Entry To School As Measured By Baseline Assessment

3. Assessment of Literacy Development in Early Childhood is a research that was conducted by Johnson, Peter H, and Rogers, Rebecca. Both authors highly believe in assessing literacy development, since it is a huge aspect in students’ literacy development. Both authors state, “Most literacy assessment occurs in the school years because, at least in most Western countries, literacy learning is considered the responsibility of the school, though when school literacy instruction actually begins…In the United States, since the thirties, literacy-related assessment has occurred in the early years of schooling because of beliefs about the relationship between learning and development” (pg. 1).

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

There is a general consensus that a life course approach to preventing mental disorders is the most effective policy that recognizes that there are key developmental stages and transition points, healthy start in the early years is of foundational importance. The following sub-sections deal with evidence-based early childhood programs widely practiced in countries.

158-159). “In reviewing the literature, the focus was on identifying the impact of parental mental health, the associated risks, the difficulties with the interface working, and proposed solutions” (Duffy et al., 2010, p. 159). Some of concerns expressed for the program to be effective were how mental health and child care services work together, communication between the two, role clarity, and the outcome hoped to be achieved by the development of this program was to provide holistic interventions which could not be provided by just one agency, earlier intervention which was more effective, to decrease staff stress, and to obtain a better outcome for the families involved (Duffy et al.,

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

Early Childhood Mental Health is focused on how a child develops socially and emotionally. It is imperative to know how an infant and child are expected to develop in order to diagnose problems. Mental Health plays a major role in all humans’ lives especially infants and children the sooner you can correct the problem the better. It gives the infant/ child a chance to live a better life. Organizations such as Zero to Three and World Association for Infants Mental Health support infants and children with Mental Illnesses. United Ability and The Bell Center which is are Early Intervention Center located in Birmingham, AL also supports infants and children with Mental Illnesses.

In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.

In the first three years of primary school, educators are required to use a number of assessment categories to assist them to evaluate and monitor children’s progress. This allows educators to understand where students are in their learning (School curriculum and standards authority [SCASA], 2014). The purpose of these assessments is to gather and analyse information about children from a large range of contexts, including written, pictorial, audio as well as children’s interactions with others, including their families and communities, this can be known as pedagogical documentation (Arthur, Beecher, Death, Dockett, & Farmer, 2015). Assessment purposes and assessment principles allow for educators to guarantee that a student’s achievement is measured in a meaningful way using the

This Thematic Unit integrates assessment consistently into instruction by establishing clear criteria and develops strategies for assessment that help students in their understanding of what they know and can do in light of their school experiences. I have included a variety of individual and group assessments in which the variety of information provided by the data of these assessments will help to inform future teaching. Students are assisted and supported in monitoring their own work and growth in their speaking, listening, writing,

It is becoming more recognized and well- known around the world that the mental well-being of one’s parents largely affects the development and or the emotional and mental states of oneself. Research is becoming much more widespread and researchers could make important recommendations on how to intervene in the lives of children with parents suffering from mental illness to best prevent harm to their health and well-being as they grow. It has been found that the most common mental illnesses among people of child-bearing age are anxiety, depression, and eating disorders. Most policy however deals with the care of children whose parents must be hospitalized due to their conditions. Much of the current research though aims to show that even those which do not require extreme medical intervention can impact children physically, emotionally, socially, cognitively, etcetera.

“The category of language tests for preschool children is very important because many children are at risk for school readiness because they have language deficits or their first language is not English.” (p.62) I agree with this quote. If a child is delayed in language skills it can cause frustration and miscommunication about what

Pre-adolescence is a crucial stage in a child’s life because it is during this stage that kids can learn the coping mechanism that can prevent complications later on in life (Britton et al., 2014). Some children and adolescents may not have the opportunity to seek proper mental health care during their childhood. This may be due to parents overworking or simply not being able to afford quality mental health care services (Bucci et al., 2016). However, schools can serve children and adolescents as a

The years before kindergarten are among the most crucial time in a young child’s life to learn. School readiness, a multidimensional concept, has the ability to convey advantages in academic success in school. Children who enter school with early skills in math and reading tend to have more academic success, attain higher levels of education, and have a higher chance of securing employment (1). Their ability to recognize letters, read words in a book, write their own name, and count numbers are all factors that display early literacy and cognitive development, and in the past years, the number of young children with these qualities has increased over time. During the beginning years of a child's life, whether it’s from socioeconomics, ethnicity, daycare, or all of them combined, multiple factors influence a child’s readiness for school.

At present, the five-year ambition to introduce early intervention services through psychological therapies remain encouraged by policy-makers, in the belief that the more awareness for the project at a local scale, will help reduce “the stigma and discrimination that surrounds mental health” (Gov.uk, 2015) and encourage more people to speak out and seek the medical support they need. (Gov.uk, 2015). The NHS programme runs through the partnership of Child & Adolescent Mental Health Services (CAMHS) to actively focus on the needs of children and young people by offering assessment and treatment for those who may suffer from emotional, behavioural, or mental health difficulties.

How much each child has improved over time, gives the educators an opportunity to recognize what modifications are needed to improve the student’s achievement. e.g. if a child knows the uppercase and lowercase alphabets very well then the teacher can move on to sounds of the alphabet. On the other hand if the child is struggling to identify the alphabets then the teacher has to come up with alternate ideas to modify her lesson plans. The school carries out assessment twice a year. The mid year and end of the year assessment shows that the expectations from the kindergarteners are slowly raised keeping in mind the consistency of the curriculum and the objectives. An end of the year assessment clearly shows the child’s expected familiarity and independency in the subject.