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3.5: Conclusion and References

  • Page ID
    42523
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    An intentional teacher is a skilled and thoughtful observer. With each observation, whether a running record, anecdotal note, video recording, checklist, frequency counts, learning story or work sample, they are watching and listening, and considering what do I know about this child, and how can I best support this child ? As teachers gather and organize their observation data, they begin to see each child for who they are as an individual, and as a member of the classroom community. With that information, intentional teachers can set realistic expectations of what children can do. Ideally, teachers will utilize the documented data to develop developmentally appropriate activities and to create an interesting and stimulating learning environment that is designed to promote play, socialization, growth and development. Now that you have been introduced to some of the tools and techniques that are used to gather information and document a child’s development, in the next chapter, you will delve deeper to review the concepts of typical development and atypical development, and you will learn about some additional tools that can be used to track a child’s development. [33]

    References

    Bentzen (2009), Seeing Young Children: A Guide to Observing and Recording Behavior. Thomson Delmar Learning, Clifton Park, NY

    CDE. (2015). California Preschool Program Guidelines. Retrieved from https://www.cde.ca.gov/sp/cd/re/documents/preschoolproggdlns2015.pdf

    CDE (2006). Desired Results Developmental Profile. Retrieved from https://www.researchconnections.org/files/meetings/ccprc/2006-04/14/CaliforniaDRDPPreschool_Instruments.pdf

    Chelsea, Wright. (2015). Using Frequency Counts to Look at Emotional Development. Retrieved from https://prezi.com/gqxjbtu-75qq/using-frequency-counts-to-look-at-emotional-development/

    Child Care Initiative Project. (2018). Observation, Screening, Assessment, & Documentation. Retrieved from https://d3n8a8pro7vhmx.cloudfront.net/rrnetwork/pages/1365/attachments/original/1518049788/OSAD_Module_Feb_2018_ppt_coming_soon.pdf?1518049788

    Complex Needs. (n.d.) Observational Methods. Retrieved from http://complexneeds.org.uk/modules/Module-2.4-Assessment-monitoring-and-evaluation/All/downloads/m08p110b/observational_methods.pdf

    Gundlach, M. (2020). Strengths and Weaknesses of Informal Assessments: Find Out What Works. Retrieved from https://www.brighthubeducation.com/student-assessment-tools/99770-strengths-and-weaknesses-of-informal-assessments/

    Head Start ECLKC. (2018). Child Screening & Assessment. Retrieved from https://eclkc.ohs.acf.hhs.gov/child-screening-assessment/learning-assessment-lfa-toolkit/guided-practices

    Michigan State University. (n.d.). Methods of Observing Young Children. Retrieved from https://msu.edu/~mandrews/mary/obs__methods.htm

    Modesto Junior College. (n.d.). Observing, Recording, and Reporting Children’s Development. Retrieved from http://laffranchinid.faculty.mjc.edu/Ch5.pdf

    National Academies of Sciences, Engineering, and Medicine. (2020). Child Development and Early Learning. Retrieved from https://www.nap.edu/read/19401/chapter/8

    Neaum, S. (2016). Observing and assessing children’s learning and development. Retrieved from http://study.sagepub.com/sites/default/files/Neaum%2C%20S.%20%282016%29%20Observing%20and%20Assessing%20Children%27s%20Learning%20and%20Development.%20London%2C%20Sage._.pdf

    Riley-Ayers, S., Stevenson-Garcia, J., Frede, E. (n.d.). Now What? Using those “anecdotals” for intentional teaching. Retrieved from http://nieer.org/wp-content/uploads/2016/08/Using_Anecdotals_for_Intentional_Teaching.pdf

    US Office of Special Educational Programs. (n.d.). Behavioral Assessment: Frequency and Interval Recording. https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Frequency_and_Interval_Recording.pdf

    Venpakal, P. (n.d.). Tools & Techniques for Classroom Assessment. Retrieved from https://www.academia.edu/27158440/TOOLS_and_TECHNIQUES_FOR_CLASSROOM_ASSESSMENT




    3.5: Conclusion and References is shared under a CC BY license and was authored, remixed, and/or curated by Gina Peterson and Emily Elam.