Early Childhood Education: Key Issues

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Table of Contents

Assessment Tool Template
Assessment Tool Explanations
Observation
References

Universal design is the best assessment tool to use for teachers to develop fair and more reliable tests. Clarity should be a key focus, as students may fail to understand ambiguous information in test questions. Learners exhibit different emotional reactions based on their upbringing and living conditions, which teachers should consider before using certain analogies or examples in the classroom (Dame & Lea, 2020). Universal design also illustrates the necessity for explanations as a student may get confused because of false cognates (Dame & Lea, 2020). Teachers should remember that some idiomatic expressions may confuse students unless explained beforehand.

PBL learning is a suitable teaching method as it directly involves students in their learning. Individuals must track their progress, giving them a sense of responsibility that boosts interest through engagement (Edutopia, 2014). Teachers can accurately assess students in the classroom using real-life examples they can relate to within their studies. Building curiosity and interest in learning allow them to ask questions and work together to find answers (Edutopia, 2014). Students become more confident and active participants in the learning process.

Student data is a powerful tool to gauge learning and experience. While societal norms have emphasized a particular test taken at the end of a year, student assessment occurs every day as teachers collect information daily (Alber, 2017). It is essential to look through a student’s file as it helps explain why they behave in a particular way. Learning about these students’ issues helps teachers prepare effective teaching mechanisms tailored to their best learning design (Alber, 2017). It is also crucial to assess the trends exhibited by students taking tests to ascertain they perform as they do in class.

Assessment Tool Template

Classroom Learning

Summative assessments. Achievements in formal assessments.
Observation. Notes on the student’s behavior in the classroom.
Class and task participation. Describes willingness to interact and raise their hand in class.

External Learning

Homework assignments. Evaluates success with homework assignments.
Extracurricular participation. Notes any activities or interests the student is engaged with.

Personal Information

Environment. Personal background details that may be relevant to learning.
Triggers. Topics that are to be avoided.

Assessment Tool Explanations

The first section examines the academic achievements of the student through tests and interaction in class. This is of importance for comparison over time, as sudden changes in grades or participation may indicate that a teaching technique is not working. This is also helpful when improving teaching style. If many students are struggling with a particular topic, it may be appropriate to reconsider its delivery (Alber, 2011). When placing students into groups, this will allow for better matching of individuals to ensure that everyone’s needs are met.

Examining how a child acts outside the classroom may provide vital information on their interests. This is the focus of the second section. These interests can be used to promote a student-driven environment. If they can relate to the topics being taught, they are more likely to engage with the class and track their own progress, as they will find it enjoyable (Edutopia, 2014). This section may help with noticing and addressing sudden changes in performance that may become evident. A student that performs excellently at schoolwork but not at homework may have domestic concerns that are inhibiting them. This will change the way the teacher looks at their performance.

Finally, personal information addresses topics that are related to performance indirectly. Information such as medical diagnoses is important, as it may hint to factors affecting the child’s life. Helping the child cope with these issues and avoiding bringing up topics related to the stressor is vital to helping the child properly concentrate on the activity at hand. Certain specifics of background, such as multilingualism, can affect the way a student interprets assignments and may lead to poor performance even in otherwise gifted and driven students (Dame & Lea, 2020). The section on triggers and stressors will help steer the classroom in a safe direction.

Observation

The observation focuses on a 15-month-old female toddler (“Toddler Development Observation”). It observes her exploring the environment of her home and interacting with members of her family. The child is healthy and is able to walk and interact with objects as is expected of her age. She has a five-year-old sibling that plays with her and their father. The activities that were observed included doodling, flipping through books, and playing with her sibling.

The subject is observed sitting on the carpeted floor and plays with crayons. She does not draw anything, however she does put several crayons in her mouth, until her father removes them. Her older sibling notes that the subject gets sick when she eats crayons, which the father points out they do not want. When offered books, the subject picks one story and then the other, both of which the father reads out loud for her. She continues to demonstrate interest in books even when alone. She also plays with her sibling using colorful cups.

The subject exhibits signs of normal cognitive development for her age. She is able choose among several choices, demonstrated when she picked books. She is also able to play independently. From the observation it is evident she prefers books over other toys, likely due to the colorful illustrations, as she does not lose interest in them even after her father stops reading. This is helpful to a young mind, as visual aids stimulate the mind to develop an association between relevant items, promoting memory growth and learning (Martin et al., 2019). It is possible that the subject is a visual learner and her teaching should focus on visual stimuli.

References

Alber, R. (2017). 3 ways student data can inform your teaching.Edutopia. Web.

Dame, B., & Lea, K. (2020). Using universal design to create better assessments.Edutopia. Web.

Edutopia. (2014). Facilitating learning in a student-driven environment (keys to PBL series part 4).Edutopia. Web.

Instructor Pedro. (2020). Toddler Development Observation [Video]. YouTube. Web.

Martin, C., Polly, D., & Lambert, R. (2019). Handbook of research on formative assessment in pre-k through elementary classrooms. IGI Global.

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