ECE 430 Week 4 Discussion 2

HYPERLINK “javascript:toggle(8000028176207,true);” Week 4 Discussion 2 Heading 3 6/19/2015 7:33:14 PM
For this discussion I choose to use Heading 3: Should there be a form of on-going informal assessment at the infant/toddler levels?As a caregiver for infants/toddlers I would say that it is very important to have on-going informal assessments for all the children in your care. I feel that this is important because informal assessments help me as a caregiver to better know my children and also to have proof of my children’s change in behavior when something is changing in their lives. According to our text, informal assessments provide good ways to engage in formative assessment so that instruction can be altered for better learning experiences (Krogh, 2013). This means that doing informal assessments will help me to make a better lesson plan for my class because I am going off of what I have observed my children do, what they enjoy doing and what they do not enjoys doing; it even helps me to see if a child of mine needs help to better a developmental skill that they may need more practice with. According to the text, one informal method should not only be used because it could be used the wrong way and the assessment will not be correct; for example observation methods may be biased based on the observer’s opinion of a child, checklists might lead to less bias, but they can also leave out important behaviors to look for (Krogh, 2013). As a caregiver I would say that the best kind of assessment would be the conferences with the parents because you both can share information about what the child is doing, while they are in the care of the daycare and the parents can share what the child does at home. Then you can both share information on what it is that you think this particular child needs to work on to better help them developmentally and when you and the parents work together you will more than likely get the results that you want to see in the child.Resources:Krogh, S. (2013). A bridge to the classroom and early care: ECE capstone. San Diego, CA: Bridgepoint Education, Inc.

HYPERLINK “javascript:toggle(8000028176207,true);” Week 4 Discussion 2 Heading 3 6/19/2015 7:33:14 PM

For this discussion I choose to use Heading 3: Should there be a form of on-going informal assessment at the infant/toddler levels?As a caregiver for infants/toddlers I would say that it is very important to have on-going informal assessments for all the children in your care. I feel that this is important because informal assessments help me as a caregiver to better know my children and also to have proof of my children’s change in behavior when something is changing in their lives. According to our text, informal assessments provide good ways to engage in formative assessment so that instruction can be altered for better learning experiences (Krogh, 2013). This means that doing informal assessments will help me to make a better lesson plan for my class because I am going off of what I have observed my children do, what they enjoy doing and what they do not enjoys doing; it even helps me to see if a child of mine needs help to better a developmental skill that they may need more practice with. According to the text, one informal method should not only be used because it could be used the wrong way and the assessment will not be correct; for example observation methods may be biased based on the observer’s opinion of a child, checklists might lead to less bias, but they can also leave out important behaviors to look for (Krogh, 2013). As a caregiver I would say that the best kind of assessment would be the conferences with the parents because you both can share information about what the child is doing, while they are in the care of the daycare and the parents can share what the child does at home. Then you can both share information on what it is that you think this particular child needs to work on to better help them developmentally and when you and the parents work together you will more than likely get the results that you want to see in the child.Resources:Krogh, S. (2013). A bridge to the classroom and early care: ECE capstone. San Diego, CA: Bridgepoint Education, Inc.

Hello Caroline,

I like the way you have argued your point. It is logically correct but on the contrary, I think I would handle it differently. My point of view on this issue is; NAEYC provides the standards that each and every child, teacher and everyone should follow. These are the standards that everyone should follow as they address each and every situation that the child faces in developing. Either at home, school or the community at large. This will specifically assist everyone in ensuring that everything is addressed thus achieving my goal at the end of it all without skipping any. According to the way you have explained, I think you are likely to miss out on several points as you are likely to discuss only the challenges that the child is facing.

Regards.

Ashford 5: – Week 4 – Discussion 2 6/19/2015 6:13:53 PM
Pondering on Heading 1, formal standardized test should not be acceptable to use in preschool. Creating developmentally appropriate assessments for young children is extremely difficult because children change daily and even in minutes and seconds. Most young children are very active and inquisitive learners by nature. According to our text “They learn and develop best when they have opportunities to manipulate concrete objects. . . . They construct their knowledge about the world through experiences that involve interactions with objects and people in their environment. . . . They are concrete thinkers and interactive learners; they are active thinkers and active learners. (Gullo, 2005, pp. 36–37).I feel that most young children are natural learners, so formal standardized test would make it more stressful and difficult for preschoolers. This additionally put pressure on the teachers because it may seem as if they are not teaching appropriately when in fact the task or skill may be just too hard for the child. Some children just get test anxiety. I was like this and there are times as an adult when I get anxious about taking a test. This has caused some children to be retained or even drop out of school, not because they didn’t know but because they are just not good test takers. Assessments for older kids are good at times but just teach them and asses without have to make a certain score. Give them credit for what they know and focus on what concepts they need help with. This will make the dropout rate decrease and kids become more interested and energized about learning and school. There are a number of reasons why children can’t take test, so testing can suggest incorrect test scores as a result of the child feeling hurried, pressure, nervous tension, constant worry or their complete disposition and atmosphere for that day. It should be based on what they know and work on what they don’t know without making the bottom line about a test score.Reference: Gullo (2005)Krogh, S. (2013)

Ashford 5: – Week 4 – Discussion 2 6/19/2015 6:13:53 PM

Pondering on Heading 1, formal standardized test should not be acceptable to use in preschool. Creating developmentally appropriate assessments for young children is extremely difficult because children change daily and even in minutes and seconds. Most young children are very active and inquisitive learners by nature. According to our text “They learn and develop best when they have opportunities to manipulate concrete objects. . . . They construct their knowledge about the world through experiences that involve interactions with objects and people in their environment. . . . They are concrete thinkers and interactive learners; they are active thinkers and active learners. (Gullo, 2005, pp. 36–37).I feel that most young children are natural learners, so formal standardized test would make it more stressful and difficult for preschoolers. This additionally put pressure on the teachers because it may seem as if they are not teaching appropriately when in fact the task or skill may be just too hard for the child. Some children just get test anxiety. I was like this and there are times as an adult when I get anxious about taking a test. This has caused some children to be retained or even drop out of school, not because they didn’t know but because they are just not good test takers. Assessments for older kids are good at times but just teach them and asses without have to make a certain score. Give them credit for what they know and focus on what concepts they need help with. This will make the dropout rate decrease and kids become more interested and energized about learning and school. There are a number of reasons why children can’t take test, so testing can suggest incorrect test scores as a result of the child feeling hurried, pressure, nervous tension, constant worry or their complete disposition and atmosphere for that day. It should be based on what they know and work on what they don’t know without making the bottom line about a test score.Reference: Gullo (2005)Krogh, S. (2013)

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