Application Child Observation Project Part 4 Developing A Po
Application Child Observation Projectpart 4developing A Portfolio P
Application: Child Observation Project : Part 4 — Developing a Portfolio Plan In your Week 3 Application, you conducted two observations as a part of your Child Observation Project. As you have been learning, the purpose of this project is to help you better understand and develop knowledge and skills related to effective observation and assessment strategies. Therefore, the project does not provide a holistic picture of the development and learning of the child whom you have been focusing your project on. Additionally, observation and assessment knowledge, skills, and data have little meaning in isolation—it is only when they are a part of ongoing assessment that they truly can be used for the intended purposes of supporting development and learning.
Portfolios represent "organized, purposeful compilation of evidence documenting a child's development and learning over time" (McAfee & Leong, 2007, p. 100). Building portfolios requires careful planning that takes into account appropriate expectations for children's learning and development and children's unique developmental patterns and preferences. For this Application, you will have an opportunity to develop a plan for building a portfolio, by describing additional data and related strategies that you would need in order to complete a comprehensive assessment that covers all the developmental areas of one child's development and learning. Note: You will not be collecting the data that you identify in your plan.
Plan Review Pages 97 – 101 of Assessing and Guiding Young Children's Development and Learning, and begin thinking about the required evidence and individualized samples you might include in your portfolio plan. Download and print the form: Portfolio Plan Implement. In the left-hand column, list the following areas of development and learning you will be including in your portfolio plan. These include: Large Muscle Development, Small Muscle Development, Basic Concepts of Mathematics, Science, and Social Studies, Cognitive Development - Thinking, Language Development—Oral Language, Language Development—Literacy Development, Personal-Social Development—Personal Development, Personal-Social Development—Social Development. Note: You can use more than one row for each area of development and learning.
Review Figure 6.1, and identify the types of items that you will select for each area of development and learning. In the right column, indicate your plan for selecting items. Include when items will be selected and who decides what items should go into the portfolio.
Reflect on how developing this Portfolio Plan can enhance your understanding of the child you observed for this project. Consider how implementing the plan might contribute to your ongoing assessment strategies and deepen your knowledge of the child's unique developmental patterns. Think about any additional information or observations that could enrich your understanding beyond what is outlined in your plan.
For this assignment, submit: your Portfolio Plan and a summary of your reflection citing examples from your learning resources to substantiate your ideas and thinking. The assignment length is approximately two pages.
Paper For Above instruction
Application Child Observation Projectpart 4developing A Portfolio P
Introduction
Building a comprehensive portfolio of a child's development and learning necessitates careful planning and ongoing assessment. This strategic approach aligns with best practices in early childhood education, emphasizing the importance of gathering evidence over time to inform understanding and support for each child's unique developmental trajectory (McAfee & Leong, 2007). This paper outlines a detailed plan for creating a portfolio, incorporating various developmental areas, and reflecting on how this process enhances ongoing assessment strategies and deepens knowledge of the child observed in the project.
Portfolio Plan Development
The cornerstone of an effective portfolio is selecting diverse, meaningful samples that accurately represent a child's growth across multiple developmental domains. The plan begins with identifying the key areas of development: large muscle development, small muscle development, basic concepts of mathematics, science, and social studies, cognitive development, language development (both oral and literacy), personal development, and social development. Each area is analyzed to determine the types of items suitable for demonstrating progress, such as photographs, work samples, observation notes, or recordings, guided by the framework of Figure 6.1 (Assessing and Guiding Young Children's Development and Learning).
In constructing the portfolio, decisions regarding which items to include are informed by developmental benchmarks and individualized observations. The selection process is scheduled at regular intervals, such as monthly or after specific activities, and involves collaboration with caregivers or educators to ensure relevance and accuracy. For instance, photographs of fine motor activities could be chosen to illustrate small muscle development, while samples of storytelling or writing could demonstrate literacy progress.
Strategies for Item Selection and Inclusion
To ensure a comprehensive picture, the strategy for selecting portfolio items involves multiple criteria: alignment with developmental goals, diversity of evidence, and the child's interests and strengths. For example, in the area of cognitive development, puzzles completed by the child or problem-solving activities can serve as evidence. For language development, recording a child's spontaneous conversation or story retellings offer rich insights.
The timing of selections is critical; it should coincide with natural developmental milestones or documented skill acquisitions. The decision-making authority primarily rests with the educator or caregiver, with periodic consultation with the child's family to incorporate multiple perspectives. This collaborative approach ensures the portfolio accurately reflects the child's evolving competencies.
Reflection on Implementation and Impact
Developing this portfolio plan enhances my understanding of the child in several ways. It encourages deliberate observation focused on specific developmental domains and prompts me to consider how different data types contribute to a holistic view. Implementing this plan involves ongoing assessment, which aligns with theories emphasizing formative evaluation as central to fostering development (Black & Wiliam, 1998).
Furthermore, the process provides opportunities to notice patterns, strengths, and areas needing support, enriching both formative and summative assessments. It also fosters greater sensitivity to each child's individual learning style, preferences, and interests (Bronfenbrenner, 1979). An additional benefit of an intentionally curated portfolio is that it promotes stronger communication with families, facilitating shared understanding and collaboration in supporting the child's Learning.
Additional insights include recognizing the importance of documenting the child's voice through recordings or self-portraits, which can deepen understanding of their self-concept and social-emotional development. The act of assembling and reflecting on evidence underscores the importance of continuous professional development in assessment literacy, enabling me to foster a child-centered environment effectively.
Conclusion
Creating a detailed portfolio plan is an essential step in implementing effective ongoing assessment that respects individual differences and promotes holistic development. By selecting meaningful evidence systematically and reflecting on its implications, educators can better understand each child's learning journey and tailor their strategies accordingly. This process ultimately supports meaningful, responsive educational experiences and contributes to the holistic development of the child.
References
- Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–148.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
- McAfee, O., & Leong, D. J. (2007). Assessing and guiding young children's development and learning (4th ed.). Pearson.
- Gandini, L., & Shin, M. (2019). Understanding Portfolio-Based Assessment in Early Childhood Education. Early Childhood Research & Practice, 21(2), Article 2.
- National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. NAEYC.
- Merrell, C. (2011). Portfolio Assessment in Early Childhood Education. Journal of Early Childhood Research, 9(1), 21-31.
- Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Essays from the field. Springer.
- Wiggins, G. (1990). The Validity of Authentic Assessments. ERIC Digest.