Early Childhood Assessments- How We Use Them and What Are They Good for?
Early Childhood Assessments- How We Use Them And What Are They Good For?
Stephania Jackson
ENG122
Instructor Young
April 19, 2010
Transparent. That is what President Obama talked about on his campaign trail. He wants his administration to be transparent. He wants his administration to be held accountable. Any program that receives federal or state funding needs to be accountable for their funding. Early Childhood Education programs that receive federal or state funds need to have in place a method to show they are running a quality program and have to show accountability. Early Childhood Education programs evaluate the children they serve every day. This is called accountability, this is called child assessment. The National Association for the Education of Young Children defines child assessment as, “the process of observing, recording, and documenting what children do and how they do it as a basis for a variety of educational decisions that affect teaching approaches as well as curriculum development and implementation.” Programs are allowed to choose the assessment tool that best fits with the scientifically based curriculum that they have adapted. Programs should also consider the ages of the children being assessed and any specific purpose for the assessment. There are many assessment tools to choose from as listed in Spotlight on Young Children and Assessment (2004); The Creative Curriculum Developmental Continuum, The Devereux Early Childhood Assessment, High/Scope Preschool Child Observational Record, Social Competence and Behavior Evaluation, Preschool Individual Growth and Developmental Indicators, Teacher Rating of Oral Language and Literacy, and The Work Sampling System (p.55-57). Early Childhood assessments can be preformed through child observations, checklists, rating scales and rubrics. Choosing the assessment that fits best with your curriculum is going to provide the best results. Child Assessments are an on-going process. This is
Stephania Jackson
ENG122
Instructor Young
April 19, 2010
Transparent. That is what President Obama talked about on his campaign trail. He wants his administration to be transparent. He wants his administration to be held accountable. Any program that receives federal or state funding needs to be accountable for their funding. Early Childhood Education programs that receive federal or state funds need to have in place a method to show they are running a quality program and have to show accountability. Early Childhood Education programs evaluate the children they serve every day. This is called accountability, this is called child assessment. The National Association for the Education of Young Children defines child assessment as, “the process of observing, recording, and documenting what children do and how they do it as a basis for a variety of educational decisions that affect teaching approaches as well as curriculum development and implementation.” Programs are allowed to choose the assessment tool that best fits with the scientifically based curriculum that they have adapted. Programs should also consider the ages of the children being assessed and any specific purpose for the assessment. There are many assessment tools to choose from as listed in Spotlight on Young Children and Assessment (2004); The Creative Curriculum Developmental Continuum, The Devereux Early Childhood Assessment, High/Scope Preschool Child Observational Record, Social Competence and Behavior Evaluation, Preschool Individual Growth and Developmental Indicators, Teacher Rating of Oral Language and Literacy, and The Work Sampling System (p.55-57). Early Childhood assessments can be preformed through child observations, checklists, rating scales and rubrics. Choosing the assessment that fits best with your curriculum is going to provide the best results. Child Assessments are an on-going process. This is
References: Bodrova, E., Leong, D., & McAfee, O. (2004). Basics of Assessments: A Primer for Early Childhood Professionals Colker, L., Dodge, D., & Heroman, C. (2001). The Teachers Guide To Using The Creative Curriculum Developmental Continuum Assessment System Early Childhood Head Start Task Force. (2002). Checking Children 's Progress. Washington D.C.: ED/HHS. Koralek, D. (2004). Spotlight On Young Children and Assessment. Washington D.C. National Association for the Education of Young Children