Early childhood assessment. Why, what, and how.

Sonst. Personen	Snow, Catherine E. (Hrsg.); Van Hemel, Susan B. (Hrsg.)
Institution	National Research Council. Committee on Developmental Outcomes and Assessments for Young Children
Titel	Early childhood assessment. Why, what, and how.
Quelle	Washington, DC: National Academies Press (2008), XIV, 484 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-309-12465-4; 978-0-309-12465-2
Schlagwörter	Beobachtung; Empirische Forschung; Methode; Validität; Entwicklungsstörung; Kognitive Entwicklung; Lernfähigkeit; Entwicklungstest; Psychometrie; Test; Testmethodik; Soziale Entwicklung; Frühe Kindheit; Körperliche Entwicklung; Säugling; Eltern; Kind; Kleinkind; Vorschulalter; Vorschule; Programm; Sprachentwicklung; Gesundheit; Mathematisches Denken; Messung; Migrationshintergrund; Behinderung; Bewertung; Empfehlung; Entwicklung; Evidenz; Gefährdung; Prävention; Qualität; Richtlinien; Risiko; Standard; Migrant; USA
Abstract	The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. The book addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2