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This paper was designed to provide observational instruments and information about how to use them with future teachers or anyone interested in increasing sharpness of perspective in schools, churches, organizations (or any place where one person encounters another). Chapters discuss the following topics: (1) observation as a basis for quality living, (2) how to observe, (3) decision making behaviors as the focus of observation, (4) communication as the focus of observation, (5) involvement as the focus of observation, and (6) expanding observational prowess. Tables containing supportive materials are included. (JMB)

The Involvement Instrument, an observational technique for examining children's interaction patterns and degree of involvement within the school setting, is presented in this paper. Training protocols for obtaining skill in using the Involvement Instrument, methods of analyzing data obtained by using the instrument, and criteria for determining inter-observer reliability when using the technique are also included. The Involvement Instrument is reproduced in its entirety, including extensive descriptions of verbal and nonverbal behavior categories to be observed (with appropriate examples) and coding sheets. Behaviors are coded sequentially. A final section suggests possible uses for the Involvement Instrument (e.g., to determine how a child's indicators of involvement vary with different activities and times of day). (ED)

This paper presents a kindergarten teacher's attempt to implement a process kindergarten curriculum which emphasizes the three skills of perceiving, creating, and decision-making. The experiences, materials, displays, books, and projects used in the curriculum are described. For each skill area, specific dimensions of focus are defined: (1) perceiving (growing in awareness of oneself, others, and one's environment) (2) creating (fluency in producing numbers of ideas and flexibility in producing ideas in many different categories); and (3) decision-making (recognizing that a problem exists, describing the alternatives, and evaluating the chosen course of action. Many of the projects mentioned in the skill sections were designed by the teacher, but one chapter detailing activities especially initiated by the children is included. Independence to pursue individual interests is encouraged in the classroom, and special emphasis is placed on teacher-student verbal exchanges and teacher observation of students to ensure that the children's academic and social qualities and needs are recognized and given attention. The three appendices include book suggestions for background reading, examples of graphical designs used in the classroom and a list of classroom displays. (SDH)

This report presents an investigation of three hypotheses concerning facial expressions in young children: (1) children seem to emit the same number of changes in facial expressions when they are alone as when they are in contact with another person; (2) the number of facial expressions made when children are along, compared with when they are in contact, with another person, does not vary with age between 4-, 5-, and 6-year-olds; and (3) there are no differences in the number of facial changes made between boys and girls when they are alone and when they are with another person. A total of 15 4-, 5-, and 6-year-olds were observed watching soundless animal movies in a natural classroom setting. An observer quantitatively recorded all changes in facial expression made by each subject as he viewed the movies both by himself and with a friend. Results confirmed only the second hypothesis, and showed that the children studied did make more facial expressions when accompanied by a friend than when alone and that the girls made significantly more facial changes than the boys. (SDH)

The purpose of this research project was to develop clearer definitions of the categories of the Nonverbal Category System, an instrument developed in conjunction with an earlier study of nonverbal behavior of young children as it relates to decision making. A second purpose was to establish whether the instrument could be employed in studying nonverbal behavior of a variety of age groups in various settings. The behaviors of students and teachers from nursery school through secondary education levels were observed for 15- to 20-minute periods by trained graduate students. Results are given in these terms: (1) average number of nonverbal behaviors per pupil observation and teacher observation, (2) categories into which most pupil and teacher behaviors could be placed, (3) ranking of categories according to number of behaviors, (4) comparison of teacher nonverbal behaviors, (5) comparison of pupil nonverbal behaviors, and (6) comparisons among categories. Six appendixes detail some nonverbal illustrative behaviors, list and compare percentages of behaviors in each category, and present a framework for developing a nonverbal component for teacher education programs. (SDH)

This document describes the process by which aspects of nonverbal communication that appear to be indicators of involvement were identified, described, classified, and rated. To facilitate this process, an Action Category System was developed through observation in the natural classroom setting and subsequent analyses of the recorded behavior data. Efforts to devise a behavior category system resulted in these final action categories: motion, stance, pause, visual, nonvisual facial, and self-sounds. Dimensions, indications of how a nonverbal activity is performed, were also defined to aid data collection. Dimensions indicate the speed, frequency, duration, directionality, tension, and range of a nonverbal action. To rate these dimensions, a point of reference must necessarily be identified (five bases, or points of reference, for rating dimensions are given and examples of their use). Some recommended instructions for rating each dimension and an alternative proposal for grouping and defining bases are presented. Further explanations of these data collection processes can be found in two of the appendixes which contain a working paper on dimension definitions and coding procedures and a set of data collection exercises. (SDH)

In this study an attempt was made to determine values of young children by showing them pictures and asking predetermined questions. The object was to assess the commonality or diversity of the children's assumptions with respect to physical contact as revealed by their responses. Eighteen 5-year-old children were selected to react to three pictures expressing helping, playing, and hugging physical contact; five of the children were also observed for three 5-minute sessions each. The responses to each picture were analyzed and coded according the three basic criteria: (1) understanding of the physical contact being shown, (2) valueing of the physical contact, and (3) whether children had experienced the physical contact themselves. Results showed that at least two-thirds of the subjects described the physical contact in each picture. The children indicated, at most, only a 44.4 percent positive attitude toward the contact in any of the pictures. As a group, the subjects reacted most negatively to the hugging contact but, in actuality, most often experienced the hugging contact themselves. Observation data showed a strong correlation between the verbal statements and actual physical behavior of two of the five subjects. No firm conclusions can be drawn, but several trends are stated which suggest avenues for further research. An extensive bibliography on ethics, morals, and values is included. (SDH)

This paper reports an exploratory study in nonverbal communication, which had two objectives: (1) to look closely at touching as a communicative behavior and to describe the categories of behaviors; and (2) to evaluate the "Form for Observation of Physical Contact," developed in a previous study. A total of 47 3-, 4-, and 5-year-olds, grouped in pairs, were observed watching the 3-1/2 minute film "Dinosaurs." All touching behaviors between the paired subjects were recorded in diary fashion from behind a one-way screen. Findings demonstrated that touching as a communicative behavior can be observed and categorized. The quantitative aspects of the behaviors exhibited, comparisons between age groups in the number of touching contacts, the differences in rank orderings of categories, and the development of a selected sample of individual children's touching behavior are described. In the evaluation of the "Form for Observation of Physical Contact," the seven original categories of behavior were found useful, but six more categories were defined and added to more adequately cover the range of observed behaviors. Seven areas of possible questions arising from this study are discussed and operational definitions for the 13 behavior categories are given. Four appendices are included. (SDH)

This paper describes Project on Involvement, which was designed to investigate student involvement in a task by defining it in terms of nonverbal behaviors and by identifying its dimensions. To accomplish these objectives, eight trained graduate students made 15-minute observations of each of 44 preschool children. The children were observed in the natural classroom setting from behind one-way screens and all nonverbal behaviors were recorded in diary fashion. The data obtained were analyzed using a content analysis procedure that included the following steps: devising a category system, checking reliability in applying the category system, and revising the category system. There were three outcomes of the analysis: (1) a definition of involvement that refers to nonverbal behaviors and their modifiers which indicate "how" a body expresses itself and "how" it moves; (2) eight dimensions of involvement: speed, tension, frequency, duration, specific-global, direction, frequency of change, and range of movement and sound; and (3) some ideas about how these outcomes might be utilized in the future development of an instrument. Concluding discussion focuses on the implications of the project both for classroom procedures and further studies. Five appendixes and an annotated bibliography are included. (SDH)