereedelijk verklaren. In de laatste

middeleeuwen stond Vlaanderen, stonden de Zuid-Nederlandsche
gewesten in ’t algemeen, in beschaving en ontwikkeling hoog boven
de noordelijke Nederlanden. Brugge en Gent, Leuven en Brussel,
Antwerpen en Mechelen waren bloeiende, rijke steden, met hoog
ontwikkelde nijverheid, met levendigen handel; steden waar
wetenschap, kunst en handwerk op eenen hoogen trap van bloei
stonden, toen dat alles in de Noord-Nederlandsche gewesten in veel
mindere mate werd aangetroffen, toen Amsterdam en ’s-
Gravenhage, toen Rotterdam en Arnhem nog maar plaatsen waren
van weinig beteekenis, toen Utrecht en Groningen, toen Dordrecht
en Haarlem, al waren ze toenmaals de voornaamste steden des
lands, met Gent en Brugge, met Leuven en Mechelen toch niet
konden worden vergeleken. De Vlaamsche en Brabantsche steden
waren in die tijden de middelpunten des verkeers, de middelpunten
van het beschaafde en ontwikkelde leven voor geheel het westelijke
Europa. Een druk en veel bewogen leven op allerlei gebied, in
allerlei zin, heerschte toen daar in die steden, zoo als nu in Londen
en Berlijn, in Weenen en Parijs het geval is. Toenmaals, in dat
drukke wereldverkeer, deed de behoefte aan vaste geslachtsnamen
bij de Vlamingen zich reeds dringend gevoelen, en werd ook aan die
noodzaak gevolg gegeven, eerst bij de stedelingen, weldra ook ten
platten lande. Natuurlijk werden die namen geschreven in de
spelwijze, die toenmaals in voege was, en gelding had. En even
natuurlijk vertoonen de namen, die nog heden, uit die oude tijden, bij
de Vlamingen in stand gebleven zijn, die oude spelwijzen, die oude
vormen, als zoovele getuigenissen van lang vervlogene, van
roemruchtige dagen. In deze hunne oude spelling, in deze hunne
verouderde vormen hebben de Vlaamsche, hebben de Gentsche
geslachtsnamen een bewijs van hunne oudheid, als ’t ware een
teeken van ouden adeldom, eene gedachtenis aan die schoone
jaren van eertijds.

En gelukkig! Wat men heden ten dage in de spelling onzer taal ook
moge veranderen, welke oude en schoone, alle recht [139]van
bestaan hebbende vormen ook uit de schrijftaal mogen verloren
gaan, in deze onze dagen van verbastering, verarming en
vervlakking der taal, de geslachtsnamen der Vlamingen, der
Gentenaren zijn in hunne, nu eenmaal vastgezette vormen
onveranderlijk, en blijven in deze hunne edele en volledige vormen
in leven, zoolang er Vlamingen zullen zijn, rechtzinnige,
ouderwetsche, vrome, degelijke Vlaamsche mannen, die ze zullen
voeren.

God geve, dat dit nog vele eeuwen, met volle eere, het geval moge
zijn!

Als een gevolg van den grooten bloei en van de bijzondere

ontwikkeling, die het burgerlijke handwerk reeds vroeg in de
middeleeuwen te Gent genoot, dragen daar ter stede nog heden
vele ingezetenen geslachtsnamen, die oorspronkelijk het bedrijf van
de voorouders, althans van eenen voorvader dier lieden aanduiden.
Het lag immers voor de hand, dat men in de tijden, toen Gent zich tot
eene groote en volkrijke stad ontwikkelde, den eenen H e y n d r i c k
(Hendrik), die een wever was, onderscheidde van den anderen
Hendrik, die het bedrijf van brouwer uitoefende, door den eenen
H e y n d r i c k d e W e v e r e (Hendrik de Wever), den anderen
H e y n d r i c k d e B r a u w e r e (Hendrik de Brouwer) te noemen.
En eveneens lag het voor de hand, om die namen d e W e v e r e en
d e B r a u w e r e , die oorspronkelijk slechts toevallige, slechts
wisselende bij- of toenamen waren geweest, als vaste
geslachtsnamen aan te nemen, toen de behoefte aan zulke namen
onder de burgerij van Gent zich deed gevoelen.

Dien ten gevolge vinden wij nog heden te Gent de volgende

maagschapsnamen: Te m m e r m a n , met D e S a e g h e r en
H o u t s a g e r ; D e S m e t en D e S m e d t , met D e V y l d e r
(die de vijl veelvuldig gebruikt; b.v. de slotemaker); D e D r y v e r
(een kunstenaar die figuren of beeldekens in gouden of zilveren
platen drijft); D e K e t e l a e r e (die ketels maakt), D e
P a n n e m a e c k e r , D e P o t t e r , D e S c h e e m a e c k e r en
V e r g u l d e r . Verder D e S c h e p p e r en D e N a e y e r (dit zijn
oude benamingen voor den kleêrmaker); D e B l e e c k e r en D e
M a n g e l a e r e ; D ’ H u y v e t t e r (dat is de leêrlooier), D e
[140]W e v e r e . Dan D e C u y p e r en D e C u u p e r e , D e
S e e l d r a e y e r (dat is de touwslager), D e D e c k e r (die de
daken der huizen met stroo of met riet dekt), D e B a c k e r en D e
B a c k e r e met D e G r u y t e r (in Holland zegt men grutter, in
Friesland gorter of gortmaker), V l e e s c h a u w e r en D e
B r a u w e r e . De middeleeuwsche Gentsche molenaar leeft nog in
de geslachtsnamen D e M e u l e n e i r e , D e M e u l e n a e r e ,
D e M u l d e r , D e M e u l e m e e s t e r en S m o l d e r s (dat is:
des molders, des molenaars zoon, dus eigenlijk geschreven ’s
Molders). Ten slotte nog D e S c h o e n m a k e r (met D e Z u t t e r ,
eene verbastering van het Latijnsche woord sutor, schoenmaker),
D e S p i e g e l a e r e (spiegelmaker), D o l i s l a e g e r (beter
geschreven D ’ O l i s l a g e r , D e O l i e s l a g e r ), D e
C a e s e m a e c k e r , enz. Andere neringdoenden zijn nog D e
W a e g e n e i r e en D e W a e g e n a e r e (de zelfde naam als het
Hoogduitsche W a g n e r en het Noord-Nederlandsche
W a g e n a a r , dat is de man, die, om loon, vrachten met eenen
wagen vervoert, of anderszins wagens verhuurt), D e Ta v e r n i e r ,
D e W e e r t en C a s t e l e y n met D e K o c k ; d e J a e g h e r
met D e V i s s c h e r en D e V o g e l a e r e en D e
V o g h e l a e r e , D e S c h e i r d e r (barbier zegt men
hedendaags), D e M u n t e r en S p e e l m a n en To l l e n a e r e .
Dan C o o p m a n en D e C o o m a n (’t is het zelfde), met D e
M e e r s m a n (marsdrager); eindelijk D e M e y e r en D e
P a c h t e r e . En vele dergelijken meer.

Als namen die juist niet aan handwerk of ambacht of nering, maar
dan toch aan een bedrijf hun ontstaan te danken hebben, vindt men
te Gent: D e C l e r c k en D e C l e r c q met D e S c h r ij v e r , D e
R u y t e r , enz. En deze namen vormen den geleidelijken overgang
tot die geslachtsnamen, welke aan waardigheden, aan ambten en
bedieningen ontleend zijn. Dezen zijn nog al talrijk, en schier volledig
vertegenwoordigd onder de burgerij van Gent. Men vindt er:
C a r d i n a e l , B i s s c h o p en D e B i s s c h o p , D e P r o o s t ,
D e P a e p e , D e M u y n c k , en D e C o s t e r . Dan D e
K e y s e r , D e C o n i n c k (met D e K o n i n c k en D e
C e u n i n c k ), D e P r i n c e , D e G r a e v e , D e
B o r c h g r a v e met B u r g g r a e v e , H a r t o g h , D e
L a n t s h e e r e en J o n c k h e e r e . Dan komt D e
M a e s s c h a l k , D e R i d d e r en D e R u d d e r , S e r g e a n t
[141]en D e K r ij g e r . Eindelijk D e M e e s t e r , B a a s en D e
G h e s e l l e , D e P o o r t e r en B u r g e r . Ten slotte D e
Boeve.

Tot deze groep van geslachtsnamen kunnen nog gevoegd worden

sommige namen die tot de onderlinge betrekkingen der menschen
behooren; als: D e V r i e n d t met C o r t v r i e n d , D e N e v e .
Misschien ook G o e v a e r e (Goede vader?). Eindelijk D e M a n ,
J o n g e r l i n c k en K i n d t . Ook De M o e r l o o s e (moederlooze,
die geen moeder heeft).

Als aanhangsel van deze namengroep noem ik nog eenige namen,

wier beteekenis mij niet duidelijk is. Namelijk D e C r a e c k e r , D e
S c h u y t e r (bijvorm van Schipper?), D e S l o o v e r , D e
M u y t e r , D e R u y s s c h e r en D e R u s s c h e r , D e
B r u y c k e r , D e V u l d e r en D e V l i e g h e r , met
Schouwvlieger.

Bijzondere lichamelijke of geestelijke eigenschappen, die deze of

gene Gentenaar, in den ouden tijd, vertoonde of bezat, gaven
veelvuldig aanleiding tot het geven van bijnamen. De eene Roeland,
bij voorbeeld, had een kaal hoofd; en de andere Roeland had door
ziekte, door eene langdurige leverkwaal, steeds eene gele huidkleur.
Het duurde niet lang of de spraakmakende gemeente noemde den
eenen Roeland d e C a l u w e of Roeland C a l u w a e r t ; en den
anderen Roeland d e G h e e l e . Of ook de eene Bavo was bekend
als een dapper, een stout, een koen man; terwijl de andere Bavo
loos was, en geslepen van aard. Weldra noemde men den eersten,
ter onderscheiding van den anderen, Bauwe, of Bavo d e
D a p p e r e , Bauwe d e S t a u t e of Bavo d e C o e n e ; en den
anderen Bavo d e L o o z e . Deze soort van bijnamen, als
geslachtsnamen in gebruik gesteld, vindt men nog in de
hedendaagsche namen D e L a n g h e , D e G r ij s e , D e
B l a u w e (de man, die, door een hartgebrek, of door het gebruik
van zeker geneesmiddel, eene blauwachtige kleur van de huid had),
D e G h e e l e , D e C o r t e en D e C u r t e , D e W i t t e en D e
B r u y n e en D e R o o (deze drie naar de kleur van het haar), D e
C a l u w e , D e G r o o t e en D ’ H o o g e , D a u w e (beter
geschreven D ’ A u w e , dat is D e O u d e ) en D e J o n g h e , D e
P r a e t e r met D e S u r g e l o o s e (zorgelooze); D e
W a n d e l e e r , D o b b e l a e r e en D e L e e n e r ; D e n
D o o v e n en D e Ta e y e [142]met D e S t a e r c k e (de sterke);
ook B r u y n o o g h e en S p a n o g h e , M a g h e r m a n en
C a l u w a e r t . Eindelijk D e D a p p e r , D e S t a u t e , D e
C o e n , D e R y c k e , met G o e t h a l s en I s e r b y t , (de man die
zulke sterke tanden had, dat hij wel ijzer zoude kunnen bijten). Ook
B y t e b i e r schijnt tot deze groep te behooren. Ten slotte,
L a n g e r o c k en L a n c k s w e e r t zullen oorspronkelijk wel
bijnamen zijn geweest voor mannen, die bij hunne tijdgenooten
kenbaar waren, de eene door het gewoonlijk dragen van eenen
bijzonder langen rok, de andere door het bezit van een bijzonder
lang zwaard.

In de middeleeuwen, en nog lang daarna, gaf men ook namen aan

de huizen, aan schier al de huizen, vooral van de kooplieden en
neringdoenden, in de steden. Die namen werden op uithangborden
en gevelsteenen, in beelde en in geschrifte aangeduid en vermeld.
Dit gebruik is nog niet geheel uitgestorven in onze dagen, en wordt
hoofdzakelijk nog gevolgd in de huizen, waarin herberg gehouden
wordt, ’t zij in ’t groot of in ’t klein, ’t zij dan bij de nieuwerwetsche,
groote en voorname hôtels, café’s en restaurants (allemaal Fransche
zaken met Fransche namen), of bij de ouderwetsche, eerbare en
degelijke herbergen in de dorpen, of bij de kroegen in de
achterbuurten. Oudtijds, in het dagelijksche leven, noemde men ook
de huizen steeds met hunne namen; bij voorbeeld: de Engel, de
Beer, de Geelvink, de zeven Kerken van Rome, de Dom van Keulen,
de Zon, de Ster, de Herder, het Scheepken, de Keizer van
Duitschland, de Koning van Spanje, de Prins van Oranje (kortaf de
Keizer, de Koning, de Prins); enz. Die huisnamen gingen als
bijnamen over op de bewoners van die huizen. G o v a e r t , de man,
die in het huis woonde, dat de Valk heette, of waar, zoo als men toen
sprak, „de Valk uithing”, noemde men, ter onderscheiding van eenen
anderen G o v e r t , die het huis de Martelaar bewoonde, G o v a e r t
d e V a l c k ; en zijnen naamgenoot G o v e r t d e M a e r t e l a e r e .
Ook deze bijnamen, tot geslachtsnamen aangenomen, treft men nog
heden aan onder de Gentsche burgerij.

Vooral de afbeeldingen en de namen van verschillende dieren waren

oudtijds zeer in voege, om een huis te kenteekenen of te noemen.
Zulke diernamen, oorspronkelijk huisnamen, [143]daarna bijnamen
van de bewoners dier huizen, daarna vaste geslachtsnamen, treft
men nog menigvuldig aan onder de hedendaagsche Gentenaren. Bij
voorbeeld: D e L e e u w en L y b a e r t (dat is de oude eigennaam
van den leeuw), D e B e e r , D e W o l f , D e V o s , D ’ H o n d t ,
M u y s h o n d t (dat is de wezel: maar ook de kat is oudtijds wel
muishond genoemd), D e B u c k , D ’ H a e s e en D e n H a e z e .
Dan D o l p h y n . Verder D e V a l c k , D e R a e v e , D e
R o u c k , D e G a y e , N a c h t e g a e l e , C o c q u y t (dat is de
koekoek), D e V i n c k e en V y n c k e , M u s s c h e , D ’ H a n e ,
D e P a u w , F e z a n t , K i e v i t s (als vadersnaam in den
tweeden naamval geplaatst), D e L e p e l e i r e en D e
L e p e l a e r e . Eindelijk D e P u y d t , met D e V i s , S n o e c k en
D e B l e y e . Ten slotte G e i r n a e r t (Garnaal), D e B i e en
Vlieghe.

Ook noemde men, in de middeleeuwen en later, eenen man wel

naar zijn volksdom of zijnen landaard. Kwam, bij voorbeeld, Wilhelm,
een Duitscher, te Gent wonen, men noemde hem weldra W i l l e m
d e n D u y t s ; en Pierre, een man uit het Oud-Fransche gewest
Picardië, die zich te Gent met der woon vestigde, heette weldra bij
zijne nieuwe stadsgenooten P i e t e r P i c k a e r t . Allerlei volk is
oudtijds te Gent, in de rijke en bloeiende handels- en
nijverheidsstad, komen wonen. Van daar, dat onder de
hedendaagsche Gentenaren nog de volgende geslachtsnamen
voorkomen: D e V r e e s e en D e V r i e s e , D e B r a b a n d e r
en D ’ H o l l a n d e r (met H o l l a n d e r s , als een patronymicum, in
den tweeden naamval geplaatst), D e n D u y t s en D e Z w a e f ,
D e W a e l e en P i c k a e r t , L o m b a e r t (uit Lombardië) en D e
T u r c k met D e M o o r .

Eene bijzondere soort van geslachtsnamen bestaat uit die welke op

aert eindigen. Deze namen zijn in de noordelijke Nederlanden
hoogst zeldzaam, en die, welke men dan nog daar ontmoet, zijn in
den regel uit Zuid-Nederland herkomstig. In de zuidelijke gewesten
daarentegen zijn ze, over ’t algemeen genomen, geenszins
zeldzaam; maar te Gent bijzonderlijk komen ze in aanmerkelijken
getale voor.

Deze namen zijn grootendeels moeielijk om te verklaren. Ik waag mij

aan die verklaring niet; maar ik neem bij dezen de [144]vrijheid de
aandacht der Vlaamsche taalgeleerden en naamkundigen op deze
aert-namen te vestigen. Misschien is de een of de ander onder hen
beter in den aard dezer namen doorgedrongen, en kan hij ze in
hunnen oorsprong en beteekenis verklaren—waartoe zich zeker vele
belangstellenden aanbevolen houden.

De volgende aert-namen zijn mij te Gent voorgekomen:

Baeckaert, Bekaert, Blommaert, Boddaert,
Boonaert, Bouckaert, Brancquaert,
Bruysschaert, Caluwaert, Cannaert, Clauwaert,
Colpaert, Connaert, Deyaert, Goossaert,
Gassaert, Grootaert, Haesaert, Heyvaert,
Hillaert, Hollaert, Hoornaert, Hulstaert,
Huwaert, Kerckaert, Knockaert, Lachaert,
Leliaert, Lietaert, Lombaert, Meerschaert,
Menschaert, Minnaert, Meyvaert, Mommaert,
Pickaert, Pynaert, Pypaert, Plasschaert,
Roeckaert, Royaert, Rotsaert, Roulaert,
Rutsaert, Schollaert, Schotsaert, Segaert,
Speeckaert, Stampaert, Stappaert, Soetaert,
S t e y a e r t , Te e t a e r t , T r e n s a e r t , T r o s s a e r t ,
Ve e s a e r t , Wa l s c h a e r t , W y c k a e r t , W i l l a e r t ,
Wissaert.

De uitgang aert stelt den Nederduitschen, den Vlaamschen

oorsprong, stelt het Nederduitsche, het Vlaamsche wezen van alle
deze namen buiten allen twijfel. En ook anderszins verraden velen
duidelijk hunnen Nederduitschen, hunnen Vlaamschen aard. De
juiste beteekenis echter van schier al deze namen, blijft mij
verborgen. C l a u w a e r t en L e l i a e r t , ’t is genoeg bekend, zijn
nog de namen der partijschappen, die in de middeleeuwen het
Vlaamsche volk verdeelden. Deze twee geslachtsnamen dragen den
stempel der oudheid als ’t ware nog op hun voorhoofd. L o m b a e r t
en P i c k a e r t zijn volksnamen, en C a l u w a e r t is een bijnaam
aan eene lichamelijke bijzonderheid ontleend—zoo als hier voren in
dit opstel reeds is aangeduid. G r o o t a e r t en L a c h a e r t zoude
men voor oude vormen kunnen houden van Grootert en Lachert,
woorden die oorspronkelijk als bijnamen hebben kunnen dienen van
mannen, die bijzonder groot van lichaam, of bijzonder lachlustig van
aard waren. S o e t a e r t , S t a p p a e r t , S t a m p a e r t zoude
men misschien ook in deze richting kunnen trachten te verklaren.
Eindelijk meen ik in [145]sommigen dezer aertnamen vervlaamschte
vormen te ontdekken van oude, algemeen Germaansche,
oorspronkelijk op hart of hard eindigende mansvóórnamen. Dit
zoude geheel zijn in overeenstemming met het Vlaamsche taaleigen,
dat ook de oorspronkelijke namen G e r h a r d , E v e r h a r d ,
B e r n h a r d tot G e e r a e r t , E v e r a e r t , B e e r n a e r t heeft
vervormd. Als zulke namen dan aanzie ik M i n n a e r t ,
Blommaert, Connaert, Hillaert, Hollaert,
L i e t a e r t , S e g a e r t , Te e t a e r t , W i l l a e r t , die
vermoedelijk oorspronkelijk de oude, algemeen Germaansche
mansnamen M e g i n h a r d (M e i n a r d ), B l o m h a r d of
Bloemhart, Koenhard, Hildhard, Holdhard,
L i e d h a r d , (H l o d h a r t , de Walen hebben Liotard), S e g e h a r d
of S i e g h a r t , Te t h a r d (Tétar bij de Walen), en W i l h a r d zijn.

Maar de overige aertnamen zijn mij als noten—te hard om te kraken.

Belangrijker in taalkundig opzicht, opmerkelijker in oudheid- en

geschiedkundige betrekking, bovenal veel schooner, zijn die
Gentsche geslachtsnamen, die oorspronkelijk mansvóórnamen zijn,
of die, als patronymica, ’t zij dan in ouderen of nieuweren vorm, van
mansvóórnamen, veelal van oude en verouderde mansvóórnamen
zijn afgeleid. Zulke namen vormen, in al de Nederlanden, den
hoofdstam der geslachtsnamen, onder de Friezen meer nog dan
onder de Franken en Sassen. Onder de Vlamingen zijn deze namen,
over ’t geheel genomen, niet zóó talrijk vertegenwoordigd als onder
de bevolking die in de Noordelijke gewesten van zuiver of gemengd
Frieschen bloede is. Toch vinden wij onder de namen der
hedendaagsche Gentenaren nog vele voorbeelden van de namen,
die deze groep van geslachtsnamen samenstellen—vele woorden
die der vermelding en nadere bespreking overwaard zijn.

De geslachtsnamen, aan mansvóórnamen ontleend, kunnen

gevoegelijk in drie groepen verdeeld worden.
1º Geslachtsnamen, die uit mansvóórnamen op zich zelven bestaan,
zonder bijvoegsels of aanhangsels of verbogene vormen. Bij
voorbeeld, te Gent: E l e w a u t , A e r n o u t , G e e r a e r t ,
Gevaert, Roelant, Fredericq, Libbrecht,
Ysebaert, Wolfaert, Everaert, Albrecht, Albert,
A e l b r e c h t , [146]Y s e b r a n t , V o l c k r i c k , E l l e b o u d t ,
Inghelbrecht, Allaert, Alaert, Colbrandt,
Dierick, Govaert, Herrebrandt, Andries,
Hombrecht, Beert, Blaes, Tibbaert, Geldolf,
S e r v a e s , Vo l k e r t , W i e m e r, G i l l e b e r t ,
Godtschalck, Hellebaut, Jooris, Roland.

2º Geslachtsnamen, bestaande uit mansvóórnamen in den ouden

patronymicalen vorm (op ink, inck, ynck of ook op den algemeen
Frankischen patronymicaal-vorm ing) uitgaande. Sommigen dezer
inknamen staan bovendien, wegens de achtergevoegde s (meestal
als x—inckx—geschreven) in den tweeden-naamval. Te Gent, bij
voorbeeld: B u l t i n c k , C o e l i n c k , M a e t e r l i n c k , D e
Ghellinck, Duerinck, Wytinck, Schaepelinck,
E r f f e l i n c k , M e c h e l y n c k , G h y s e l i n c k en
G y s e l y n c k , H a e m e l i n c k en H a m e l i n c k , H e l l i n c k ,
H e b b e l i n c k en H e b b e l y n c k , B o n t i n c k , W e l l i n c k ,
V l e u r i n c k , D e u n y n c k , P e t i n g : Verder A l l i n c k x en
Allinx, Durinckx, Ruytinckx, Geerinckx,
P l e t i n c k x , N e i r i n c k x en N e i r y n c k x , M a r i n c k x ,
Plettinckx.

3º Geslachtsnamen, die uit mansvóórnamen bestaan, in de

nieuwere patronymicale vormen (te weten: oude, verouderde, en
eveneens nog hedendaags geldige tweede-naamvalsvormen). Bij
voorbeeld, te Gent: A d r i a e n s s e n s , S t e v e n s , W i l l e m s ,
Seghers, Huybrechts, Lambrechts, Wauters,
B e e r n a e r t s , M a e r t e n s , B a u w e n s , H e n d r i c k x en
Heyndryckx, Lievens, Berwouts, Pauwels,
Peeters, Pieters, Piers, Christiaens, Goossens,
Janssen, Janssens, Hanssen, Gyssens,
Heynssens, Huyghe, Clayssens, Claeyssens,
D r i e s s e n s , L o o t e n s , L i p p e n s , C o p p e j a n s en
Coppieters, Vranckx, Carels, Gommaerts,
Hellens, Boeykens, Buysse, Lammens, Reyns,
W y n a n t s , C a m p e n s , R o e l e n s en R o e l s , S t a e l e n s ,
Stoffels, Inghels, Schepens, Callens, Heems,
Roelandts, Bettens, Mommens, Hamers,
Michielssens, Baeyens, Coens, Simoens,
B o o n e , D a m s en D a m m e k e n s , J o o s t e n , M i n n e n s ,
M o r r e n , M e r t e n s , H e l s k e n s en M a n n e n s . Tot deze
groep behooren ook nog eenige geslachtsnamen met het
voorvoegsel ser (dat is eene samentrekking van ’s Her, des Her
(ren), des Heeren); bij voorbeeld: [147]S e r b r u y n s (J a n
S e r b r u y n s , dat is: J a n , de zoon van S e r b r u y n , de zoon des
Heeren B r u y n , van den Heer, die B r u y n of B r u n o heet),
S e r g e y s , S e r n i c l a e s , en Ts e r c l a e s (deze twee namen
zijn van oorsprongswegen het zelfde), Ts e r v r a n c k x ,
S e r d o b b e l . En eindelijk nog eenige geslachtsnamen, die den
volledigen, den onafgesletenen vorm zoon (soone, sonne, soen) nog
achter den oorspronkelijken mansvóórnaam hebben: B a e r t s o e n ,
Tierssoone, Leenesonne, Neetesonne,
Meiresonne.

Zoo ik nu al deze geslachtsnamen, aan mansvóórnamen ontleend,

een voor een hier zoude gaan ontleden en verklaren, in hunnen
oorsprong en in hunne beteekenis, in de eigenaardige vormen,
waarin ze bij andere Nederlandsche, Nederduitsche, Germaansche
volken en volksstammen voorkomen, ook daarbij al de andere
geslachtsnamen vermelden, waaraan deze zelfde mansnamen
almede oorsprong gegeven hebben—ongetwijfeld zoude een geheel
boekdeel daarmede gevuld worden. Dies moet ik mij ten strengsten
beperken, en kan ik slechts enkele weinige bijzondere namen, in
boven aangegeven zin, aan eene nadere beschouwing
onderwerpen.

Vooraf echter nog eene algemeene indeeling.

De geslachtsnamen der drie laatstgenoemde groepen bestaan voor

een deel uit mansvóórnamen (of zijn daaraan ontleend), die
oorspronkelijk Bijbelsche of Kerkelijke namen zijn; en uit zulken, die
eigenlijk volkseigene namen zijn, van Oud-Germaansche afkomst.

Tot deze eerste afdeeling behooren de geslachtsnamen A n d r i e s

(de Bijbelsche naam A n d r e a s ), B l a e s (de Kerkelijke naam
B l a s i u s ), S e r v a e s (de Kerkelijke naam S e r v a t i u s ),
J o o r i s (de Oud-Nederlandsche vorm van den Kerkelijken naam
G e o r g i u s ). Verder S t o f f e l s , M i c h i e l s s e n s , S i m o e n s ,
M e r t e n s en M a e r t e n s , S t e v e n s , P a u w e l s ,
P e e t e r s , P i e t e r s en P i e r s , J a n s s e n s en H a n s s e n ,
C l a y s s e n s en C l a e y s s e n s , D r i e s s e n s , L i p p e n s ,
enz. die patronymica zijn (in den tweeden naamval geplaatst) van de
Bijbelsche namen M i c h a ë l , S i m o n , S t e f a n u s , P a u l u s ,
P e t r u s , J o h a n n e s , A n d r e a s , en F i l i p p u s , in de
volkseigene, ten deele ingekorte vormen [148]M i c h i e l , S i m o e n ,
S t e v e n , P a u w e l , P e e t e r , P i e t e r en P i e r , J a n en
H a n s , D r i e s en L i p p e n . En van de Kerkelijke namen
C h r i s t o p h o r u s (bij volkseigene inkorting S t o f f e l ),
M a r t i n u s (M e r t e n en M a a r t e n ), en N i c o l a u s (C l a y s ,
C l a e y s , in de noordelijke gewesten K l a a s ).

Sommige namen van deze groep maken als ’t ware eenen overgang
uit tot die van de volgende groep, omdat zij, ofschoon oorspronkelijk
van volkseigenen, van Germaanschen oorsprong zijnde, toch ook
voorkomen als Kerkelijke namen, dewijl de Heiligen, die deze namen
gedragen hebben, Germaansche mannen geweest zijn. Bij
voorbeeld: de geslachtsnaam L a m b r e c h t s , zoon van
L a m b r e c h t of L a m b e r t (’t is het zelfde), een Kerkelijke naam,
maar die toch, in zijnen oudsten, oorspronkelijken vorm
L a n d b r e c h t of L a n d b e r c h t , van Germaanschen oorsprong
is. Zoo is het ook gesteld met den geslachtsnaam H u y b r e c h t s ,
zoon van H u y b r e c h t , in verlatijnschten Kerkelijken vorm
H u b e r t u s ; maar, volgens zijnen Oud-Germaanschen oorsprong,
H u b r e c h t of H u b e r c h t , voluit H u g i b e r c h t . En eveneens is
dit het geval met Beernaerts, zoon van B e e r n a e r t , den Oud-
Vlaamschen vorm van den naam die als B e r n h a r d van Oud-
Germaanschen oorsprong is, maar als B e r n a r d u s in Kerkelijk
Latijn voorkomt, en heden ten dage als B e r n a r d en als B a r e n d
aan Holland, als B e r e n d , B e a r n (B e e r n ) of B e a r t (B e e r t )
aan Friesland eigen is. B e e r t komt ook als geslachtsnaam te Gent
voor; en de geslachtsnaam B a e r t s o e n , zoon van B a a r t , mede
een Gentsche geslachtsnaam, dankt zijnen oorsprong vermoedelijk
ook aan den, in alle Germaansche landen veelvuldig verspreiden
mansvóórnaam B e r n h a r d , B e e r n a e r t , B a r e n d , B e e r t ,
Baart.

De overige namen van de drie groepen, op bladzijden 145 en 146

hiervoren opgesomd, zijn allen, in de mansvóórnamen, die er aan
ten grondslag liggen, Oud-Germaansche, den Vlaamschen volke
oorspronkelijk bijzonder-eigene namen. Tevens zijn het adel-oude en
schoone, welluidende, volklinkende namen, die den dragers tot eere
verstrekken, en hen het kenmerk verleenen van edele
Germaansche, van goed Nederlandsche, van oud Vlaamsche
mannen. Het ware te wenschen, dat zij in meerdere mate dan tot nu
toe het geval is, wederom door Vlaamsche vaders aan [149]hunne
jonggeborene zoontjes in den Heiligen Doop werden gegeven, tot
heropbeuring van het eigenlijke en oorspronkelijke, het
Germaansche, het Vlaamsche leven en bewustzijn bij het volk, ook
van Gent.

Ten deele komen deze Oud-Germaansche namen in hunne nieuwe,

hunne hedendaagsche, menigvuldig afgesletene en ingekorte
vormen voor: W i l l e m s (van W i l l e m , voluit W i l h e l m ),
H e n d r i c k x (van H e n d r i k , voluit H e i m r i k ), G e e r a e r t
(voluit G e r h a r d ), A l b e r t (voluit A l b r e c h t , A d e l b r e c h t ,
A t h a l b e r c h t ). Deze namen zijn nog heden ten dage algemeen
bekend en algemeen in gebruik, zij het dan ook, dat, helaas! in
Vlaanderen menige goed Vlaamsche W i l l e m , H e n d r i k en
G e e r a a r t tot eenen Franschen Guillaume, Henri en Gérard
verbasterd is. Maar vele anderen van deze namen komen als
geslachtsnamen nog in hunnen vollen, ouden vorm voor, ofschoon
ze als mansvóórnamen heden ten dage geheel buiten gebruik zijn
gekomen (E l e w a u t , E l l e b o u d t , Y s e b a e r t ,
I n g h e l b r e c h t , G e l d o l f , G o d t s c h a l c k ), of anderszins
slechts zeer zeldzaam nog in gebruik zijn (A e r n o u t , R o e l a n t
en R o l a n d , E v e r a e r t , G o v a e r t ).

Ten slotte willen we uit alle drie de hoofdgroepen (zie bladzijden 145
en 146) eenige namen uitkiezen, om die den Lezer voor te stellen, in
hunnen oorsprong en in hunne beteekenis, en in hunnen
samenhang met andere namen en naamsvormen, bij den Vlamingen
verwante volken en volksstammen in gebruik.

A l l i n c k x . Deze geslachtsnaam, die, in hedendaagsche spelling,

A l l i n k s zoude moeten geschreven worden, is, blijkens de
achtergevoegde x, eigenlijk hier eene s, een tweede naamvalsvorm
van A l l i n c k , en beteekent (zoon) van A l l i n k . Dit A l l i n k is een
patronymicum van den mansnaam A l l e , en wel een patronymicum
in ouden, bijzonder Sassischen vorm. Het achtervoegsel ing, achter
eenen mansvóórnaam, duidt kindschap aan, of, bij uitbreiding, ook
afstamming, nakomelingschap van den man wiens eigen naam aan
het patronymicum ten grondslag ligt. Het patronymicale
achtervoegsel ing, dat als de algemeen Germaansche vorm moet
worden beschouwd, is in den vorm die aan het Sassische volk
bijzonder eigen is, ink (oudtijds ook inck en ynck geschreven); en
inga (enga, unga) is de bijzonder [150]Friesche vorm daarvan. Het
patronymicum W i l l i n g dus, beteekenende zoon of afstammeling
van W i l l e , van den man, die W i l l e heette, is bij de Sassen
W i l l i n k , en bij de Friezen W i l l i n g a . En in der daad vinden wij
deze drie vormen van één en het zelfde patronymicum nog heden
als geslachtsnamen in leven, bij het Nederlandsche volk, dat uit
Franken, Sassen en Friezen is samengesteld.

Het patronymicum A l l i n k beteekent dus zoon of afstammeling van

A l l e , van den man die A l l e heette, van den man, wiens vóórnaam
A l l e was. Door den bijzonderen vorm ink duidt A l l i n k aan dat die
A l l e een Sas was, een man behoorende tot den volksstam der
Sassen.

A l l e is een mansvóórnaam, die oudtijds bij schier alle volken en

volksstammen van Germaanschen bloede in gebruik was. Sedert
eeuwen echter is hij ook overal weder buiten gebruik gekomen,
behalve bij de Friezen, die nog heden hunnen rijken schat van Oud-
Germaansche namen in volle eere, in volle gebruik hebben
behouden. Honderden Friezen dragen nog heden den vóórnaam
Alle.

Van oorsprongs wege is A l l e geenszins een volledige naam. Het is

een vleinaam, een vleivorm van eenen volledigen naam, zooals
F r i t s de vleivorm is van F r e d e r i k , en bijzonder bij de Vlamingen
C l a e y of C l a e y s van N i c o l a a s , V i r s e van V i r g i n i e ,
S j e f van J o z e f , enz. Zulke vleinamen zijn bij het Vlaamsche volk
slechts weinig in gebruik. De Hollanders hebben in dezen zin K e e s
van C o r n e l i s afgeleid; W i m en P i m , van W i l l e m ; H e i n en
H e n k , van H e n d r i k . De Engelschen B o b , van R o b e r t ;
D i c k , van R i c h a r d , enz. Maar vooral de Friezen zijn rijk in de
vleivormen hunner namen. Bij hen treden die vleinamen
(poppenammen zeggen zij zelven, kepnamen de West-Vlamingen)
sterk op den voorgrond; niet enkel in het dagelijksche leven, maar
even zeer in geijkten zin. De volledige namen A l b e r t , A l l e r t ,
A l w i n , en andere dergelijke, met Al beginnende vóórnamen,
hebben oorsprong gegeven aan den vleinaam A l l e . De namen
A l b e r t , A l l e r t (A l l a e r t ), A l w ij n zijn wel volledig, dat is: zij
bestaan nog wel uit twee oorspronkelijke naamsstammen, gelijk alle
goede oude Germaansche vóórnamen. Maar die naamsstammen op
zich [151]zelven zijn afgesleten, samengetrokken. Immers A l b e r t is
eigenlijk A d e l b e r t , A d e l b r e c h t , A d e l b e r c h t ; A l l e r t of
A l l a e r t is voluit A d e l h a r t , en A l w ij n , A l e w ij n , A l w i n ,
A l o y n is A d e l w i n , beteekenende: edele vriend.

De mansnaam A l l e dus, al is hij heden ten dage, en ten minsten

sedert drie of vier eeuwen, ook nog slechts bij de Friezen in volle,
geijkte gebruik, levert toch in vele geslachtsnamen en plaatsnamen,
die bij verschillende Germaansche volken voorkomen, en die van
dezen naam A l l e zijn afgeleid, het onomstootelijke bewijs, dat hij in
oude tijden, in de middeleeuwen, vóór dat bedoelde geslachts- en
plaatsnamen waren ontstaan, bij al die volken en volksstammen in
gebruik geweest is. Een handvol, als ’t ware, van die talrijke en
menigvuldige geslachts- en plaatsnamen, willen we hier
mededeelen, ter bevestiging van het bovenstaande.

Uit den aard der zaak vinden we onder de Friezen de namen, aan
A l l e ontleend, het menigvuldigst vertegenwoordigd. Vooreerst
vermelden oude Friesche geschriften den hedendaagschen vorm
A l l e als A l l o , A l l a , A l l en A l . Dan is A l l e in den
vrouwelijken vorm (eigenlijk anders niet als een verkleinvorm) A l t j e
en A l k e , oudtijds ook geschreven A l t j e n en A l k e n , nog heden
aan menige Friezin als vóórnaam eigen. Vervolgens komen de
geslachtsnamen A l l e m a , A l m a en A l l e s , nog heden in leven,
en A l l i n g a (de Friesche weêrga van den Vlaamschen, eigenlijk
Sassischen vorm A l l i n k , A l l i n c k x ) met A l l a m a , reeds
uitgestorven. Eindelijk de plaatsnamen A l l i n g a w i e r , een dorp in
Wonseradeel; en een ander A l l i n g a w i e r , eene sate
(boerenhofstede) bij den dorpe Grouw; A l l i n g a - s a t e te Arum en
te Tietjerk, A l l e m a - of A l m a - s t a t e bij Oudwoude, A l l e m a -
s a t e te Wirdum, A l m a - s a t e te Minnertsga en te Blya. Dit alles
is Friesland.

Nevens A l l i n c k x treffen we in Vlaanderen en Brabant nog aan

den geslachtsnaam A l l i n x , eene andere schrijfwijze, maar
overigens geheel het zelfde als A l l i n c k x . Verder A l l i x (waar de
n uit weggesleten is—van zulk eene wegslijting bestaan vele
voorbeelden, ook bij andere namen), en A l l o en A l l o o ,
vertegenwoordigende den mansvóórnaam A l l e of A l l o op zich
zelven, als bij voorbeeld A n d r i e s , J o o r i s , Y s e b a e r t ,
eigenlijk anders niets als mansvóórnamen, maar die ook als
[152]geslachtsnamen te Gent voorkomen. Vlaamsche plaatsnamen,
aan den mansnaam A l l e ontleend, zijn mij niet bekend.
Vermoedelijk echter zullen ze wel bestaan; al zijn het dan geen
namen van steden of groote dorpen, dan toch wel namen van
gehuchten, kleine buurten of afzonderlijke hofsteden. Het gebrek
aan een uitvoerig, volledig Aardrijkskundig Woordenboek van België
doet zich hier gevoelen. Welke bekwame en vlijtige Vlaming zal toch
eindelijk eens in deze leemte voorzien?

In Groningerland bestaan de geslachtsnamen H e e r a l m a en

H e e r a l l e m a (dat is H e e r - A l l e m a , afstammeling van Heer-
Alle, van den heer, die A l l e heette; in Vlaanderen zoude deze