Just as children are complex, so, too, are the programs that serve them. Early childhood programs vary in terms of staff, overarching mission, assessment tools used, sources that drive what children should be learning, the adopted curriculum, how progress and performance are measured over time, and the leadership and support providers receive.
One term that is misused the most, or maybe, misguides practice the most is standardized. Somehow, when countries determined educational reform was in order, thriving systems chose personalized learning and the US chose a standardized approach.
On a daily basis, I witness early childhood professionals and state leadership teams making decisions from assessment results. I hear people talking about how they will evaluate a teacher’s performance, whether or not children from a district are ready for Kindergarten, and if a program is meeting various quality indicators.
Early development is complicated, variable, and highly dependent upon a number of factors including, relationships with responsive adults, quality nutrition, limited exposure to toxins (including stress), and opportunities to play and explore.
Assessment is an essential foundation for much of the decision-making around a student’s transition plan. Here, we talk all about it.
The goal of Transition Planning and Services is simple: go from school to college, work and community. The steps to plan and reach that goal can appear challenging. Transition 101 is here to break it all down and help you get started.
Too often, assessments are conducted by sitting a child down in an unfamiliar place and exposing them to unfamiliar materials and experiences, in contrast to sitting beside them and joining in their play…
I wish we could go back to a time when no one noticed preschoolers, and no one set expectations that superseded human development…
There are a number of early childhood (EC) assessment paradoxes that are weighing on my mind. These paradoxes (concepts with conflicting ideas) seem to emerge the more I witness unintended consequences and collateral damage…
Part 1 of a series with the overall aim of bringing awareness to how we can improve the assessment experience for young children as well as increase the accuracy and meaning of results.