Most teachers of young children love to observe the students in their classrooms as they work and play together and alone. Which ones are excited about the activities? Who has found a new buddy to play with? Which student stands around and watches? As the days progress, so do the children, growing taller, speaking clearer, showing sparks of creativity they never before revealed. And you are the wonderful witness of it all. Watching children in this spontaneous manner can easily become a most engrossing habit (Beaty, 2010). Today, however, teachers of young children are being asked to do more than merely watch the children. They are being asked to observe the children in their classrooms. They are being asked to do a focused look at each child to gain certain particulars about him or her. This lecture gives an overview of the key elements imperative to observation and assessment of young children’s development (Beaty, 2010).
In this series: 6 Videos | 00:23:30 Total Length
In the first video of the series, Academic Expert Debra Fein introduces the topic of assessing school children in their early childhood years. She explains the differences between formative assessments and summative assessments.
Some of the different (specific) primary types of assessments are identified, as well as some alternative methods. The Child Study movement is introduced.
Perceptions of assessment and how certain groups of people feel toward the assessment of children. Next, items to include in a child's e-Portfolio
Observing the children and developing your own tools for assessment.
Partnerships with colleagues and families, and communicating with these families.
Example forms for use by the teacher and the parent.