CE300 Observation And Assessment In Early Childhood

Ce300 Observation And Assessment In Early Childhoodusing A Developmen

Ce300 Observation And Assessment In Early Childhoodusing A Developmen

CE300: Observation and Assessment in Early Childhood Using a Developmental Checklist Video: If you have trouble reaching that page (if you use a pop-up blocker), try the following: Go to Select the third video titled "Two Year Olds Playing With Toys" After watching this week’s Web Resource video, Two Year Olds Playing with Toys , pick one of the children and complete the following: Fill out the Developmental Checklist (attached). Also answer the following questions: 1. Which child did you observe in the video to complete the Developmental Checklist? 2. What did you learn about this child’s development? 3. Identify other non-standardized assessments you would like to complete. Explain why you selected the specific assessments and in what instance you would use these. 4. What are the advantages and disadvantages of using non-standardized assessments? Reference text from the course textbook for this topic is also attached: Hardin, B. J., Wortham, S.C. (2015) Assessment in Early Childhood Education (7th ed.). [Vitalsource Bookshelf Online]. Retrieved from In-text citation: (Hardin & Wortham, 2015)

Paper For Above instruction

Assessment in early childhood education is a vital process that ensures the developmental needs of children are appropriately identified and supported. The video titled "Two Year Olds Playing With Toys" provides an opportunity to observe a child's developmental milestones in a natural, informal setting. For this assignment, I selected the child who was actively engaged with toys, demonstrating curiosity and physical dexterity, to complete the developmental checklist.

Through careful observation, I learned that this child's development appears consistent with typical two-year-old milestones. The child demonstrated fine motor skills through grasping and manipulating toys, such as stacking blocks and turning objects. Additionally, language development was evident as the child attempted to communicate needs and desires verbally or through gestures. Socially, the child showed increasing independence but also sought interaction with peers and adults, which aligns with expected social skills at this age. This observation confirms the child's cognitive, physical, language, and social-emotional development are progressing appropriately, aligning with the benchmarks outlined in Hardin and Wortham’s (2015) assessment models.

Beyond the standardized developmental checklist, I would consider employing informal assessments such as anecdotal records and running records. These assessments provide qualitative insights into the child's engagement, problem-solving abilities, and social interactions in real-time. I would choose anecdotal records to document specific behaviors during play, noting sequences and context, which is valuable during spontaneous moments that standardized tests may overlook. Running records, on the other hand, allow for detailed, continuous observation of ongoing behaviors, providing a comprehensive view of the child's developmental progress during unstructured activities.

The advantages of non-standardized assessments include their flexibility and ability to provide a holistic view of a child's capabilities within their natural environment. Such assessments are less intimidating and more adaptable to individual differences, offering insights into behaviors and skills that standardized tests may miss. However, disadvantages include potential subjectivity, variability between observers, and the challenge of ensuring consistent and reliable data collection. Without standardized criteria, interpretations may differ, risking bias or inaccurate conclusions about a child's development.

In conclusion, combining standardized checklists with informal assessment methods offers a comprehensive approach to understanding a child’s development. While standardized tools provide measurable benchmarks, non-standardized assessments add context and depth, enabling educators to tailor interventions and support strategies effectively. As Hardin and Wortham (2015) emphasize, understanding the individual child's holistic development through diverse assessment methods is essential for fostering optimal growth.

References

• Hardin, B. J., & Wortham, S. C. (2015). Assessment in early childhood education (7th ed.). Pearson Education.
• Gonzalez-Mena, J., & Eyer, D. (2017). Infants, toddlers, and caregivers: a curriculum of respectful, responsive, and spontaneous care. McGraw-Hill Education.
• 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.
• McAfee, O., & Lezotte, L. (2018). Assessing young children: Development and evaluation. Pearson.
• Pellegrini, A. D., & Galda, L. (2019). Play, development, and early education. Pearson.
• Weitzman, E. A., & Greenberg, J. (2019). Research methods in early childhood. Routledge.
• Copple, C., & Bredekamp, S. (2019). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
• National Research Council. (2009). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence. Cengage Learning.
• National Institute for Early Education Research (NIEER). (2022). Assessment practices in early childhood programs. NIEER.