2 ECE DISCUSSIONS - DUE IN 16 HOURS
Three important characteristics of effective program assessment practices include: defining quality as a continuum rather than a finish line, creating a program assessment process that looks at the entire program (including administrative functions), and including the input of all stakeholders in the program assessment process.
In this discussion forum, you will focus on defining quality as a continuum rather than a finish line. This means, as the director, you should constantly be improving your program and facility. Based on your completed philosophy and vision statements from Week 1, Discussion 1, describe what this assessment characteristic will mean to you and your center. Be sure to specify the age group you will focus on (infants, toddlers, or preschoolers).
Include the following:
a. State the philosophy and vision of your center (including a short description).
b. Name the assessment characteristic and give a short description of what it means to you as the director.
c. Explain how this characteristic will be applied to your chosen program (including the steps you will take to ensure that continuous quality is comprehensively included in your assessment plan).
d. Describe your next steps. Explain the direction you would like your center to take to ensure continuous improvement.
Below is week 1 Discussion 1:
A non-profit organization whose aim is to ensure that young children are physically, emotionally and spiritually equipped so that they can grow to be strong and resourceful people in the society. We strive to ensure children get the best childhood experiences by making learning fun and interesting.
The organization was opened in May 2018 to provide an environment where young children would be instilled values at a tender age in preparation for their future. We are also working towards identifying children talents and growing them. This will be achieved through holding talent shows and games open days where both parents and their young ones will participate. Our teachers have also gone through severe training on how to handle children and ensure they bring out the best in them.
To raise a talented, hardworking and respectful generation by knowing, understanding and empowering every child.
Developmentally Appropriate Assessment [WLOs: 1, 2] [CLOs: 1, 2, 3]
According to Jaruszewicz (2019), a primary goal of a developmentally appropriate approach to assessment is to inform practices so that the curriculum you implement matches the developmental needs and interests of the children in your classroom. As part of our ability to effectively assess and utilize those assessments, it is important to remember that informal assessments are a key part of the assessment process in early childhood education. Informal assessments must match our curriculum goals, should actively involve children and families, focus on change and growth over time, and happen in real time in the classroom or care setting (Jaruszewicz, 2019). According to NAEYC’s guidelines for developmentally appropriate practices (2009), the job of an early childhood educator has five connected components, as illustrated in the following image:
To prepare for this discussion,
· Read Chapters 5 and 12 in your course text.
· Read the resource Early Childhood Assessment (Links to an external site.)Links to an external site..
· Review the Week 3 Instructor Guidance
· Review the several commonly used informal assessments noted in Table 12.3 of the course text.
For your initial post,
· Select one informal assessment from Table 12.3 of the text.
· Discuss why you feel it is an effective form of assessment to use in your future role as an educator.
· As an educator, imagine you have just administered the assessment. Describe how specifically you will use this measurement to make instructional decisions about curriculum. Support your choices with the course text.
· Explain how you will share the assessment results with families considering the following:
o How you will communicate with them (e.g., email, phone call, etc.).
o How you will explain the results.
o The ways your approach is inclusive of family, culture and individual differences.
Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 5: Curriculum as a Collaboration With Families and the Community
· Chapter 12: Evaluation and Assessment of Learning and Programs
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Links to an external site.)Links to an external site.. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf
· This article outlines NAEYC’s stance on developmentally appropriate practices with young children, including the guidelines for developmentally appropriate practice, and will assist you in your Developmentally Appropriate Assessment discussion this week.
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Resources for Early Learning. (n.d.). Early childhood assessment (Links to an external site.)Links to an external site.. Retrieved from http://resourcesforearlylearning.org/fm/early-childhood-assessment/ (Links to an external site.)Links to an external site.
· This webpage provides information on assessment in early childhood education, including the types of assessments used and why assessment is important. This resource will assist you with your Developmentally Appropriate Assessment discussion this week.
Accessibility Statement does not exist.
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