Early Childhood Analysis

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

Assessment frameworks are the way in which a child is assessed to see whether they have any particular needs, what they are and how we can help them be met. It is useful in deciding whether a child has reached expected milestones. Assessment frameworks may be summative or formative. Formative assessments are used to check progress and helps us to consider learning opportunities needed to progress. The ongoing observations we do of children are formative assessments. They inform the next steps of the childs learning. Summative assessment provides staff with information about the attainment of knowledge and is usually measured against a benchmark or standard. For example, the EYFS assessment which is done toward the end of the reception year. This “sums up” all the different information from

As a practitioner our main responsibility is to monitor and assess children’s learning and development so

As an Early childhood, Educator. I am required to administer a developmental screening to all students within 45 calendar of enrollment. When I was doing my observation for the course ECE 221. I could see in the pre-school class, how the teacher was assessing, a three-year-old child using” The Early Screening Inventory-Revised”. To start with this assessment,

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.

National Forum on Early Childhood Program Evaluation (2007). Early Childhood Program Evaluations: A Decision-Maker’s Guide. Retrieved on April 23, 2017, from http://www.developingchild.harvard.edu

Assessment is so important for education because it is, “…crucial for helping people learn. Assessment should mirror good instruction; happen continuously as part of instruction; and provide information about the levels

The early childhood are the most vital time for learning, therefore observations, assessments, planning and evaluation are an important part of the curriculum for children’s

Assessment is needed to determine if a program is a quality-learning environment. The learning environment plays an important role in the development of children. Early childhood classrooms should be set up to promote learning. “Arrangement of space into clearly defined places to play using visible boundaries to separate play areas, helps children to focus on the play materials in each area and promotes complex play and interactions with peers” (Doctoroff, p. 105). A quality classroom environment positively impact children. Classrooms that are separate play areas communicate what activity occurs in each area. Materials matter too. Each area should provide different materials to enhance their development. Materials furnished should encourage all types of play (e.g., functional, constructive, dramatic, games, solitary, parallel, and group) and all aspects of development in young children (e.g., motor skills, social competence, cognitive abilities, creativy, language skills, literacy) (Doctoroff, p.106). In order to assure the children are in a quality-learning program educators can choose from the following assessment tools for classroom

This written document will discuss assessments within the early year’s foundation stage which I believe to have the potential of creating positive outcomes for children and families in a mainstream primary school where I am currently a teaching assistant. Throughout, I will make reference to “reception children” which covers ages four and five of the EYFS. I aim to justify this element of practice using a combination of literature and reflective experiences to evaluate how this practice contributes to quality outcomes. I aim to develop an action plan (appendix 1) that supports the improvement of assessment at Foundation stage level and critically and reflectively discuss the role and style of leadership that may be required to overcome any

Think about your early childhood education (or your child’s early education), was it flexible to suit individual learning experiences or were children required to conform to the teacher’s methods of teaching? If you answered the latter, do you think the former would improve the quality of education? The initial years of education are crucial to learning, development and growth, during these first years children’s experiences shape their learning methods and they are able to learn rapidly, for this, early childhood educators must use teaching methods that are suitable for each child. Teachers must consider the attitude they bring to the classroom; how it affects children’s learning and the value, of the information and knowledge that

In the early childhood field teachers do not use the traditional A to F grading system to provide a valid measure of where the students are at. When meeting with parent about the progress of their student educational progress, teachers provide work samples from a portfolio. Within the portfolio there are pictures of the student completing projects and participating in classroom activities, weekly writing samples, several self-portraits drawn throughout the year, formal assessments done on mathematical concepts and letter knowledge, dictated stories with drawings and cutting samples. Parents also have access to teacher observations. During the conference the teacher and parent discusses where the child is developmentally, emotionally, cognitively and physically in relation to their educational progress based upon the material in the portfolio and teacher observations.

I, David Duru, was born in Bakersfield, CA on August 1, 2003 to Sophia and Bartholomew Duru. I was named after my doctor. In the family there are four boys and no girls. When I was born, I lived by Silver Creek and Suburu Elementary. Then I moved to a different house in the Mayfair Community when I was about five years old. I’m still living in it today.

The findings in the article are very interesting and realistic based on my experience working with children. The part of the article that surprise me was the study where literacy experts found that early vocabulary impact comprehension in the later grade. It is appauling how studies revealed that, but realistically of we think about it. When we are reading, if we know the words, we will undertsnad what the sentence menat. However if we do not we would be struggling as to what the text is saying. Therefore having the children enruiche diwth vocabulary at a young age will make decoding and comprehension easier for them because

My experience in this online class has really been inspirational! I gained a lot of knowledge about education and not only how students should conduct themselves but teachers. I have come across some teachers who had become fed up or disappointed in the students in the class room and allowed it to get to them and then they conducted their behavior poorly. I can understand the student to teacher ratio could be overwhelming but as a professional educators should not be brought out of character. Having the necessary tools available today should assist teachers in a more professional environment for themselves and their students.