Question.1015 - I reviewed the assessment of children’s learning and development. Observation of children’s behavior and development is the most important and frequently used assessment strategy. Early childhood professionals observe informally on a daily basis as part of the instructional process, and they also assess children formally using rigorously designed observation tools. The term assessment refers to the ongoing process of gathering evidence of children’s learning and development, and then organizing and interpreting that information in order to make informed decisions about instructional practice. Before engaging in any form of assessment, early childhood professionals need to ask, “What is the purpose of the assessment?” The answer to this question determines all aspects of how the assessment will be conducted, including: who is to be assessed, what is to be measured and with what tool, who will conduct the assessment and when, what technical requirements are needed for the assessment, and how the results of the assessment will be interpreted and used. I reviewed the four basic purposes of assessment in early childhood programs stated on page 376 of our textbook. They are: 1. 2. 3. 4. The indicators of effective assessment include: using multiple sources of evidence, using assessment only for the purpose for which they are reliable and valid, and considering what is developmentally appropriate, culturally and linguistically responsive, and individually appropriate for all children, including children with special needs. Accurate interpretation and effective use of assessment evidence depends on teachers’ knowing what developmental tasks and learning skills children should be accomplishing, and when. Early childhood professionals can gather assessment information in several ways, but they should consider the advantages and disadvantages of each method. Here are some methods: 1. 2. 3. 4. Here are the most commonly used methods of documentation, or documentation tools, used in early childhood education: descriptive records, including running records and anecdotal records, frequency counts (event sampling), checklists, and rating scales and rubrics. Early childhood professionals frequently use portfolios to organize collections of children’s work and other demonstrations of their progress relevant to the goals of the curriculum, just as I am using my Central Piedmont Community College Early Childhood Education Program Google Site to organize my assignments and other demonstrations of my progress relative to course student learning outcomes and NAEYC Professional Preparations Standards.
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Week 8 Assignment Checklist Cynthia Corley Central Piedmont Community College EDU 119-N890 Professor Christine SargeantJuly 18th, 2023 Week 8 Assignment Checklist Firstly, considering the four basic purposes of the assessment in early childhood programs as discussed in the textbook page 375, are: to start with a) it is important to inform teaching and promote learning, b) in accordance with the first point, to identify children with special learning and development needs, c) to evaluate existing programs in terms of performance among the stakeholders, and d) to demonstrate accountability (Bredekamp & Joseph, 2011; Fleer & Hedegaard, 2010). In terms of methods of gathering assessment information in early childhood education include: Firstly, Observation: since early childhood professionals have the potential to mitigate the learning curve of children in various contexts and document their behaviors and interactions (Fleer & Hedegaard, 2010). Second, interview the stakeholders to obtain better insight about the children so that they can align the teachings in accordance with their personalized experience and development (Fleer & Hedegaard, 2010). Third, work samples in terms of gathering it from the children to evaluate their ability and progress such that possible interventions can be drafted accordingly (Bredekamp & Joseph, 2011). Fourth, build a standardized assessment framework that is flexible with the possibility of comparing them with the normative sample (Bredekamp & Joseph, 2011). Some of the commonly employed tools in early childhood education in my experience, are: descriptive records that, primarily include running records and anecdotal records that help in providing descriptive information pertaining to children's behavior and actions in detail (Fleer & Hedegaard, 2010). Second, frequency counts or event sampling, whereby counting the frequency of specific behaviors or events exhibited over a period of time. Third, working with a checklist that could be standardized based on the children in order to establish a structured format for recording the specific skills or behavior (Fleer & Hedegaard, 2010). Fourth, setting rubrics and rating scales depending on predefined criteria. Additionally, the textbook also discusses the utilization of portfolios in order to store the works of the children and mitigate their progress over a period of time; these portfolios could be valuable in terms of providing children's growth and performance (Bredekamp & Joseph, 2011). Regarding the assessment of young children in accordance with the common core state standards, there have been possible alterations in terms of how an assessment can be conducted aligned with higher-level competencies emphasizing the standards, requiring written responses to open-ended questions to enable critical and creative thinking and technology will be employed as and when needed. Kindergarten Entry Assessments (KEAs) are one such prevalent tool used across the states to evaluate children's readiness for formal schooling and also to identify their need for personalized support; KEAs should revamp their assessment to infuse developmentally appropriate practices such that it provides the scope to be administered consistently in accordance with reliable and valid psychometric tools (Bredekamp & Joseph, 2011). While in order to assess dual language leaners, it is important to consider the diversity of culture and linguistic appropriateness by involving the child's heritage through family, and aid of expertise from linguistic and cultural competence, since as an early childhood professional, it is important to comprehend, child development and learning curve to interpret children's progress. I carefully reviewed the checklist.? I identified two areas of strength for AB (specific skills/behaviors appearing in column 1).? Here they are, exactly as they appear on the checklist: 1. Walks a straight line (Motor Development) 2. Uses multiple-word, elaborate sentences (Speech and Language Development) I also identified two areas in need of improvement/growth (specific behaviors/skills appearing in column 1) for AB.? Here they are, exactly as they appear on the checklist: 1. Jumps over an object that is 5-6 inches in height landing with both feet together (Motor Development) 2. Demonstrates frustration when faced with challenges or problems (Social-Emotional Development) I selected one of the above two areas in need of improvement/growth to focus on.? Here is the one I selected, exactly as it appears on the checklist: Demonstrates frustration when faced with challenges or problems (Social-Emotional Development) since, at that age, wont be knowing how to manage their emotions; certain interventions in developmental education, like knowing the trigger elements and helping the child understand what is important by giving it practice with realistic limitations, teach the child to understand the negative consequences for instance if the child does not put the toy away when told, apply negative consequences and other ways to keep the child occupied, repeat after the child in order empathize with a particular concern and keep the instructions straight forward without mixing it up. Also, give equal importance to the existing capability of jumping over an object to support the development of motor skills. Then, I reviewed the document North Carolina Foundations for Early Learning and Development (NCFELD) to determine which of the following developmental domains the behavior/skill (checklist item) in need of improvement/growth I selected falls within: Approaches to Play and Learning (APL) Emotional and Social Development (ESD) Health and Physical Development (HPD) Language Development and Communication (LDC) Cognitive Development (CD) I determined that the particular behavior/skill (checklist item) in need of improvement/growth that I selected falls within the following developmental domain: Cognitive Development (CD) Then, I reviewed all the NCFELD Goals related to this developmental domain.? I determined that the following NCFELD Goal should be set for AB, to help her improve/develop in the identified domain.?? Here is that Goal, stated exactly as it appears in NCFELD: Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions ("North Carolina Foundations Task Force," 2013). Since AB is 4.6 years old (i.e., she is an Older Preschooler), I read the Developmental Indicators for Older Preschoolers listed for this Goal.? Here they are (all of them), exactly as they appear in NCFELD: Use language to identify pretend or fantasy situations (say, Lets pretend were going on a trip. Thats a pretend story. ). CD-3i ("North Carolina Foundations Task Force," 2013). Express understanding that others may have different thoughts, beliefs, or feelings than their own ( I like ketchup and you dont. ). CD-3j ("North Carolina Foundations Task Force," 2013). Use language to describe their thinking processes with adult support. CD-3k ("North Carolina Foundations Task Force," 2013). If AB demonstrates any of these Developmental Indicators, her teacher will know (and record on ABs developmental checklist) that AB is making progress toward achieving the related NCFELD Goal. ABs teacher should plan experiences/activities that provide opportunities for AB to demonstrate one or more of the above Developmental Indicators.? She should read the Strategies for Preschoolers section, appearing at the end of the Goal and Developmental Indicator Continuum.? The strategies sections of NCFELD provide ideas for how teachers and caregivers can support childrens development and learning in developmentally appropriate ways - in the areas described in the related Developmental Indicators.? I read all the Strategies for preschoolers (since AB is an Older Preschooler) related to the Goal I identified.? I selected one for ABs teacher to implement.? Here is the teaching strategy I selected, exactly as it appears in NCFLED: 1) Help children participate in activities and enjoy a wide range of sensory experiences, especially for children with sensory impairments. For example, play music with a bass beat that children who are deaf can feel through their bare feet ("North Carolina Foundations Task Force," 2013). Make sure children see others moving in time to the music. Remember, some children are overly sensitive to sound, light, or touch; Expose them to new sensory experiences gradually ("North Carolina Foundations Task Force," 2013). 7) Make planning a regular part of your program day. For example, after morning meeting or during breakfast ask children what they would like to do and how they plan to carry it out ("North Carolina Foundations Task Force," 2013). 8) Ask open-ended questions that encourage children to think about what they are doing and possible next steps (e.g., I wonder what would happen if you & ) ("North Carolina Foundations Task Force," 2013). 10) Interpret and expand on what children do and say. Children who are nonverbal or those beginning to learn English may gesture or present materials to indicate what they did. You can add words to their actions, checking with them for cues that indicate you understand their message ("North Carolina Foundations Task Force," 2013). 11) Use reflective dialogue and comment on what you see children doing as they play ("North Carolina Foundations Task Force," 2013). This encourages children to pay attention to what they are doing and it makes it easier for them to recall the event later ("North Carolina Foundations Task Force," 2013). This teaching strategy appears on page 125 of NCFELD ("North Carolina Foundations Task Force," 2013). References Bredekamp, S., & Joseph, G. E. (2011). Effective practices in early childhood education: Building a foundation. London: Pearson. Fleer, M., & Hedegaard, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge University Press. North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development.More Articles From Education_Teaching
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