Conducting Informal Developmental Assessments

Autor/inn/en	Gibson, Craig; Jones, Sandra; Patrick, Tamika
Titel	Conducting Informal Developmental Assessments
Quelle	In: Exchange: The Early Childhood Leaders' Magazine Since 1978, (2010) 193, S.36-39 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-8527
Schlagwörter	Preschool Children; Child Development; Developmental Psychology; Educational Resources; Student Evaluation; Evaluation Methods; Achievement Rating; Teacher Role; Observation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Entwicklungspsychologie; Bildungsmittel; Schulnote; Studentische Bewertung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Lehrerrolle; Beobachtung
Abstract	Early childhood professionals take on numerous roles: They inspire; they nurture; they foster creativity in the young and impressionable minds of tomorrow. And while each one of these roles holds equal importance to the other, none is more important than the role of the observer. But when a teacher has 15, 20, or more children in his/her class, it is extremely difficult to focus one's attention on each of the five developmental domains per child: cognition, communication, social-emotional, physical, and adaptive. The "key," however, is to know exactly what to look for in each one of the students, so that a teacher can make an informed decision when determining whether or not there may be a "delay" in a given area of development. When assessing the "whole child," one is looking at a total of five developmental domains: (1) cognition development (thinking and learning skills); (2) communication development; (3) social/emotional development (interpersonal relationships); (4) physical development (fine motor and gross motor skills); and (5) adaptive behavior development (self-care skills). When an early childhood professional is familiar with each area of development, he/she can then conduct thorough and effective informal assessments within the daily activities and routines. (Contains 4 print resources and 4 online resources.) (ERIC).
Anmerkungen	Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail: info@ChildCareExchange.com; Web site: http://www.childcareexchange.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10