and stresses individuality (Belinda & Nestlerode, 2009). The term Practice Appropriate has been suggested as the new term and this approach has a more integrated approach to curriculum. Providing an analysis of children's diverse cultural and linguistic contexts include cultural identity and communication and language.
Cultural Identity
Children's ethnic identities are related to self-esteem, optimism, and levels of depression (Roberts, Phinney, Masses, Chen, Roberts, & Romero, 1999). Bias develops very early in young children and through participation in all everyday activities of play, children absorb messages regarding their identity and value. Children are encouraged to develop empathy, recognize and resist discrimination, accept and advocate
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We cannot make educational decisions for children and young learners without this knowledge and research shows that child development indicated that teacher and caregivers are powerful influences on young children and their development. When trained correctly teachers can buffer a child's experience. We must be committed and responsive, not overwhelmed by too many children in a classroom, or too little pay, or by too few opportunities in which to learn your profession. We also seem to have forgotten about the learning style of the children in the pressure of academic achievement. One thing most forgotten is when teachers proclaim how children are like sponges, many forget that they are still just children and do not have an adult learning capability yet. When this is realized by administration, you will notice that a course of "dumping" begins. Dumping is where a lot of third grade curriculum suddenly finds itself in the second grade content, while what was in second has been dumped into first. In some school districts this practice is called the "academic bump". A good indication of a school using the academic bump will show up in the over use of worksheets, number facts, whole group teaching. What goes out is story reading, dictation, block play and good old fashioned conversation …show more content…
It is the measurement of what students are learning. Achievement is defined by how well they can master certain skills. Assessments provide objective and subjective data in order to see student progress and mastery of skills (Ronan, 2015). Most educators select a valid, research-based assessment tool that ensures all areas are being assessed and that objective and reliable results are being produced that are shareable with parents, staff members, administrators and state. Assessments can include criterion-based testing, norm-referenced testing, or a combination of those. Observational assessment is an informal technique of watching your students to identify strengths and weaknesses, behaviors and cognitive strategies (Scholastic, 2000). Observations help determine which students need additional support and how to adjust instruction to encourage better learning. They help to guide and record teacher observations as certain tasks are performed. Student checklists can be used by students for self-assessments. They develop their own list of qualities to judge for their own work. Students who learn to monitor their own progress and judge their own efforts will strive to improve (Witt, Elliot, Kramer,
Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met.
In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by
Children are now growing up in a time when the cultural and ethnic structure of our country is quickly changing and in some areas groups of people who were formally considered as the ‘ethnic’ minority make up the majority of the population.
Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education have developed their knowledge, understanding and skills.
Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
The scope of this paper will be to compare the different roles that early childhood educators have in supporting the artistic development of children. The theorists Jean Piaget and Lev Vygotsky and their respective beliefs regarding the instructional practice of early childhood educators will be examined and critiqued. Additionally, this paper will explore what these theorists believe to be the most effective way to teach the visual arts to young children and what role the early childhood educator plays in supporting their development. In a discussion of Piaget, the constructivist theory will be explained and connected to the visual arts education. The socio-cultural theory and social development theory will be closely examined when
Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:
Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.
For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual
Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education
Assessment provides information to support the planning of effective learning experiences. By assessing my students I will understand better what they know and can do, so I can further extend their learning where they are already accomplished or I can support the areas which need work. Assessment is also useful as a diagnostic tool (McConney 2015 pp1) when it comes to learning problems and also giftedness in students, so that they can then be better provided for.
Although this is primarily for younger children this idea can be used straight through life-long learning. Assessment enables the teacher to see what objectives have been met and what still needs to be addressed. This is often called formative assessment or assessment for learning. ‘Assessment for Learning is the process of seeking and interpreting evidence for use by learners ad their teachers to decide where the learners are in their learning, where they need to go and how best to go there’ (Assessment Reform Group, 2002).
Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals
Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.
Through the research of scholarly articles and publications, it has been found that the intersection of the racial and ethnic identity of an individual both shapes and affects their personal growth and development in childhood and adolescence (Rivas-Drake, et al.). According to French, et al., this has been a more recent conversation with racial preference being researched in the 1940’s and 1950’s using dolls, and research involving the ethnic identity of children, under the age of 10, beginning only in the early 1990’s (2). Furthermore, earlier data involved mostly African American adolescents and focused on their negative experiences and internalization of racism rather than positive