Location in the Home Price. Journal of Real Estate Finance and Economics, 29:2, 149-166. Retrieved April 17, 2010 from: http://ideas.repec.org/a/kap/jrefec/v29y2004i2p149-166.html…
Describe the documented outcomes including assessment and recording methods for the Early Years Framework in NI. You are to refer to examples from practice to support your answer.…
The outcomes for this unit ask you to demonstrate your knowledge and understanding of children and young people’s development birth to 19 years.…
I will first report the statistical information that SAMSHA provides and then I will go into the one published article that was provided as one of the studies. SAMHSA states that there is a rating scare of 0.0 to 4.0 and they have six criteria that they use for each of their EBP for their quality of research rating. The six criteria go as: reliability of measures, validity of measures, intervention fidelity, missing data and attrition, potential confounding variables, and appropriateness of analysis (SAMHSA, 2008). The outcomes that they used for Active Parenting were: parental perceptions of child behavior, parental aptitudes and beliefs, parent-child relationship problems, and positive and negative child behaviors (SAMHSA, 2008).…
Test-retest reliability of the cognitive, language, and motor scales was assessed by testing 134 children twice by the same assessor over 7 to 42 days. Correlation scores varied depending on ages. Scores ranged from 0.69 to the low 0.80s for the subscale scores, and from the mid0.80s to upper 0.80s for the total motor composite and short form reliability…
March 20th-24th Conduct the observation. march 20th ,22th and 24th for 30 minutes in kids club child care from 9:00 am to 9: 30 am, and march 21st and 23rd for 1 hour at Putterham day care school from 11am to 12 pm, then I will be reviewing notes from the interviews and journal then write a summary on the finding…
Question 15 Outcomes assessed: H4.1, H4.2 MARKING GUIDELINES Criteria Proposes the reasons the percentage of 0–4 years age group varies with EACH family type Effectively communicates ideas…
When assessing children and young people’s development, it is firstly important for this to be done in a sensitive and accurate way taking into account all the factors that matter; such as one’s confidentiality, one’s wishes and feelings, any specific requirements or disabilities of individuals, one’s cultural/ ethnic background, the reliability of information given, ensuring that one avoids bias and includes mixed, open and closed recording methods in assessments.…
When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk. When carrying out observations you must take account of the child’s wishes and feelings if a child is upset or wants you to stop then you must stop. Ethnic, cultural and linguistic backgrounds when we asses a child we must take account of their ethnic, cultural and linguistic back ground as these can play important roles in how the children acts and the understanding of the words being used. Disability or specific requirements need to be taken in account when carrying out any assessment /observation or a child can be underestimated and the observation will be unreliable. Reliability of information no one can get an accurate picture of development if the information is not accurate this can harm the child’s development and the underestimating of their potential. With observation we must understand the limitations of each type of observation method. Avoiding bias when observing children we must remain completely objective also having 2 people observing the child at the same time can produce a more accurate account. The best way to avoid a bias objection is to use a mix of methods such as a sticky note to write down the observation and a tick list…
In TMA2 I talk about parental involvement being paramount for this type of assessment to work. Study topic 3 explains that observations should be carried out not only by the practitioners but by everyone involved in the child’s life. Multiple observations helps to assess children in different situations, giving practitioners a broader prospective on each child. I now encourage parents to observe their own children, as sometimes parents can notice changes in their child development quicker than a practitioner.…
Interrater reliability for this assessment has yet to be established, thus it may be more reliable for the same examiner to conduct the assessment the first time, as well as for the re-evaluation of the child. It is recommended that for this assessment the standard scores be used for diagnosis, and raw scores for evaluative purposes to get your best results.…
A childcare setting is preparing for their annual self evaluation activity to ensure that it complies with the requirements of the Early Years Framework.…
Clarke-Stewart, K. In Phillips, D (Ed.). (1987). Quality in child care: What does research tell us? Washington, DC: NAEYC…
The purpose of this study was to conduct observations, using two different methods, on children, between the ages of 4-5, to understand their emotional behaviors in a social and learning environment as well as determining which method of observation was more reliable. There are different methods of conducting observations, but two main ones include naturalistic observation and experimental observation. A naturalistic observation method is when a researcher studies a person or group in their natural environment or setting; the behavior that is observed is one that occurs in a person’s everyday life. In contrast, an experimental observation method is when a researcher is studying a specific behavior in a laboratory-like environment.…
Assessment is the key to instruction and intervention, but according to Salvia, Ysseldyke and Bolt (2007), “reliability is a major consideration in evaluating an assessment procedure” (p. 119). Reliability refers to the stability of a tests’ results over time and test reliability refers to the consistency of scores students would receive on alternate forms of the same test, for example Test form A and Test form B. If a test is reliable then one would expect a student to achieve the same score regardless of when the student completes the assessment, but if it’s not reliable then a students’ score may vary based on factors that are not related to the purpose of the assessment. An assessment is considered reliable when the same results occur regardless of when the assessment occurs or who does the scoring, but a good assessment is not only reliable but minimizes as many factors as possible that could lead to the misinterpretation of the tests’ results.…