PICCOLOBPK Observation Notes BABY PREK 2021.pdf

PICCOLO Observation Considerations for Babies and Preschoolers in Parenting Interactions with Children: Checklist of Observations Linked to Outcomes

Originally designed to observe developmentally supportive parent interactions with children 10 – 47 months-old, PICCOLO can also be used to observe foster parents, grandparents, other kin and caregivers, child care providers in homes and centers, teachers, nannies, babysitters, older siblings, or anyone having regular interactions with a child or multiple children 3 to 73 months old.

Use these additional considerations—together with Table 2 in the PICCOLO User’s Guide—to inform scoring of specific items. Use the infant considerations when the observation includes infants (3 to 9 months). Use the preschool child considerations for older children (48 to 73 months).

Item Additional considerations for infant or preschool child
Affection
1. Speaks in a warm tone of voice Infant. Addresses infant in a voice that gets his/her attention by using a variety of high and low pitches or soft to loud tones that show enthusiasm or tenderness. Preschool child. With preschool-aged child, voice tones may be more even but should reflect interest or enthusiasm.
2. Smiles at child Infant. Smiles appropriately at infant, especially when child is engaged, but when infant is distressed may offer small sympathetic or reassuring smiles. Preschool child. Smiles may be less frequent but more integrated into interactions that include positive verbal communication.
3. Praises child Infant. May also express any positively toned vocalization that is contingent on infant behavior. Cheering or clapping counts for any age. Preschool child. Praise should always be in a positive tone. If authentic positive tone and acknowledgement is missing (e.g. flat generic responses) code as a 1, even if frequent and consistent.
4. Is physically close to child Infant. Also include gentle touching and holding infant in comfortable position. Preschool child. Physical proximity may be closer and more frequent with infants, toddlers and younger child than older preschool-aged child.
5. Uses positive expressions Infant. Affectionate family nicknames for infants may sometimes seem negative, so watch for smiles and listen for warmth. Preschool child. Affectionate nicknames should not sound babyish or have negative connotations, and are generally less common as children get older.
6. Is engaged in interacting with child Infant. May blend play activities with caregiving routines and shares looks, attention, smiles, touch, and conversations while engaged with infant.
7. Shows emotional warmth [no additional considerations]

PICCOLO Observation Notes

Item Additional considerations for infant or preschool child
Responsiveness
1. Pays attention to what child is doing Infant. Shows awareness of infant's cues, attention, interest (e.g., body movements, gestures, vocalizations, gaze, and facial expressions). Also, may show awareness of when the infant is overstimulated or needs a break from the activities.
2. Changes pace or activity to meet child's interests or needs Infant. Engages infant when alert, awake and ready to play. Ends or slows down the interaction when the infant seems overwhelmed or disengages. Preschool child. Older child may not lose attention or need to be re-engaged like toddlers and tend to control the pace more.
3. Is flexible about child's change of activities or interests Infant. Accepts infant's level of engagement or change of interest. Preschool child. May also encourage child to engage in specific activities or routines if there is also flexibility at other times for child's self-directed activities and interests.
4. Follows what child is trying to do Infant. Takes time to assist infant in play and exploration, to follow the child's gaze, to make toys of interest available, or to join in an activity.
5. Responds to child's emotions Infant. Anticipates and responds to the sounds, movements, gestures and facial expressions infant uses when expressing joy, distress, surprise, or any other feeling.
6. Looks at child when child talks or makes sounds Infant. Looks at infant when infant vocalizes and/or gestures for communication and attention.
7. Replies to child's sounds or words Infant. Replies with vocalizations to infant's communication attempts that include any sounds-cooing, whining, laughing, babbling, etc.

PICCOLO Observation Notes

Item Additional considerations for infant or preschool child
Encouragement
1. Waits for child's response after making a suggestion Infant. Suggestions may be nonverbal. May attempt to initiate play, such as by making a play face, doing the first step in a sequence, or by offering a toy, but then waits to see infant response before proceeding.
2. Encourages child to handle toys Infant. Provides opportunities for infant to successfully reach out for, grasp or inspect toys or safe objects.
3. Supports child in making choices Infant. Offers choices of toys and activities and bases play on infant's positive response.
4. Supports child in doing things on his/her own Infant. Encourages infant to try activities available such as setting up opportunities for infant to roll, sit, crawl or stand, reach for a rattle, pull a string toy, insert a puzzle piece, eat finger foods, or hold and turn pages in a book.
5. Verbally encourages child's efforts Infant. Talks to infant using labels to describe child's motivation or interest.
6. Offers suggestions to help child Infant. Helpful suggestions for infants may include adapting the environment by moving a toy closer, pointing to or touching an object, demonstrating what to do with a toy, or positioning the infant to make it easier to reach or to see something the child is already interested in.
7. Shows enthusiasm about what child is doing Infant. Responds to infant's efforts to do something by making a positive expression, either verbal or non-verbal.

PICCOLO Observation Notes

Item Additional considerations for infant or preschool child
Teaching
1. Explains reasons for something to child Infant. Explains actions during play or daily routines such as diaper changes.
2. Suggests activities to extend what child is doing Infant. Helps infants extend a game or adds new actions with objects.
3. Repeats or expands words Infant. Repeats infant's early words, sounds or vocal inflections and voices meaning to them. Preschool child. Repeating decreases as child gets older, but should still be expanding on what the child says.
4. Labels objects or actions for child Infant. Labels familiar object names or actions.
5. Engages in pretend play with child Infant. Early pretending may include playful activities.
6. Does activities in a sequence of steps Infant. Assists infant with sequencing through game-like routines.
7. Talks to child about the characteristics of objects [no additional considerations]
8. Asks child for information Infant. Asks questions with pacing, ensuring ample time for response.

PICCOLO User Guide Reference

Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) User Guide, by Lori A. Roggman, Gina A. Cook, Mark S. Innocenti, Vonda Jump Norman, Katie Christiansen, with Sheila Anderson. ©2013-218 by Paul H. Brookes Publishing Co., Inc. Adapted for limited research use with permission of the publisher.