how children learn and develop from this lesson’s readings
If you were to choose just one of the theories of how children learn and develop from this lesson’s readings, which do you most closely relate to? Explain the reasons for your choice. For the purpose of this assignment, you must choose just one. 250 words
11/13/15, 11:08 AM Print | Early Childhood Education Today Page 1 of 3 https://online.vitalsource.com/books/9781269980463/print?from=65&to=99&skip_desktop=true PRINTED BY: Jaya2383@aol.com. Printing is for personal, private use only. No part of this book may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted. NAEYC STANDARDS TEACHERS use assessments every day, and each teacher uses assessments differently. First grade teacher Katie Sandifer uses assessments in different ways to help improve student learning. She uses performance-based assessments that are fun for the students, such as playing Jeopardy, Who Wants to Be a Millionaire, Deal or No Deal , and other games with them. The children really enjoy it and learn a lot while they ‘play.’ These are wonderful ways to assess, especially when you have a SMART Board.1 Kindergarten teacher Michaele Bachman acknowledges that some schools include preliminary formal assessments for incoming kindergarten students. … However, her own preference is to refrain from putting barely ±ve- year-olds through additional performance stress.2 Instead, Michaele uses observational assessments to get to know her students. She writes down thoughts and observations about each of the children as they familiarize themselves with their environment. These observations include: What is the child’s size, and how does she/he use physical space? Does the child squint, or say ‘huh’ or ask for directions to be repeated again? Does the student only demonstrate parallel play? Does the child recognize and choose to acknowledge and cooperate with transitions? Is the student a watcher or a do-er? A little of both? How long does it take him/her to come out of a comfortable shell? 3 Teachers’ minutes, hours, and days are ±lled with such assessment questions and decisions. Assessment is continuous. Questions abound: “What is Jeremy ready for now?” “What can I tell Maria’s parents about her language development?” “The activity I used in the large-group time yesterday didn’t seem to work well. What can I do differently?” Appropriate assessment can help you ±nd the answers to these and many other questions about how to teach, how to assess, and what is best for each child. WHAT IS ASSESSMENT? Teaching without assessment is like driving without headlights. Teaching in the dark does not bene±t you or your children. Assessment casts light on what children know and can do. It is an invaluable tool to guide your teaching and your students’ learning. Your children’s lives, both in and out of school, are in²uenced by your assessment and the assessment of others. As an early childhood professional, assessment in²uences your professional life and is a vital part of your professional practice. Developmentally appropriate and effective assessment is one of your most important responsibilities. Assessment is the ongoing, continuous process of collecting, gathering, and documenting information about children’s development, learning, health, behavior, academic progress, need for special services, and achievement in order to make informed decisions about how to best educate them. Teachers and early childhood programs use assessment results for children’s bene±t by making sound decisions regarding teaching and program improvement. assessment The process of collecting information about children’s development, learning, behavior, academic progress, need for special services, and attainment of grade level goals in order to make decisions. Figure 3.1 outlines the purposes of assessment. Student assessment occurs primarily through observation, performance-based assessment with commercial and teacher-made tests, and evaluation of students’ portfolios and work samples. You will use all three of these assessment procedures to inform your teaching so you can help all children be successful. 65 66 FIGURE 3.1 | Purposes of Assessment
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