naturalistic observational techniques have been cen- ~opment of the physical sciences, helping to generate ~blish knowledge about physical phenomena. Rooted in ~on of the physical sciences, the social sciences have also ~ndow of understanding about the social world through ~atie observational methods. Skill in observing children ~rstone of the work of' child watchers," those profession- ~~hfld study and to understanding why children develop the ways they do. Appreciating this heritage, we have iR updated edition of The Classroom Observer: A Guide i~ Observation Skills (first published in 1977), now sub- ~ng Observation Skills in Early Childhood Settings. The ikted in this second edition focuses on those skills needed in ~ly' ehildhood observer to make appropriate, valid infer- b~ arrive at decisions based on objective observation data gathered in natural learning habitats and educational book is based on the premise that observation skills are an i1~ component of an early childhood educator's professionall~lueators are applied empiricists, and are therefore most they have access to sound data to support their planning,~, and follow-up efforts.
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要設計課堂觀察的錶格時參考過這本書，裏麵的例子給我瞭不少幫助。
评分要設計課堂觀察的錶格時參考過這本書，裏麵的例子給我瞭不少幫助。
评分要設計課堂觀察的錶格時參考過這本書，裏麵的例子給我瞭不少幫助。
评分要設計課堂觀察的錶格時參考過這本書，裏麵的例子給我瞭不少幫助。
评分要設計課堂觀察的錶格時參考過這本書，裏麵的例子給我瞭不少幫助。
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