Week by Week: Plans for Documenting

Children's Development 7th Edition

Barbara Ann Nilsen
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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
Another random document with
no related content on Scribd:
 Answer

20.
What word is that, of two syllables, to which if you prefix one
letter, two letters, or two other letters, you form, in each instance, a
word of one syllable?
Answer

21.
What was the favorite salad at the South, in the spring of 1861?
Answer

22.

There was a thing, ’twas two days old

Ere Adam was, of yore;
Before that thing was five weeks old,
Adam was years four-score.

Answer

23.

What’s that which on four limbs doth move

When first it sees the light,
But walks erect on two at noon,
And creeps on three at night?
 Answer

24.

A sailor launched a ship of force,

A cargo put therein, of course;
No goods had he he wished to sell;
Each wind did serve his turn as well;
To neither port nor harbor bound,
His greatest wish to run aground.

Answer

25.

A merry maid, whose pleasant name

Was my sweet FIRST. Under a tree
She sat, and sang my THIRD, as free
As the wild crows, that without dread,
My SECOND called above her head.
Anon she turned, (with a last look
Above, below,) unto her book—
My WHOLE the author. Guess the same.

Answer

26.
The three most forcible letters in our alphabet?
Answer
 27.
The two which contain nothing?
Answer

28.
The four which express great corpulence?
Answer

29.
The four which indicate exalted station?
Answer

30.
The three which excite our tears?
Answer

31.
What foreign letter is an English title?
Answer
 32.
What foreign letter is a yard and a half long?
Answer

33.
What letter will unfasten an Irish lock?
Answer

34.
When was B the first letter of the alphabet, while E and O were
the only vowels?
Answer

35.
What letter is always more or less heavily taxed?
Answer

36.
What letter is entirely out of fashion?
Answer
 37.
Why is praising people like a certain powerful opiate?
Answer

38.
Prove that a man has five feet.
Answer

39.

WHAT AM I?
I was once the harbinger of good to prisoners.
I add to the magnitude of a mighty river.
I am a small portion of a large ecclesiastical body.
I represent a certain form of vegetable growth.
A term used by our Lord in speaking to His disciples.
A subordinate part of a famous eulogy.
I am made useful in connection with the Great Western Railway.
Answer

40.

5005E1000E,

5005E1000E.
 The name of a modern novel.
Answer

41.

Two words in French are often spoken;

Of home and love the fondest token:
But, strange to say it, one of these
Is English, from beyond the seas;
And though the thing seems quite absurd,
It means the same as t’other word.

Answer

42.

You fain would win fair Julia’s heart—

“Have I the power?” you’d ask her,
But, from your lips the words won’t part—
“’Tis not an easy task, Sir!”
“I know ’tis not, for one so shy.”
“Well, how shall I begin, Sir?”
“Be what you ask her,” I reply,
“And, ten to one, you’ll win, Sir!”

Answer

43.
My FIRST is company; my SECOND shuns company; my THIRD calls
together a company; and my WHOLE entertains company.
Answer
 44.

My FIRST is a sound, of tranquillity telling,—

A cozy and complaisant sound for your dwelling.
A place which for criminals fittest is reckoned,
Yet where saints find ineffable peace, is my SECOND.
Or, where niggardly natures, who hunger and thirst
For the wealth of this world, keep their hearts, is my FIRST;
While my SECOND’S a measure you’ll know at a glance,
For ’tis shortest in Flanders, and longest in France.

Oh! my WHOLE is a name widely known, well beloved,

A name blessed on earth, and in Heaven approved;
Crowned by Faith and Good Works with so holy a light
That angels, themselves, thrill with joy at the sight.

Answer

45.
Dr. Whewell being asked by a young lady for his name “in cipher,”
handed her the following lines:

You 0 a 0, but I 0 thee,—

Oh, 0 no 0, but oh, 0 me;
And O, let my 0 no 0 go,
But give 0 0 I 0 you so!

Answer

46.
Why was the execution of Charles the First voluntary on his part?
 Answer

47.
How is Poe’s “Raven” shown to have been a very dissipated
bird?
Answer

48.
Set down four 9’s so as to make one hundred.
Answer

49.
The cc 4 put 00000000.
si
Answer

50.
John Doe to Richard Roe, Dr.
To 2 bronze boxes $3 00
1 wooden do 1 50
1 wood do 1 50
——

This bill was canceled by the payment of $1.50. How?

Answer
 51.
When was Cowper in debt?
Answer

52.
What animal comes from the clouds?
Answer

53.

My FIRST is one of mystic three,

Who go where goes true Liberty;
Sets with the sun, with him to rise,
Lives in the flame and with it dies;
Fades with the leaf that earthward flies.

My SECOND cleaves the morning air,

Floats through the evening still and fair;
Now soars beyond the mountain crest,
Now flutters downward to its rest,
Now broods upon some hidden nest.

My WHOLE long since the prairie trod,

Now rests beneath the prairie-sod;
Yet still upon the river stands,
And calls the stranger to the lands
Which Reminichia’s[1] cliff commands.

Answer
 54.

I saw a peacock with a fiery tail

I saw a blazing comet pour down hail
I saw a cloud all wrapt with ivy ’round
I saw a lofty oak creep on the ground
I saw a beetle swallow up a whale
I saw the foaming sea brimful of ale
I saw a pewter cup sixteen feet deep
I saw a well full of men’s tears that weep
I saw wet eyes in flames of living fire
I saw a house as high as the moon and higher
I saw the glorious sun at deep midnight
I saw the man who saw this wondrous sight!

An incredulous friend actually ventured to doubt the above plain

statement of facts, but was soon convinced of its literal truth.
Answer

55.
Charles the First walked and talked half an hour after his head
was cut off.
Answer

56.
At the time of a frightful accident, what is better than presence of
mind?
Answer
 57.
Why was the year preceding 1871 the same as the year following
it?
Answer

58.
Why do “birds in their little nests agree?”
Answer

59.
What did Io die of?
Answer

60.
Why did a certain farmer out West name his favorite rooster
ROBINSON?
Answer

61.
How do sailors know there’s a man in the moon?
Answer
 62.
How do sailors know Long Island?
Answer

63.
What does a dog wear in warm weather, besides his collar?
Answer

64.

If you transpose what ladies wear,

’Twill plainly show what bad men are:
Again, if you transpose the same,
You’ll see an ancient Hebrew’s name:
Change it again and it will show,
What all on earth desire to do.

Answer

65.

Two brothers, wisely kept apart,

Together ne’er employed;
Though to one purpose we are bent,
Each takes a different side.

To us no head nor mouth belongs,

Yet plain our tongues appear;
With them we never speak a word,
 Without them, useless are.

In blood and wounds we deal, yet good

In temper we are proved;
From passion we are always free,
Though oft with anger moved.

We travel much, yet prisoners are,

And close confined, to boot;
Can with the swiftest horse keep pace,
Yet always go on foot.

Answer

66.
Translate:
Je suis capitaine de vingt-cinq soldats; et, sans moi, Paris serait
pris.
Answer

67.
Je suis ce que je suis, et je ne suis pas ce que je suis. Si j’étais
ce que je suis, je ne serais pas ce que je suis.
Answer

68.

Mus cucurrit plenum sed

Contra meum magnum ad!
 Answer

69.
Mens tuum ego!
Answer

70.
The title of a book: Castra tintinnabula Poëmata.
Answer

71.
Motto on a Chinese box: Tu doces!
Answer

72.

Answer
 73.
Translate:
Quis crudus enim lectus, albus, et spiravit!
Answer

74.
Ecrivez: “J’ai grand appétit,” en deux lettres.
Answer

75.

Monosyllabic I, and a reptile, I trow;

But, cut me in twain, I form syllables two.
I’m English, I’m Latin, the one and the other;
And what’s Latin for one half, is English for t’other.

Answer

76.

Ever running on my race,

Never staying in one place,
Through the world I make my tour
Everywhere at the same hour.
If you please to spell my name,
Backward, forward, ’tis the same.

Answer
 77.
In my FIRST my SECOND sat; my THIRD and FOURTH I ate; and yet I
was my WHOLE.
Answer

78.

TONIS A DRESTO MARE.

O Mare! Eva si formæ,
Formæ ure tonitru;
Iambicum as amandum,
Olet Hymen promptu!
Mihi his vetas annæ se,
As humano erebi;
Olet mecum, mare, to te,
Or Eta Beta Pi.

Alas, plano more meretrix;

Mi ardor vel uno,
Inferiam ure artis base
Tolerat me urebo.
Ah me! ve ara scilicet
To laudu vimin thus.
Hiatu as arandum sex—
Illuc Ionicus!

Heu! sed heu! vixin, imago,

Mi missis mare sta!
O cantu redit in mihi
Hibernus arida?

Everi dafur heri si;

Mihi resolves indu;
Totius, olet Hymen cum
 Accepta tonitru!

Answer

79.

From these five squares take three of the

fifteen sides, and leave three squares.
Answer

80.

Divide this figure into four equal and

uniform parts.
Answer

81.

Four things there are all of a height,

 One of them crooked, the rest upright.
Take three away, and you will find
Exactly ten remains behind:
But, if you cut the four in twain,
You’ll find one-half doth eight retain.

Answer

82.
To divide eight gallons of vinegar equally between two persons;
using only an eight-gallon, a five-gallon, and a three-gallon
measure?
Answer

83.
A certain miller takes “for toll” one tenth of the meal or flour he
grinds. What quantity must he grind in order that a customer may
have just a bushel of meal after the toll has been taken?
Answer

84.
To prove that two are equal to one:
Let x = a: Then, x2 = ax,
x2 − a2 = ax − a2,
(x + a)(x − a) = a(x − a),
x + a = a,
2a = a,
2 = 1. Q. E. D.
 Where is the fallacy?
Answer

85.
As two Arabs, who had for sole provision, the one five, and the
other three loaves of bread, were about to take their noonday meal
in company, they were joined by a stranger who proposed to
purchase a third part of their food. In payment he gave them, when
their repast was finished, eight pieces of silver, and they, unable to
agree as to the division of the sum referred the matter to the nearest
Cadi, who gave seven pieces to the owner of the five loaves, and but
one piece to the owner of the three loaves. And the Cadi was right.
Answer

86.
A man went to a store and bought a pair of boots for six dollars.
He put down a ten dollar bill, and the merchant having no change,
sent for it to a neighboring bank, and gave it to him. Later in the day
one of the bank clerks came in to say that the ten dollar bill was a
bad one, and insisted that the merchant should make it right, which
he did. Now, how much did he lose by the whole transaction?
Answer

87.
A man bought twelve herrings for a shilling; some were two
pence apiece, some a halfpenny, and some a farthing. How many
did he buy of each kind?
Answer

88.

My FIRST is the last of me;

My SECOND is not so much;
And my WHOLE is entirely destitute of my FIRST.

Answer

89.

There is a word of plural number,

A foe to peace and tranquil slumber;
Now, any word you chance to take,
Adding an s will plural make;
But if you add an s to this,
How strange the metamorphosis!
Plural is plural then no more,
And sweet what bitter was before.

Answer

90.

“Charge, Chester, charge! On, Stanley, on!”

Were the last words of Marmion.
Had I been in Stanley’s place,
When Marmion urged him to the chase,
You then would very soon descry,
What brings a tear to every eye.

Answer