Part 1: Foundations of Child Observation and Behavioral Research

Chapter 1: Theoretical Understanding of Child Observation and Behavioral Research
1.
Definition of Child Observation and Behavioral Research
2.
History of Child Observation and Behavioral Research
3.
The necessity and purpose of child observation and behavioral research

Chapter 2: The Process of Child Observation and Behavioral Research
1.
Guidelines for Child Observation and Behavioral Research
2.
The process of child observation and behavioral research
3.
Procedures for child observation and behavioral research

Part 2: Methods of Child Observation and Behavioral Research

Chapter 3: Observation Method of Narrative Room
1.
Sample recording method
2.
Anecdotal Recording Method
3. ABC descriptive event sampling method

Chapter 4: Observation Method in the Pharmacy
1.
Action List Act
2.
Rating scale method
3.
Time sampling method
4.
Frequency event sampling

Chapter 5 Other Research Methods
1.
Experimental research
2.
Research
3.
Case study
4.
Child Screening (Infant and Toddler Development Screening)

Part 3: Practice of Child Observation and Behavioral Research

Chapter 6: Building, Roles, Language Areas, and Child Observation
1.
Building area and child observation
2.
Role areas and child observation
3.
Language domain and child observation

Chapter 7: Numbers, Operations, Science, and Child Observation
1.
Number and Manipulative Areas and Child Observation
2.
Science Field and Child Observation

Chapter 8: Music, Art, and Child Observation
1.
The musical domain and child observation
2.
Art Young-yeol and Child Observation

Chapter 9: Other Areas and Child Observation (Daily Life, Outdoor Play, Physical Activity Play)
1.
Daily life
2.
Outdoor play
3.
physical activity play
4.
Various observations

Chapter 10 Portfolio
1.
The concept of a portfolio
2.
Portfolio characteristics
3.
Types of portfolios
4.
Pros and Cons of Portfolios
5.
The reality of the portfolio
6.
Portfolio Evaluation

Chapter 11: Infant Observation
1.
Developmental characteristics and observations of 0-year-old infants
2.
Developmental characteristics and observations of 1-year-old children
3.
Developmental characteristics and observations of two-year-old children

Chapter 12: Observing Infants
1.
Developmental characteristics and observations of 3-year-old children
2.
Developmental characteristics and observations of 4-year-old children
3.
Developmental characteristics and observations of 5-year-old children

Chapter 13: Child Observation Linked to the Family (Parent Interviews)
1.
Purpose of parent-child interviews
2.
Parent-Parent Conference Plan
3.
Effective interview methods
4.
Types of Parent Interviews

References

All the children we meet in childcare settings have their own beautiful world.
Authors with a shared desire to understand these children gathered together to plan the writing of 『Child Observation and Behavioral Research』.
As teachers and directors, the authors have always pondered and reflected on how much they understand the children's world and how much they appreciate their beautiful thoughts.
Teachers and principals attempted to understand children's behavior, how they play with their peers, and how they interact with their surroundings through various forms of observation.

In Part 1, we theoretically understood what child observation and behavioral research meant and examined the flow of child observation and behavioral research.
In Part 2, the practical content of child observation methods is theoretically understood and the foundation of observation is laid through field cases, divided into descriptive observation methods and abbreviated observation methods.
We also looked at various cases according to research methods.
Part 3 aims to help readers understand the practical aspects of child observation and behavioral research according to the "2019 Revised Nuri Curriculum" and the "2024 Revised Standard Childcare Curriculum" (ages 0-2). It covers observation by play area, observation by age, and observation linked to the home, and organizes observation cases into various types.
To ensure efficient learning, a 'Learning Review' section is provided at the end of each chapter, allowing learners and instructors to review the learning content together.


This book will serve as a guide for prospective teachers on how to meet children in early childhood care settings and from what perspectives to observe them.
It will also help field teachers reflect on all teaching and care in their classrooms and build a foundation for truly understanding children.
We hope that this will provide an opportunity for all teachers, who are constantly researching and thinking together in busy settings, to gain confidence in observation and action research.