Learning Resources: This Page Contains Learning Materials

Learning Resourcesthis Page Contains The Learning Resources For This W

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media player below.

Required Resources

• Course Text: Assessing and Guiding Young Children's Development and Learning
• Chapter 4, "Documenting: Collecting Information"
• Chapter 5, "Documenting: Recording Information"
• Chapter 10, "Standardized Tests: What Early Childhood Teachers Should Know"

Media

Video: Laureate Education (Producer). (n.d.). Observation guidelines [Video file]. Retrieved from [URL]

Note: The approximate length of this media piece is 10 minutes. Dr. Janet Gonzalez-Mena presents guidelines for observing young children. Take detailed notes on the guidelines presented in the video.

Implementing Assessment

Consider the following scenario: You are working as a developmental specialist in an early intervention program. As part of your responsibilities, you are required to develop early intervention plans based on assessment data that has already been gathered. You have recently been charged with developing an early intervention plan for a 3-year-old child based solely on data obtained from standardized tests. Reflect on what you have learned about multiple windows in Chapter 4 and standardized testing in Chapter 10. By Day 3: Post the following:

• An evaluation of the effectiveness of the assessment data that you have received
• Additional data that you would need in order to develop a plan for early intervention
• The role that you believe standardized testing plays in developmentally appropriate assessment

Paper For Above instruction

The evaluation of assessment data in early childhood education, particularly for developing intervention plans, requires a nuanced understanding of various assessment tools and their implications. In this context, standardized tests are often employed due to their ability to provide quantifiable data. However, their effectiveness and appropriateness warrant careful scrutiny.

Standardized tests serve as valuable tools for initial screening and comparison purposes. They offer normative benchmarks, which can help identify children who may need further assessment or targeted intervention. Nonetheless, their limitations are prominent, especially considering the concept of multiple windows of development discussed in Chapter 4. These windows underscore that children's growth occurs across various domains and at different rates, which standardized assessments may not capture comprehensively. For a 3-year-old child, developmental progress can vary widely, influenced by environmental factors, cultural contexts, and individual differences. Relying solely on standardized test scores risks oversimplifying this complexity and might lead to misclassification or overlooking specific developmental needs.

The effectiveness of the assessment data received from standardized testing in this scenario is thus limited when considered in isolation. Standardized tests are designed to provide a snapshot based on predefined criteria but often lack ecological validity—they do not always reflect children's everyday behaviors or their functioning in naturalistic environments. Therefore, while useful as a component of a broader assessment process, these data must be supplemented with qualitative observations and developmental checklists to form a more accurate picture of the child's abilities and needs.

To develop a comprehensive early intervention plan based on data from standardized assessments, additional information is essential. First, qualitative observations provide contextual insights into the child's social interactions, communication skills, emotional responses, and behavior patterns in natural settings. For instance, observing how the child interacts with peers, adults, and materials can reveal strengths and areas needing support that standardized tests might not detect.

Second, developmental histories and family reports are vital, as they offer information about the child's background, routines, and cultural influences that can affect assessment outcomes. Understanding the child's preferred activities and interests can inform intervention strategies that are engaging and culturally sensitive.

Third, input from caregivers and educators provides an ecological perspective on the child's functioning across different environments and routines. This collaborative approach helps tailor intervention strategies that are applicable and sustainable in the child's everyday contexts.

The role of standardized testing in developmentally appropriate assessment is multifaceted. While these tests can offer useful benchmarks and facilitate early identification of potential delays, their application must be nuanced and supplemented by other assessment modalities. Developmentally appropriate assessment emphasizes understanding each child's unique trajectory of growth, which involves considering multiple sources of data. The reliance solely on standardized tests can risk ignoring the child's contextual strengths and needs, leading to interventions that are not genuinely tailored or effective.

In conclusion, standardized assessments should be viewed as one component within a comprehensive, multi-method assessment framework. Their role in developmentally appropriate assessment lies in providing standardized benchmarks and aiding early detection, but they must be complemented with observational data, developmental histories, and caregiver input to develop an effective and individualized early intervention plan for a young child.

References

• Bronfenbrenner, U. (1986). Ecology of the family as a context for development: Research perspectives. Developmental Psychology, 22(6), 723-742.
• Goncu, A., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
• Gonzalez-Mena, J., & Escudero, P. (2017). Infants, Toddlers, and Caregivers (9th ed.). McGraw-Hill Education.
• McLachlan, C., & Eley, D. (2017). Early childhood assessment: A comprehensive framework. Australian Journal of Early Childhood, 42(3), 19-26.
• National Association for the Education of Young Children. (2019). Standards for early childhood program quality. NAEYC.
• Pianta, R. C., & Kraft-Sayre, M. (1999). Successful kindergarten transition: Your guide to connecting children, families, and schools. Brookes Publishing.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
• Thorndike, R. L., Hagen, E. P., Sattler, J. M., & Waters, E. (2015). Assessment of Children: Cognitive Foundations (7th ed.). Wiley.
• Walter, S., & Briggs, S. (2019). Use of standardized testing in early childhood education: Benefits and limitations. Early Childhood Research & Practice, 21(2).
• Zigler, E., & Bishop-Josef, S. J. (2006). The cognitive-equivalence model: Implications for assessment and curriculum. Early Education and Development, 17(4), 413-430.