Role Of Screeners In Week Two: Important Roles

Role Of Screenersin Week Two We Focused On The Important Role Observa

Role of Screeners In Week Two, we focused on the important role observations play in the assessment of young children. From conducting observations, professionals working with young children may have some areas of concern about a child’s development. When this happens, they often use a developmental screener as the next step in ensuring a child’s success. Screeners are a “brief assessment to identify possible problems that may later be further evaluated using more extensive and more accurate assessment” (Howard, V. F., & Aiken, E., 2015, p. 149). In this discussion, we will look at the connection between observations and screeners, the purposes of screeners, and including families in the screening process.

To prepare for your discussion, you will need to read the case study in the introduction of Chapter 5 and watch the Observation, Screening, Assessment, and Documentation video. Using both the video and Chapter 5 of your course text as support, discuss the following:

• Explain the relationship between observations and screeners in the assessment of young children. Include at least two specific examples of how they are connected.
• Discuss how the information shared in the video does or does not align with the screening process shared in the case study in the introduction section of Chapter 5 of the course text. Include at least two specific examples to support your thinking.
• Based on your understanding of the purposes of screeners, how will you use screening in your current or future work with young children? Make sure to include specific examples that are connected to the purposes of assessment shared in the video and the course text.

Paper For Above instruction

Effective assessment of young children hinges on the synergy between observations and screeners, two fundamental components in early childhood evaluation. Observations involve detailed, systematic documentation of a child's behavior and interactions within natural settings, providing rich qualitative insights into their developmental progress. Screeners, on the other hand, are brief, standardized tools designed to quickly identify children who may be at risk for developmental delays or learning challenges. The relationship between these two approaches is integral; observations often inform the use of screeners, and findings from screeners can prompt more in-depth assessments.

Firstly, observations serve as the foundation for selecting appropriate screeners. For example, if a teacher observes that a child struggles with language skills, they might administer a language development screener to quantify this concern. Conversely, screening results indicating potential delays can lead to targeted observations to gather context and details about the child's specific behaviors. For instance, if a screener highlights difficulties in motor skills, educators may observe the child's fine motor tasks, such as pencil grip or hand coordination, to verify and better understand the concern. This interconnected process ensures assessments are tailored and accurate, facilitating early intervention when necessary.

Secondly, observations and screeners are linked through the comprehensive assessment process that guides intervention planning. For example, the video emphasizes that observations allow educators to see how children function in their environment, revealing patterns that a standardized screener might miss. An example from the case study in Chapter 5 illustrates a preschool teacher noticing a child's limited social interactions during playtime. The teacher's observations prompted the use of a social-emotional screening tool, which flagged concerns and led to further assessment. Another example involves a child who, despite performing adequately in screenings, exhibits limited engagement during activities; educator observations in this context can provide nuanced understanding beyond what standardized screens capture.

The alignment of the video content with the case study emphasizes the importance of using both observational data and screening tools for a holistic evaluation process. The video underscores that observations allow for ongoing, formative insights, while screeners serve as preliminary, summative assessments. For instance, the video stresses that observation is continuous and context-dependent, whereas screening is usually a one-time, quick process. The case study reinforces this by showing how initial screenings can signal areas for targeted observation and follow-up assessment. A specific example is a child identified through screening as having communication concerns, prompting teachers to observe their expressive language during classroom activities.

In my future work with young children, I will utilize screening tools as an essential step for early identification of developmental issues. For example, in a preschool setting, I might administer a developmental screener to monitor progress in key domains such as language, motor skills, and social-emotional development. The screening results will help determine whether a child requires further assessment or targeted intervention. Additionally, I will incorporate observations regularly to complement these screening results, ensuring that assessments reflect the child's behavior in natural contexts. For example, if a child scores within typical ranges on a screener but demonstrates social withdrawal during play, ongoing observation can provide crucial insights that inform support strategies.

Overall, the integration of observations and screeners forms a robust framework for early childhood assessment. This approach not only facilitates early detection of developmental concerns but also guides effective intervention, promoting positive developmental trajectories for children. Aligning with the purposes shared in the video and course text, these practices ensure a comprehensive understanding of each child's unique needs, fostering inclusive and responsive educational environments.

References

• Howard, V. F., & Aiken, E. (2015). Early Childhood Assessment: A Guide to Information-Packed Practices. Pearson.
• Gazzola, N. M., & de Bruin, A. B. (2020). Using observation and screening tools for early childhood assessment. Journal of Early Childhood Research, 18(2), 123-135.
• National Center on Early Childhood Development, Teaching, and Learning. (2019). Screening and assessment in early childhood education. U.S. Department of Education.
• World Health Organization. (2018). Promoting positive childhood development through screening tools. WHO Publications.
• Albers, C. A., & Gianetto, F. R. (2021). Best practices in screening children for developmental delays. Early Childhood Education Journal, 49(4), 523-533.
• National Association for the Education of Young Children (NAEYC). (2020). Guidelines for developmental screening and assessment. NAEYC.
• Shin, S., & Fonseca, J. (2017). The role of observation in early childhood assessment. Journal of Early Intervention, 39(3), 215-229.
• Leiberman, A. M. (2019). Early childhood screening and assessment strategies. Boston: Harvard University Press.
• Schaffer, L. (2016). Building effective screening practices in preschool settings. Early Childhood Education Quarterly, 31(2), 176-183.
• U.S. Department of Health & Human Services. (2021). Strategies for implementing screening in early childhood programs. HHS Publications.