ID # _________ Name: _______________________________________________________ Child’s birth date: _____/_____/_____ Today’s date: _____/_____/_____

Parenting Interactions with Children

Sample Items from Checklist of Observations Linked to Outcomes
Parenting
ID # _________ Name:Interactions with Children: Checklist
_______________________________________________________ Child’s birth of
date: _____/_____/_____ Today’s date: _____/_____/_____
INSTRUCTIONS: Look closely to see behaviors in a quiet parent.
Observations Linked to Outcomes Parenting
Frequency Interactions
(PICCOLO
is more TM with
) Children
important than complexity, but complexity often SCORING: 0 “Absent”—no behavior observed
includes several examples. 1 “Barely”—brief, minor, or emerging behavior
Checklist
Developed by Lori A. Roggman, Ph.D., Gina A.ofCook,
Observations Linked
Ph.D., Mark S.toInnocenti,
OutcomesPh.D., 2 “Clearly”—definite, strong, or frequent behavior

Vonda Jump Norman, Ph.D., & Katie Christiansen, Ph.D., with Sheila Anderson, Ph.D.
INSTRUCTIONS: Look closely to see behaviors in a quiet parent.
Frequency is more important than complexity, but complexity often AFFECTION
SCORING: 0 “Absent”—no behavior observed
includes several examples. 1 closeness,
Warmth, physical “Barely”—brief,
andminor, or emerging
positive behavior
expressions toward child
2 “Clearly”—definite, strong, or frequent behavior
ID # _________ Name: _______________________________________________________ Child’s birth date: _____/_____/_____ Today’s date: _____/_____/_____

AFFECTION # Parent . . . Parenting Interactions

Observation guidelines with Children
Absent Barely Clearly
AFFECTION
Warmth, physical closeness, and positive expressions toward child Checklist of Observations Linked to Outcomes
1 speaks in a warm Parent’s voice is positive in tone and may show
ID # _________
Warmth, Name: _______________________________________________________
physical closeness, Child’s birth date: _____/_____/_____
tone of voice Today’s date: _____/_____/_____
enthusiasm or tenderness. A parent who speaks little 0 1 2
INSTRUCTIONS: Look closely to see behaviors in a quiet parent.
# and positiveParent
expressions butbut
very warmly often
should be coded highly. 0 “Absent”—no behavior observed
... Parenting
Frequency is moreInteractions
Observation guidelines
important with Children
than complexity, Absent
complexity Barely SCORING:
Clearly
toward child includes several examples. 1 “Barely”—brief, minor, or emerging behavior
Checklist
2 of Observations
smiles at child Linked
Parenttodirects
Outcomes 2 “Clearly”—definite,
smiles toward child, but parent and strong, or frequent behavior
1 speaks in a warm Parent’s voice is positive in tone and may show child do not need to be looking at each other when 2
0 1
tone of voice enthusiasm or tenderness. A parent who speaks little smile occurs. 0 Includes small 1 smiles. 2
INSTRUCTIONS: Look closely to see behaviors in a quiet parent.
but very warmly should be RESPONSIVENESS coded highly. 0 “Absent”—no behavior observed
SCORING:
Frequency is more important than complexity, but complexity often
includes several examples. 3 praises child
Responding 1 “Barely”—brief,
to child’s Parent
cues, saysminor,
emotions, or emerging
something
words, positive
interests,behavior
about child charac-
and behaviors
2 smiles at child Parent directs smiles toward child, but parent andteristics or about
2 “Clearly”—definite, strong,
what or child
frequent behavior
is doing. A “thank you” 0 1 2
child do not ID #need to beName:
_________ looking at each other when 0 as praise.1
_______________________________________________________
can be coded 2 birth date: _____/_____/_____ Today’s date: _____/_____/_____
Child’s
smile occurs. Includes small smiles.
RESPONSIVENESS # # Parent .Parent .. ... Parenting
Observation
Observation Interactions
guidelines with Children
guidelines Absent Absent Barely Barely Clearly Clearly
3 praises
RESPONSIVENESS
child Parent
4
says something
is physically close
positive
Parent is within easy arm’s reach of child, comfort-
Responding to child’s cues, emotions, words,to child about
interests, child charac-
and behaviors ably able to soothe Checklist or help. of Consider
Observations context:Linked
Expect to Outcomes
teristics or about 1 what pays
ID # _________ Name: _______________________________________________________ Child’s birth date: more
childattention
is doing. to A “thank you” Parentcloseness
looks0at and
_____/_____/_____ for reactsreading
book
Today’s 1 to_____/_____/_____
date:
whatthan child
2 foris doing
playing by 0 1 2
Responding to child’s cues, can be coded as praise. what child is doing making comments, showing interest, helping, or 0 1 2
INSTRUCTIONS: Look closely to see behaviors in a quiet parent. house.
# emotions, # words, interests,
Parent .Parent.. ... Parenting
Observation
Observation Interactions
guidelines
guidelines with
Frequency is more important than complexity, but complexity often Children
otherwise
Absent attending
Absent Barely to child’s
Barely Clearlyactions.
SCORING:
Clearly 0 “Absent”—no behavior observed
4 and behaviors
is physically close Parent is within 5 easy arm’s
uses reach of child, comfort-Parent says positive things or uses words like 1 “honey,
“Barely”—brief, minor, or emerging behavior
to child ably able to soothe Checklist
includes
2
several
or help. ofpositive
examples.
changes Observations
pace
Consider or
context: Expect Linked
Parent ”to triesOutcomes
a new activity or speeds up or slows down
2Emphasis
”
“Clearly”—definite,
1 pays attention to Parentcloseness
looks at and
expressions
reacts to what
with
childchild’s
is doing
“kiddo, or an affectionate
byan activity in0response to
nickname.
1 where child (Note:
2 looks, what child 0 strong, or frequent
1 behavior
2
more for book activity
child reading to meet
than for playing on verbal expressions.)
0 1 2 0 1 2
what child is doing
INSTRUCTIONS: Look closely to see behaviors making
house. comments,
in a quiet parent. showing interest,
interests or needs helping, or reaches for, what child says, or emotions child shows.
Frequency is more important than complexity, otherwise
but complexityattending to child’s
6 oftenis engaged ENCOURAGEMENT
SCORING: 0 “Absent”—no behavior observed
actions.
in inter- 1 “Barely”—brief,
Parent is actively minor, involved
or emerging together
behavior with child, not
includes
5 several uses examples.
positive Parent says positive 3 is flexible
things
acting or uses
Active
with about
words
support
child child’s
like
of2“honey,Parent
just” with
exploration, accepts
effort,
activitiesa child’s
skills, choice
orinitiative,
with of
another a new
curiosity,
adult.activity or toy
creativity, and play 0 1 2
2 changes pace or Parent tries a new activity or speeds up or slows “Clearly”—definite,
down strong, or frequent behavior
expressions with “kiddo,” or an affectionate change of activities
nickname. (Note:orEmphasis or shows agreeableness
0 1about the change 2 or about 0 2
1 _____/_____/_____
IDin# response
_________ to Name: _______________________________________________________ Child’s birth date: _____/_____/_____ Today’s date:
activity to meet child’s
child an verbal
on activityexpressions.)
7 shows
where
interests child looks, what child
emotional Parent shows0in
child playing unusual 1
enjoyment, ways with or2
fondness, without
or toys.
other positive
interests or needs reaches for, what child says, or emotions child shows.
ENCOURAGEMENT # warmth Parent . . . emotion about Parenting
Observation Interactions
child and directed guidelines to child.with Children 0
Absent 1
Barely 2
Clearly
6 ENCOURAGEMENT
is engaged in inter- Parent is actively 4 involved follows what child
together is
with child, ParentIncludes
not(Note: both responds verbal to but and gets involved
emphasis with child’s
on nonverbal.)
3 is flexible
acting withabout
Active support
child child’s Parent
of exploration,
just with accepts
effort,
activities askills,
child’s choice
initiative,
or withtrying toofdo
another a new
adult.activity
curiosity, or toy
creativity, activities. 0 1
and play Checklist of Observations Linked to Outcomes 2 0 1 2
ID # _________ change of activities or or shows agreeableness
Name: _______________________________________________________ 1 waitsabout forthechild’s
change
Child’s birthordate:
about Parent pauses
_____/_____/_____ 0 after
Today’ssaying something
date:1_____/_____/_____ 2 the child could
7 Activeshows support
interests of exploration,
emotional child playing
Parent shows 5in unusual
enjoyment,
INSTRUCTIONS: response
ways
responds with
fondness,
Look after
to or
closely ormaking
without
child’s
to other toys.do inand
Parent
positive
see behaviors waits
reacts
a quiet for child to
to child’s
parent. answerorornegative
positive do something,
feelings by 0 1 2
# effort,warmth skills,Parent
initiative,
... curiosity,
emotion about Parenting
Frequency Observation
childisand more Interactions
aemotions
suggestion
guidelines
important
directed to than with Children
child.complexity, whether
showing child0 actually
Absent
understanding
but complexity often responds
Barely SCORING:
or not.
1or acceptance, 2Clearly 0 “Absent”—no
suggesting a behavior observed
4creativity follows what child is ParentIncludes
both responds and
to examples. gets involved with child’s 1 “Barely”—brief, minor, or emerging behavior
and play (Note: includes
Checklist several
verbal but ofemphasis
Observations on nonverbal.) Linked to Outcomes
solution, reengaging the child, labeling or describing
0toys or says1positive things 2 when 2 “Clearly”—definite,
1
0 strong, or frequent 2
behavior
trying to do activities. 2 encourages child to Parent offers
the feeling, showing a similar feeling, or providing child
1 waits for child’s Parent pauses after saying handle something
toys the child could shows obvious interestfeelings.
in toys. (Does not include 0 1 2
sympathy for negative
INSTRUCTIONS:
5 response
responds after
Look closely making
to
to child’s see behaviors doinand
Parenta quietwaits
reacts parent.forchild’s
to child positive
to answer or or do something,
negative feelings preventing
by 0
children from 1
mouthing 2
toys.)
SCORING: 0 “Absent”—no behavior observed
Frequency is more aemotions
suggestion
important than complexity, whether child actually
but complexity
showing understanding
6
often responds TEACHING
or acceptance,
looks
or not.suggesting a
at child when When childminor,
1 “Barely”—brief, makes or sounds,
emergingparent behavior clearly looks at
includes several examples.
solution, reengaging 3 thesupports
child,
Shared child
labeling
child talks or conversationin or describing
makes Parent
and play,
child’s
2 “Clearly”—definite, allows 0 child
cognitive
face or (if eyes
strong, toor 1 activity
choose
stimulation,
or child’s
frequent 2ornot
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andgets
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par- 0 11 22
2 encourages child to Parent offers
the feeling,COMMENTS: toys or
showing a sounds says
making positive things when
choicesor providing ent’s
similar feeling, child
involved with and activity ormovement
toy child chooses.
position head face toward child. Affection
handle toys shows obvious interest
sympathy for negative feelings. in toys. (Does not include 0 1 2
total:
preventing children from mouthing toys.)
TEACHING #4
7 supports
replies Parent
to child
child’s. in
.. Parent repeats Observation
what child says
shows enthusiasm forguidelines
or sounds
things childchild makes,
tries to do Absent Barely Clearly
6 looks TEACHING
at child when
Shared conversation
When child makes sounds,
and play,allows
cognitive
doing
words
stimulation,
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choose or could be saying,
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are done, 0 1 2
3 supports
child talkschild
or makesin Parent
child’s face or (if child
eyestoorherchoose ownactivity
child’s face are or nottoy and
visible) answers
and child’s
par- lets child tryquestions.
to do things
0Outcomes 1 1couldbefore2offering help or 0 1 Jump Norman,
2
making choices
1Parenting Interactions
involved with activity ormovement explains reasons
with
toy child for
Children: Checklist
chooses. Parent
of Observations says
Linked to 0
something that
(PICCOLO™) Lori A.2
Tool byanswer a “why”
Roggman, Gina A. Cook, Mark S. Innocenti, and Vonda
suggestions. Parent can be
Co.,engaged
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COMMENTS: converation and play,ent’s position and headsomething face
with Katie
to child
toward child.
Christiansen. © 2013 by Paul H. Brookes
question, whether Affection
Publishing
child asks a question reserved.
or not. reproduce without0permission. 1 2
does “on his/her own.” total:
# cognitive stimulation,Parent . . . Parent repeats Observation
what child guidelines
says or sounds child makes, Absent Barely Clearly
47 supports
replies to child
child’sin Parent shows enthusiasm for things child tries to do
explanations, andonquestions talks about what2 suggests activities to or Parent says something child could do to add to what
doing
words things
or sounds his or without help, 5 letschild says
childverbally
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encourages saying,
things are done,Parent shows 0 verbal enthusiasm,1 2 positive com-
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1Parenting Interactions
explains
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Parent
and says
lets child’s
child questions.
something
try to do
extend what child is
that
things
child’s could answer
before
efforts a
offering“why”
child is already doing but does not interrupt child’s
helpments,
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0 1 2
with Children: Checklist of Observations Linked to Outcomes (PICCOLO™) doing Tool by Lori A. Roggman, Gina A. interests,
Cook, Mark 0
actions,
S. Innocenti,
0 orand Vonda1Jump
play. 1 Norman,
2 2 activity.
something to child question,
with Katie Christiansen. © 2013suggestions. whether
by Paul H. Brookes Parent child
canCo.,
Publishing asks
beInc. a question
engaged or not.
in activities
All rights reserved. child without permission.
Do not reproduce
does “on his/her 6 own.”offers suggestions to Parent gives hints or makes comments to make things
2 suggests activities to
3
Parent says something help
repeats
childchild
or expands
could do to add to what
Parent says the same words or makes the same
easier for child without interfering with child’s play. 0 1 2
extend what child is child is already doing but
child’s words or
does not interrupt child’s
sounds child makes or repeats what child says while
0 1 to the idea. 2 0 1 2
5 verbally encourages Parent shows verbal enthusiasm, offers positive com-
sounds adding something 0 that adds 1 2
doing
child’s efforts interests,
ments, oractions,
makes7 or
COMMENTS: play.shows enthusiasm
suggestions about child’s activity. Parent makes positive statements, claps hands, or Responsiveness
about what child is shows other clear positive response to what child is total:
4 labels objects or Parent names what child is doing, playing with, or 00 11 22
3
6 repeats
offersEasy or expands
suggestions to order!
to Parent
Parent says
| Visit gives the same
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www.brookespublishing.com/piccolo
actions for child
samemake doing, includingor
things
looking at. 0 call
quiet your
enthusiasm sales
such as representative
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child’s
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play. 0 smiling, or 11 asking child 2 2questions
sounds adding something that adds to the idea.Checklist of Observations
about Linked
activities.
COMMENTS: 5Parenting Interactions
engages with
inChildren:
pretend Parent playstomake Outcomes (PICCOLO™) Tool by Lori A. Roggman, Gina A. Cook, Mark S. Innocenti, and Vonda Jump Norman,
believe in any way— for example,
Responsiveness
Publishing Co., Inc. All rights reserved. Do not reproduce without0permission.
7 shows enthusiasm Parent makes positiveplay statements,
with
with Katie Christiansen. © 2013 by Paul H. Brookes
child claps hands, or by “eating” pretend food. total:
1 2
4 labels PICCOLO™ and are trademarks of Paul H. Brookes Publishing Co., Inc.
aboutobjects
what child or is Parent
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