ERIC ED379100: The Role of the Teacher in Assessing the Development of the Young Child. Kentucky Preschool Programs Technical Assistance Paper Number 2.

9 Pages·1991·0.34 MB·English

by  ERIC

DOCUMENT RESUME
PS 023 012
ED 379 100
The Role of the Teacher in Assessing the Development
TITLE
of the Young Child. Kentucky Preschool Programs
Technical Assistance Paper Number 2.
Kentucky State Dept. of Education, Frankfort.
INSTITUTION
PUB DATE
[91]
9p.; For other Technical Assistance Papers, see PS
NOTE
023 011-018. Photos in document may not reproduce
well.
Non-Classroom Use (055)
Guides
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Checklists; *Child Development; Curriculum
DESCRIPTORS
Development; *Evaluation Criteria; *Needs Assessment;
Observation; Parent Conferences; *Preschool Children;
Preschool Education; Recordkeeping; *Screening Tests;
Student Evaluation
Authentic Assessment; Battelle Developmental
IDENTIFIERS
Inventory; Brigance Diagnostic Inventories;
Developmental Indicators Assessment Learning Rev;
*Developmentally Appropriate Programs; Kentucky;
Learning Accomplishment Profile
ABSTRACT
This technical assistance paper presents information
designed to assist school personnel in assessing the strengths and
needs of children and planning developmentally appropriate curriculum
strategies. The first topic addressed is assessment strategies, which
include developmental screening, diagnostic instruments, teacher
observation, parent observation and interviews, reports from medical
personnel, and reports from early intervention services. The second
section suggests guidelines for assessing behaviors of young
children. The next topic is observation and recordkeeping strategies,
such as developing each child's portfolio and using checklists. A
sample learning prescription is provided, illustrating how to
summarize the information acquired through observation procedures.
The final section of the paper presents assessment information to
families and suggests strategies for acquiring additional information
from parents through conferences. Contains 7 additional resources and
12 references. (BAC)
***********************************************************************
*
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
***********************************************************************
P3
d
4
2
TECHNICAL ASSISTANCE PAPER NUMBER
l'12FSCI I()( )1, PR()(;IZAN1S
The Role Of The Teacher
In
Assessing The Development
Of The Young. Child
U.S. INSARTIIIINT OF SOUGITION
Oft. d
.a0ctro.s1 swwe. 504 .c.o..ent
EOUCATIONALcPEENSayttlEZNFORMAIION
'PERMISSION TO REPRODUCE THIS
y,Taa 60Csnn. has bean
MATERIAL HAS BEEN GRANTED SY
,0,000C0 as
,amp "Om
04,S00 0, 0,0 n4.1,00
000,0600g .t.
Ge,1c9,5*.czm
C Mow, enang. haw 0 040* 10
.0,0,0s*
,0,00uChOn qualda
PO...0201a... 0,00.0011S1410 .0104d..
rnen. elo 001 necssa.v ,coesent C
potion oe pokey
OER,
TO THE EDUCATIONAL RESOURCES
Case Scenario
INFORMATION CENTER (ERIC).-
Fn-
-rear- -old Jason climbs the steps en-
tering school slowly. He does not alternate
feet as he climbs. His teacher observes that he
runs with an awkward gait and lacks the
;444
--.PlIgalealii.1111.
physical strength in his legs to accomplish
.11.1..a..014,awf,...-
gross motor tasks with ease ol inovcritent.
Jama loxes to talk. She cha ters with her
teacher and with herfriends. L'nfOritt !lately.
much of her speech is unintelligible anti het
new lour-rear -old lriends
bes;i1/I/i/i.Z In
'
appeill'
10
fit be
ol'ltt,
a
101111 "(THIS
1V011(1
01111.
111
lit'
II()( rilI4501,,lit
ill ,tHIS,
group
discussion,.
le seems to ignore the comments
o( his
and teachers. Illicit Ins teacher
reviews his molwal record
Waif his MO/her,
eat'
ti Itn11:111:4011
01
in/01l(
11'!,:a1011:.
/////1/0/..- It
i'Cpc1//(/
//l ft0/1/il //10/1/1er.
tillt
Nit":
.1; 1/0
I
11W diet
I 1
Ili(
It toile'
Ili
1,01'..
,111
tall
1,
feat /It"
.1":,01///t)
1. ("it 0111111t.
" Iii Itt is
ti/Wit'.1
01: OW.
.
ti!10/1;
: 1t-1. ////p11.1:11i. Ord
t
t":1',;
ti:';'t t/:. l'Itt
Of:t t.
t' silt
/:',1111/
11(t'cl' /0
thet ////til t 1' a; the b(1.:1"1//it...' O1 /10 111V:(//00:
1".0t.",1,t; It,
tc,indie whdt the, know :0 she
'an plan he) currt,
It dui,
01.0
10
if OW till
ti;t
(1:11(1' (I;
it the 1:1.'0!
10
etith
//1///e 11011 Mtn 11 1,10,S;le.
(1100.,t':. a 1(161111(5., test liCtittOe
i to
bellel'es, lit''
she
gel
III( Chili/IOC
100 h..
flit: Chihli
`01Q,..11I.
CH
tlit'tet1,01,1,1e1,111,111,er, petteilsand instru,
Hons. the experteme is a has, 0 as tittidien
mark all over the ',ages, wig%,,le in then seats,
and .soine even (.11
tike (annul believe how
tile the' ate able
ti0 wail paper and
it'
lit' observing, (lose /r, teachers can be:t determine what
children need.
encils!
2
BEST COPY AVAILABLE
4
Goldenberg, 1983). As with any assess-
"work" including drawings, art projects,
Introduction
a
ment instrument, training and practice in
dictated stories and messages, and photo-
how to administer the screening device is
graphs of the child's hlockhuilding and
should
necessary. Screening instruments
other creative endeavors.
"Assessment is the process of observ-
child,
assess the development of the whole
ing, recording, and otherwise document-
i.e., emotional, social, cognitive, commu-
Parent Observation and Interview
ing the work children do and how they do
Developmental
nicative, and physical.
it, as a basis for a variety of educational
screening should he used to identify those
Parents or caregivers responsible for
decisions that affect the child" (NAEYC,
children who may be in need of further
the home environment of the child are the
1991, p. 32) "The purpose of assessment in
assessment or evaluation to diagnose a spe-
child's first and most important teachers.
early childhood programs is to help
cific learning problem and to suggest ap-
They are also in the best position to observe
caregivers and parents better understand,
propriate remediation strategies. Screen-
the child's developmental progress and limi-
appreciate, and respond to the growth, de-
ing instruments may not be used as a sole
tations. Katz (undated ) has suggested eleven
velopment, and unique characteristics of
means of determining placement of a
dimensions of the child's behavior which
each child in their care" (Leavitt & Eheart,
child in a special services program or in
parents might observe over a period of t nue
1991, p. 4 ). Assessment assists adults in:
determining appropriate curriculum
(a minimum of four weeks for the four-
strategies for any child.
year-old child ) to determine whether the
identifying children who may have
1.
child is developing in an appropriate man-
exceptional needs and, therefore, re-
These dimensions include: sleeping.
Diagnostic Instruments
lier.
quire specialized services;
eating, toilet habits, range of affect ( emo-
planningcurricula for individual chil-
2.
When the results of the screening pro-
tions), variations in play, curiosity, accep-
dren and evaluating its effectiveness;
diagnosis of
cess indicate a need for further
tance of authority, friendship, interest in
and
suspected developmental problems, a di-
something outside of self, spontaneous af-
communicating with families relative
3.
agnostic evaluation will be conducted after
fection, and enjoyment of the "good things
to the strengths and needs oldie child.
this has been discussed with parents and
in life" (p.2 ). Difficulty in one or several of
Generally, a
their permission obtained.
these areas should not be seen as irreers-
The information presented in this
multidisciplinary evaluation is conducted.
ible, but as a signal that the child needs
designed to assist school per-
document
Onecomponent of the evaluation is usually
adult intervention in that dimension.
sonnel in assessing the strengths and needs
which
assessment by the teacher, using tools
of children and planning developmentally
devel-
pro, ide diagnostic information on
Reports from Medical Personnel
appropriate curriculum strategies. Topics
opmental skills. Examples of such tools
assessment tech-
addressed include (
)
The child's physician is in a position to
include the Brigance Diagnostic Inventors
niques, ( 2 ) appropriate guidelines for as-
provide vital information relative to the
of Farb. Development ( Brigance, 1978 ),
sessment, ( 3 ) strategies for observation and
Inventory
Developmental
child's pre- and post-natal development,
Battelle
reco dkeeping, and (4 ) presenting assess-
medical history, hearing and vision, and
(Newburg, et al., 1984 and learning Ac-
ment information to families.
medications which might affect the child's
complishment Profile l Sanford & Zelman,
Sonic diagnostic measures can he
behavior. Usually, this information is ob-
1981
tained as a part of the des eloproental his-
administered by the trained teacher, while
Assessment
others will need to be administered 1w sup-
tory of the child and requires parental per-
Strategies
diag-
port personnel. As with screening.
mission.
nostic tools should address the strengths
Previous Experiences with Pre-
and needs of the total child. The diagnostic
Assessment techniques which will be
evaluation should also be prescriptive to
schools, Day Care Programs, and
developmental
addressed include
assist in program planning for the child.
(
)
1
Early Intervention Services
screening, 12) dial;nost lc instruments, :3
( 4) parent obsers a-
teacher observation,
:\ lam. children may have al read I been
Teacher Observation
non and interviews, ( 3 ) reports from medi-
identified as having potential or specific
) reports from earls
cal personnel, and (
developmental difficulties. 1 hese children
The best source of intOrmation about
intervention secs i
ma have been enrolled in special needs
the child's development is on-going obser-
programs andior ma has e previously re
vation of the child in a naturalistic setting
Developmental Screening
In the child's pia\
be a trained observer.
seised support sers ices such as speech 01
is critical that
setting,
ens ironment within the classroom
occupational therapy.
It
"Developmental scree ling tests assess
the teacher can note accomplishments,
continuity he maintained in the
sersicCs
children's abilit to acquits skills. rather
changes, and problems in the child's total
provided to the child who moves trom
than the skills they have al ready acquired"
development without placing the child in
these services to the public school. Such
(NAEYC, 1988, p.2 ). A classroom teacher
Recordkeeping
transitions should be planned with the par
an artificial test situation.
screening instru-
may be asked to use a
written an-
ems and should include informal ion shared
can be accomplished through
ment, such as the Des elopment al Indica-
ecdotal records, .:ompletion of informal
by the other agencies based on parent per.
tors for the Assessment of learning-Re-
checklists, and collections of the child's
mission.
( Nlardell-Ciudnowski &
vised ( DlAt-R )
2
3
BEST COPY AVAILABLE
In the case scenario, Jason, lama, John,
and Sam each require assessment of behav-
iors to identify their strengths and needs
and to plan developmentally appropriate
curriculum and support services, To be
effective, this assessment must involve
a
variety of assessment techniques rooted in
adult knowledge of child development and
an overriding concern and respect for the
self-esteem of each child.
Guidelines. For
Assessing The
Behaviors Of
Young Children
As plans are made to utilize one
or
more of the assessment strategies, impor-
tant guidelines should be considered.
1. Assessment
nust be a collaborative
effort. Parent,,, medical personnel,
sup-
port staff, and teachers should engage
in positive communication relative
to
the observed strengths and needs of
the child. ADULTS MUST UNDER
S I AND CHILD DI; VELOPNIE.NT.
,
".Assessment must be related to cur-
riculum. No item/behavior should be
:0-
a:,se.,sed that has no practical signifi-
capce" Kati, 1991, p. I ).
3. Parents, teachers, and support
person-
nel ,hould engage in collaborative de-
cision-making relative to developmen-
tally appropriate curriculum and
spe-
cial services for the child. ALI. DECI-
SIONS RELATIVE TO ASSESSMENT
AND CURRICULUM MUST REFLECT
AN UNDERSTANDING OEANDCON-
CERN FOR DFVELOMPENTALLY AP-
PROPRIATE PRACTICE.
4. Because testing often leads to labeling
children as "bright" or "slow-, adults
must take precautions to avoid label-
ing children.
Assessment should be
seen as a means orassisting the child in
efforts to learn and not as a vehicle for
labels.
5. Young children are not adept at taking
tests which require the use of paper
and pencil. Readiness tests often
re-
Non-verbal behavior tells
us that these children arc
quire the child to sit quietly, listen to
concentrating and learning.
directions, and mark appropriate
re-
sponses on a test booklet. As Ms. Brown
discovered, such procedures
are very
inappropriate. YOUNG CHILDREN
SHOULD NOT BE REQUIRED TO
BEST COPY AVAILARLE
4
3
TAKE TESTS WITH PAPER AND
Observation
Systematic Observation
PENCIL. ALL ASSESSMENT PRO-
And
CEDURES SHOULD BE BASED IN
"In systematic observation, there is
a
THE USE OF CONCRETE, PLAY MA-
Recordkeeping
specific purpose for gathering informat:,
TERIALS IN A NATURALISTIC SET-
about the children, as well
as a particular
TING. This is in keeping with the
Strategies
method for collecting and recording
developmental level of the youngchild.
it"
(Beaty, 1990, p.5 ). Systematic obsers ation
t,. Assessment measures must address the
therefore, different than simply watching
development of the total child, i.e.,
This section will address (1) the devel-
cognitive, social, physical, communi-
children. According to Beaty t 1990), indi
opment of the child's portfolio, (2 obser-
cative/language, and emotional.
victuals who engage in systematic obsen
vation strategies, (3) checklists, and
a -
t-1)
lion do so for the following
. Observation of t he child's behaviors as
learning prescriptions.
reasons:
the child engages in real and meaning-
To make an initial assessment of
1.
ful activities within the classroom situ-
the child's abilities.
Portfolios
ation is the best method of assessing
To determine a child's
areas of
the strengths and needs of the child.
strength and which areas need
At the beginning of the year,
prepare a
This is an excellent time to
assess im-
strengthening.
folder or portfolio for each child. This
port
portant behaviors which cannot be
3.
'Fo make individual plans based
folio will provide a location for materials
on
measured via standardized tests in-
observed needs.
which you collect.during
your observations
cluding the child's attitudes toward
To conduct an ongoing check
4.
of the child throughout the school
on
year. You
learning, ability to engage in
purpose-
the child's progress.
will also need to decide the
types of materials
ful act ivity, and relationships with
peers
5.
To learn moreabout child des clop-
which you will collect to assist with
assess-
and adults.
ment in particular areas.
ment and planning with fellow teachers,
sup-
S. Assessment must take into account the
To resoh e a particular pnihlern in-
6.
port personnel, and parents. Consider the
diversity in styles of learning. Some
volving the child.
following possibilities:
children, though quite capable, will
To use in reporting to parents
or
written anecdotes of the child's class-
never do well on Standardized test mea-
specialists in health, speech. mental
room activities
sure:s. Other types of assessment. in-
health.
dictated stories
cluding observation must be will/cd
To
gather information for the'
N.
drawings
in determining the child's progress and
child's folder lOr use In ongoing
interests.
tape recordings of the child's singing
guidance and placement p.3..
9. The assessment process should
or an experience shared
never
threaten the child's self-esteem
or self-
pictures of three dimensional art
Specific time should be set aside each
confidence. Teachers and support
per-
proiects,blockbuilding, and dramatic
day for the teacher to
sonnel should make every effort
engage in systematic
to
play efforts
observation of the behaviors of individual
work assessment procedures into the
checklist of developmental
accom-
daily classroom climate rather than
children. A pre-designed tOrm for descrip-
plishments
tive recording of behaviors such
creati ng,m artificial, "test- taking" day.
as the LA-
10. Efforts should be made to make
ample in Figure 1
assess-
is often helpful.
ment procedures "culture-free". Many
children may not have experienced the
vocabulary used in test items and di
rectionsgb en in standardized test
mea-
sures.
11. Assessment must rely on multiple
sources of information including
screening and diagnostic instruments,
teacher observations and checklists,
collections of the child's art work and
dictated stories, parent information,
medical personnel reports, and the
input of support personnel.
(2. Most import ntly, we must remember
that these children are very
young.
OUR EXPECTATIONS MI.'ST BE IN
KEEPING No IONIA WITH TI fEIR
ENTA1. LEVEL BUT
WITH OUR FOREMOST CONCERN
THAT EACH CH II.1) 1S HAPPY ANI
EXCITED ABOUT SCI1001 AND
Informal staff evaluation cart involve
'HIE PROCFSS OF LEARNING.
notes on children's responses to It new activitr,
a
different method of presentation,
or interactions with their peers.
L
4
5
BEST COPY AVAILABLE
Sample Observation Record
Child's Name: Susan Marks
Observer's Name: Ms. Adams
Purpose of Observation:
Time Frame:
Age at Observation: 55 mos.
Situation Observed: independent Choice time, Susan has chosen
the small pegs and board and is sitting
at a small table.
Susan stirs the fingers of her right hand through the plastic
container of pegs. Using thumb and
forefinger of her right hand, she first picks out all the red
pegs and places them above the board in a small
cluster. Holding the board flat with the fingers of her left hand, Susan
picks up each red peg with the thumb
and forefinger of her right hand and places them in
a straight line using a left to right direction. She repeats
this process with the green pegs, the yellow
pegs, and the blue pegs, using subsequent rows. She looks
at the orange and purple pegs left in the container, but does not place
them in the board. She removes
each red peg, individually
again using the left to right direction, and replaces them in
the container. She
,
follows suit with the green, yellow, and blue
pegs, respectively. She returns the pegs and board to the
games shelf.
Interpretation:
Susan seems to like order.
She is able to sort and classify by color.
She is capable of manipulating small objects with thumb
and forefinger.
She is self-directed and purposeful in her actions.
She is responsible in completion of the task and clean-up of
materials.
Figure 1. A sample of an observation record.
-_-___---
a.
vou engage in the recording of
ON WHAT "I iii-. CHILD DOES NOT DO.
space, memory), spoken language. is rit t en
behaviors, you must remain an objective
Written observations can be tiled in the
language, art skills, and imagination. 1 he
observer. Beaty (199(1 ) suggests these guide
child's portfolio for later organization and
checklist may be reprinted from (
..)sers
lines for objective recording,:
summarization.
Development of the YoungChild tor evalu-
I.
Record only the facts.
at ion and recordkeeping Beats, 1990, p.
Record every detail without omitting
2.
Checklists
3711.
anything.
The items in a checklist can be click Led
I )o not interpret as you observe.
Mans- teachers find it helpful to use a
when the behavior has been exhibited.
1>o not record anything vim do not
4.
checklist system for "checking -oft" behas
Floss ever, evidence must be gis en ttiat the
-
see.
iors obsers ed. Checklists merels indicate
behas ior has occurred and a date stated to
Use words that describe kit do not
the presence of a developmentally appro-
assist in accurate recordkeeping. Writien
judge or interpret.
priate behavior. They are not designed to
anecdotes can be helpful in pros ding es
Record the facts in the order that they
6.
judl..te how well the behas ior is performed.
dence t hat behaviors ind icated on t het het ',-
occur ip.1 3 a.
list have actually taken plate.
slang teachers choose to prepare their own
checklists. In doing so, consider all aspects
In addititm to setting times for teat. her
LearningPrescriptions
of the child's development. Beats. (1990
observation, you may find it helpful to carry
has designed a comprehensive checklist
In reviewing the materials in ea,:h
a small notebook and pencil in your pocket
which may be helpful in planning.
1 he
child's portfolio in preparation tot pat ent
to make impromptu recordings of a child's
checklist addresses the areas of sell-iden-
conferences and decision-making efforts
interactions with materials and peers. These
titi, emotional development, social play,
relative to the child's program, select some
notes can be expanded into .1 more c:im-
prosocial behavior, large motor develop-
system of %minim icing the information
plete record as your time permits. NIAKF
ment, small motor development, cognitive
acquired through observation procedures.
SURI VOL DESCRIBE. WHAT Till
development (classification and serration ).
The sample learning prescription found in
CHILD DOES RATHER THAN FOCUS
cognitive development (number, time,
Figure 2 may be helpful.
5
6
BEST COPY AVAILABLE
Sample Learning Prescription
Name of the child: Jill Anderson
Date: 11/91
Age of Child: 52 months
Teacher: Ms. Jacobs
Strengths
Jill knows and moves calmly through classroom routines. She is quite adept at using her words to express
Emotional:
anger and frustration with others.
Jill plays easily in small groups of two or three children and enjoys dramatic play alone and with two or three
Social:
other children.
Jill's fine motor skills are appropriate for her age. She works twelve piece puzzles. strings beads. uses the
Physical:
pegboard and sorts small objects. Jill walks with a steady gait.
Jill easily sorts objects by color and sequence of events from a story or her own experiences.
Cognitive:
Jill speaks with ease to both peers and adults. She is easily understood and enjoys conversation. She
Language:
recognizes many printed words used in her classroom such as those on recipe charts and learning center signs.
Jill enjoys art projects, especially easel painting. She draws a face with nose. eyes. and a mouth. She always
Creative:
adds curly hair.
Jill washes her harms and uses the toilet independently. She throws away trash and cleans her place at the
Self-Care:
table after eating.
Needs
Emotional:
Social:
Jill seems disinterested in gross motor activities. She had difficulty coordinating her movements in throwing
Physical:
a ball overhand. jumping over low objects and hopping on both feet.
Cognitive:
Language:
Creative:
Self-Care:
Suggested Activities
Jill enjoys playing with peers and has a wonderful imagination. She should be given many opportunities to play with other
children whom she enjoys and to play with lots of creative
;r.,ria s including paint. crayons. playdough. and cutting and
,
pasting. She also is very interested in printed words and should be given many opportunities to "read" the words she sees
including "stop" signs, restaurant signs, menus, and labels in her environment. She should be given many opportunities to
share books with her parents and to enjoy them alone.
Jill should be given more opportunities and encouragement to climb. jump. run, hop. and ride wheeled toys. She should
be encouraged to throw and catch medium-sized balls.
Note: Even though a child may be performing at age-appropriate levels. a teacher should still plan activities to enhance the
child's continuing development.
Figure 2. A sample learning prescription.
7
REST COPY AVAILABLE
6
Presenting
often accompany the conferencing
10.
Offer concrete suggestions for devel-
process.
opmentally appropriate activities
Assessment
Ask the parents to describe what they
3.
which the parents and child can do at
home. Do not give in to parental
think are the child's strengths.
Information To
4. NEVER COMPARE A CHILD'S
demands for the child to perform aca-
PROGRESS TO PEERS. Always dis-
demic tasks which are developmen-
Families
cuss the child in terms of his/her own
tally inappropriate and threaten the
growth and progress.
self-esteem of the child. NO GRADES
Provide concreteexamples ofthechild's
ARE GIVEN IN PRESCHOOL!
5.
The teacher \vill conduct a minimum
work including art, dictated stories,
of two, scheduled parent conferences for
simple anecdotes, checklist items, pic-
In addition to parent-teacher confer-
each child during the school year. During
tures of three-dimensional art projects
ences for all children, whenever a child has
these conferences, the teacher will share
been referred for an evaluation for special
and blockhuilding efforts, and tapes of
observations of the child with parents and
the child's interactions during songs
services, the teacher will be asked to partici-
acquire additional information about the
and dramatic play activities.
pate in the Admissions and Release Com-
"Fam-
child from family members ( Refer to
6.
OBSERVE PROFESSIONAL ETHICS.
mittee (ARC). All individuals who are or
ily-School Partnerships," Technical As-
Discuss the child and parents only with
will be working with the child are part of the
sistance Paper #6
for supplemental infor-
those who interact with the child in the
ARC: parents, support personnel, class-
mation ). The teacher will also share ideas
educational setting. Keep information
room teachers, and administrators. The
for those activities which will most effec-
shared factual and well-documented.
ARC determines the evaluations needed
tively foster the child's development h )that
Similarly, never discuss the strengths
and discusses the results of the assessment
home and school with the child's family.
efforts.
and needs of a child with the parents of
If special services are needed, the
While engaging in parent con ferences, con-
another child.
ARC will develop an Invidualited Educa-
sider the following guidelines:
Allow a minimum of thirty minutes for
7.
tion Program (1E1)). The teacher can pro-
each conference and encourage perti-
vide valuable information relative to obser-
I.
Be warm and accepting. Remember,
vations and the developmental appropri-
nent questions, insights, and comments.
the child should be the focus of
8.
ateness of activities discussed.
Hold conferences in comfort able spaces
everyone's attention.
and avoid interruptions.
For additional information about ARC
2. The child's strengths should always be
meetings and the development of the !EP,
Be prepared to offer assistance relative
9.
addressed before the ch ild's needs. An
refer to YOUR CHILD'S EDUCATION or
to questions about resources for the
anecdote shared at the beginning of
PARTNERS IN ADVOCACY: A GUI DI-
child such as the public library, local
the conference which depicts the
FOR PARENTS AND OTHER PROFES-
support personnel, playgrounds, and
child's strengths is an excellent mecha-
SIONALS available from the Early Child-
parent resource libraries.
nism for easing the tensions which
hood Regional Training Centers.
re,
The use of the balance beam is an e. amph. of-concrete, play materials that should be used
in an
assessment procedures.
7
BEST COPY AVAILABLE
RESOURCES ON
concerns. (1988). Washi-:von, D.C.:
children: Principles of assessment.
National Association for the Educa-
ASSESSMENT
Paper presented at a meeting of Fayette
tion of Young Children.
County School personnel, Lexington,
KY.
In addition to personnel within the
Katz, L.G.
(undated).
Assessing
school system, teachers may find support
ADDITIONAL
preschooler's development. (Contract
relative to assessment by contacting an area
No.400-78-0008). Urbana, ILL: ERIC
RESOURCES
Early Childhood Regional Training Center
Clearinghouse on Elementary and Sec-
or by contacting personnel in the Kentucky
ondary Education (El) 22( -857).
Department of Education.
Bapato,
Names, ad-
Neisworth, I.T., &
unson,
Kentucky Department of Education. (un-
S.M. (1989). Linking developmental
dresses, and phone numbers are listed in a
dated). Partners in advocacy: A guide
resource directory within this packet. You
assessment and early intervention:
for parents and other professionals.
may also find assistance by contacting early
Curriculum-based prescriptions.
Frankfort: Kentucky Department of
childhood specialists at your local colleges
Rockville, MD: Aspen.
Education.
or universitws.
Bail :y, D.B., Sc Woler, M. (1989). Assess-
Kentucky Department of Education. (un-
;rig infants and preschoolers with
Your Child's Education.
dated t.
handicaps. Columbus: Merrill.
Frankfort: Kentucky Department of
REFERENCES
Bentzen,W.R. (19851. Seeingyoung
Education.
dren: .1 guide to observing and record-
Leavitt, RI., & Eheart, B.K. (1991 i.
Brigance, A.H. (1978). Brigance Diagnos-
As-
ing behavior. Albany, N1: Delmar.
tic Inventory of Early Development.
sessment in early childhood programs.
Kamii, C. (19901. Achievement testing in
Woburn, MA: Curriculum Associates.
Young Children, 46, p. 4-9.
the early grades: The games grown
Nlardell-Czudnowski, C.D., & Goldenberg,
Beaty, 1.1. (1990). Observing development
ups play. Washington, D.C.: National
1). (1983). DI U..-R
of the young child. Columbus: Merrill.
tdevelopmental
Association forthe Education on ,rung
Guidelines for appropriate curriculum con-
indicators for the assessment of learn
Children.
ing- revised t.
Edison. NI: (:hilderaft
tent and assessment in programs sers
Medinnus, G.R. t 1976
. Child studs and
Education Corp.
lug children ages 3 through 8: A posi-
observation guide. Ness York: lohn
tion statement of the National Asso-
Newborg,L,Stock,L,Wnek, I Guidubaldi.
Wiles 4,:k. !.sons.
ciation for the Education of Young
& Svinicki, i. 11984
Battelle De-
Miller, K. (19831. Agisand .1,1:4e.:
\ el-
lelopmental ins entory.
Children and the National Associa-
Allen,
opmental descriptions and activiiic.
tion of Early Childhood Specialists in
D1. N1 Teaching Resources.
birth through eight s ears. N larsh
State Departments of Education.
Sanford, A.R., & Selman, l.G.
The
( 1981
MA: Velshare:
Learning Accomplishment Profile.
1991 i. Young Children, 46, 21-38.
\Vortham, S.C.
.1ol and mea
( 1990 ;.
Kati,
Winston-Salem, NC: Kaplan.
s 1991, April 1. A de\ elopmental
surements in earls-childhood
elfin,:
Testing of young children: Cautions and
approach to the education of young
Columbus: Merrill.
d011.
1
The best source of information about the child's development is on-going,
systematic observation of the child in a naturalistic setting.
8
Printed with state funds contracted to Berea Lath. Childhood Regional Training
Center.
9
BEST COPY AVAILABLE