31.3: Sources of Information

Where we get our Information

To fully understand a child's development, caregivers need information from many sources: teacher observations, parent reports, samples of work (or pictures of samples), and direct assessment (Snow and Van Hemel 2008). Gathering information from multiple sources informs a balanced view, reduces the chances of underestimating children's abilities, and provides the caregiver a basis for building upon a child's strengths.

Programs should clearly articulate how assessment methods are used to inform decision-making, planning, and program evaluation. Assessment policies and practices should ensure confidentiality and protect the privacy of children and families. Well-understood policies and procedures should also be in place for collaborating with specialized service providers, such as early interventionists. When considering information sources for assessment purposes, employing various methods and tools allows caregivers to regularly and consistently understand and document what children do, both individually and in groups.

Assessment Based on Observation and Documentation

Screening, observations, and frequent documentation are essential methods teachers use for understanding individual children and groups of children. Observations teachers make while interacting with infants inform the assessment process.[1] Documentation provides evidence to support caregivers' assessments of infants and toddlers, and tools such as the DRDP allow caregivers to use ongoing documentation of an infant or toddler's learning on assessments. An observation, photo, or work sample, accompanied by the caregiver's interpretation, can reveal evidence of an infant or toddler's progress. Considering the integrated nature of infant/toddler learning, caregivers can interpret a single piece of documentation through several lenses when completing an assessment instrument such as the DRDP (CDE 2016). For instance, a teacher may note that when she brings out a clean diaper during a diaper change, a child stops moving and points at the diaper until the teacher says the word "diaper," and then the child smiles and makes the sound "di." This observation could be used as the teacher determines whether the child is at the "Acting with Purpose" developmental level of the DRDP's "Communication and Language" measures.[1]

Authentic Assessment

Engaging in authentic assessment means choosing assessment tools that that reflect the everyday, real-life experiences of the young children involved (McAfee, Leong, and Bedrova 2004). Authentic assessment reveals the knowledge and skills of young children as they engage naturally with learning in the program and home settings. For dual language learners who typically use their home language to communicate, authentic assessment must include assessment in their home language and English (State Advisory Council on Early Learning and Care 2013, Paper 5 [Assessment]). When assessment is an ongoing practice, teachers and program administrators can make effective instructional adaptations that build on children's prior knowledge and support new learning for each child.[2]

When using observation as an assessment method, teachers should:

• Observe the behavior of the infants and toddlers throughout the entire day.
• Observe children when they are alone, with peers, family members, and teachers.
• Incorporate observation and assessment processes into daily routines and activities.
• Review assessments tool regularly and keep developmental themes in mind while observing the behavior.
• Hold conversations with toddlers about their experiences and their work. Listen to their thoughts and ideas and ask questions that encourage older toddlers to describe their thinking and problem-solving.
• Study the older toddler's work (projects, drawings, building, etc.) as part of gathering information about their development.
• Find a quiet place and set aside time to reflect on documentation and assessment information.
• Complete periodic assessments of each child using an identified assessment tool/process, and continue the process of observing, documenting, and reflecting.
• Track each child's developmental progress over time.
• Summarize assessment information on individual children in a form that can be easily used for curriculum planning.
• Include family members in the ongoing assessment process.

Collaborating with Families on the Assessment Process

Family members should participate in documenting their children's learning and development; they can review the assessment records with teachers and program leaders and plan learning experiences based on the assessment information. Family members need to be fully informed and aware of the different assessments done in the infant and toddler care setting. Seek information from family members about the child's behavior at home and other places outside the infant and toddler program. Collaborate with family members to clarify differences in observation or interpretation. If caregivers do not speak the child's home language, enlist the support of interpreters or translators who speak the family's language. When meeting with the family, provide concrete examples of the behavior or activity assessed to support understanding and clarity.[1]

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[1] California Department of Education, 2015 Infant/Toddler Curriculum Framework by the California Department of Education is used with Permission

[2] Head Start| Early Childhood Learning & Knowledge Center (Ed.)Child observation: The heart of individualizing responsive care for infants and toddlers. is in the public domain