Research, then select an?instrument based on your research used for observing children at play to identify a selected skill, de

8083 Module 3 Assignment 1:

Observation Reflection

For this Assignment, you will put theory into practice by using your research from Week 4 Assignment 1 to guide you. Traditionally, observation has been one of the most used types of assessments in early childhood. This has both benefits and limitations. One serious issue with observation is assumption by the observer. This often occurs when there is no clear purpose established before the observation. In other words, a specific purpose for the observation has not been established.

By examining two different age groups for the same skill or developmental area, you can make comparisons on not only the area observed, but also on the effectiveness of the assessment(s). As educators, you must be cognizant of the strengths and weaknesses of the assessments you use, as well as their intended purpose. There is no one-size-fits-all in early childhood education.

To prepare:

· Before completing your observations, review the Required Media found in the Learning Resources of this module and the following videos to form the basis of your observations.

Infant Toddler: Birth to Three

Penfield Children. (2015). Play activities for babies | Penfield Children's Center [Video]. YouTube. https://www.youtube.com/watch?v=PkusKSH-JpQ

ECA Learning Hub. (2014). Babies and toddlers: Amazing learners – Video 1 [Video]. YouTube. https://www.youtube.com/watch?v=DGls-Z4e6OI

Three to Five

Made Here – from Vermont PBS. (2018). Best day ever: Forest kindergartens In Vermont [Video]. YouTube. https://www.youtube.com/watch?v=1pC2hAvVn-c

Assignment Task Preparation:

· Research, then select an instrument based on your research used for observing children at play to identify a selected skill, developmental area, or other. Use this instrument during your observations. You may elect to use the same instrument, if appropriate, or select an instrument for each grade group, but this instrument should measure the same skill or area for both groups (total of two instruments, one for the younger group and one for the older group).

Upon completion of your observations :

· Reflect on your observation of two different children at play. What developmental or emerging content knowledge did you note? How do you know this is accurate?

· Examine your notes and reflect on the content. Were these accurate facts or were personal thoughts and feelings reflected? How could you improve your personal observations?

Write a 3-page analysis using your research, and include a copy of the selected instrument. Page length does not include title page, reference page, or instrument for assessment.

3 – page analysis that addresses the following:

· What were the strengths and weaknesses of the instrument(s) you found or created for observing play?

· Should the instruments have been modified? Why or why not?

· How could you share this information with families or with colleagues as a teacher leader?

· Clearly identify the purpose of the observation and explain how you considered culturally responsive practice.

· How do you know your assessment practices are fair and equitable?

· How do you know this is developmentally appropriate (DAP)?

· How do you target skills to be assessed?

· How do you schedule assessments, and what are these (content)?

·

Learning Resources

Required Readings

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf

Matafwali, B., & Serpell, R. (2014). Design and validation of assessment tests for young children in Zambia. New Directions for Child & Adolescent Development 2014 (146), 77-96.

Ntuli, E., Nyarambi, A., & Traore, M. (2014). Assessment in early childhood education: Threats and challenges to effective assessment of immigrant children. Journal of Research in Special Education Needs, 14(4), 221-228.

Petre, A. (2014). Stimulating learning motivation of early education and primary students through alternative methods of assessment. Journal Plus Education/Educatia Plus 10(2), 303-312.

Guss, S. S., Horm, D. M., Lang, E., Krehbiel, S. M., Petty, J. A., Austin, K., et al (2013). Using classroom assessments to inform teacher decisions. Young Children, 68(3), 16-20.

Review the Mental Measurements Yearbook (available through the Walden Library) and verify the information posted on use and validity and reliability OR find research discussing the assessments in this Module’s discussion.

Note:  Review the Mental Measurements Yearbook database for this Assignment.

Required Media

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from https://www.youtube.com/watch?v=t1Xtr3RKjGc

Early childhood teachers observe children throughout the day for a variety of purposes. In e-clip #5, Dr. Sudha Swaminathan discusses various types of observations in the early childhood classroom and how to plan observations to get the most useful results.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013d, February 1). Supporting thinking in infants and toddler through active music and play experiences [Video file]. Retrieved from https://www.youtube.com/watch?v=WtCoQ8GTE5A

While most adults know that movement supports physical development, it is less well-known that it also supports cognitive development. Infants quickly learn that banging, squeezing, or shaking a toy can produce interesting results. One way to support young children’s early learning is to provide materials they can move to make things happen.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013c, February 1). Supporting physical development in infants and toddlers [Video file]. Retrieved from https://www.youtube.com/watch?v=3_1Dbg2555A

The first three years of life are characterized by dramatic changes in children’s physical abilities. Adults can support young children's physical development by moving with infants and allowing them plenty of time to freely move on their own, by providing toddlers with opportunities to practice walking and running on different surfaces, and by challenging toddlers to move in a variety of ways.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013a, February 1). Incorporating motor play in the preschool classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=NeWX6HOBzyI

Active play promotes children’s learning.Adults can integrate movement into daily routines and planned activities to help introduce new concepts and enhance learning outcomes. This video provides examples of ways that adults can incorporate motor play in the classroom to increase engagement.

Center for Early Childhood Education [EarlyChildhoodVideos]. (2013b, February 1). Nurturing preschool children’s emotional health through active play [Video file]. Retrieved from https://www.youtube.com/watch?v=CKUfraBmjy8

Research shows that active play is very important for children’s social and emotional development. During active play, children form relationships with their peers, gain confidence in their abilities, learn to express emotions, and develop the “mastery motivation” that will provide them with the internal desire to master new skills.

Leigh Quintana Videos. (2010, October 16). Caul plays with a puzzle – Footage for play-based assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=FCqN3-8_2_w

This video from CDE's Results Matter, authentic assessment training series, is intended to provide footage to help develop authentic, play-based assessment skills.

Cosgrove, J. (2010, November 29). Hand in hand strategies to support play-based learning [Video file]. Retrieved from https://www.youtube.com/watch?v=eIibN10XQwU

US-made introduction to series. Excellent explanation of the importance and value of play in developmental terms.

Amdsbprogram. (2012, October 15). Play based learning [Video file]. Retrieved from https://www.youtube.com/watch?v=7HYNdCK828Y

This video demonstrates the importance of entering into children's play and extending their learning through thoughtful, open ended questioning. SHOW MORE

Recommended Resources

Note:  The following recommended resources are not required to complete the assignments in this course. However, they are very valuable resources to the early childhood field despite their publication date.

Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children (NAEYC).

· Read pp. 257–333.

Grisham-Brown, J., Hallam, R., & Brookshire, R. (2006). Using authentic assessment to evidence children’s progress toward early learning standards. Early Childhood Education Journal, 34(1), 45–51.

Protheroe, N. (2001). Improving teaching and learning with data-based decisions: Asking the right questions and acting on the answers. Retrieved from http://www.rogersschools.net/common/pages/DisplayFile.aspx?itemId=3497164

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