Child Observation, Documentation, and Assessment
Child Observation, Documentation, and Assessment
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Early childhood educators (a) understand that the primary purpose of assessments is to inform instruction and planning in early learning settings. They (b) know how to use observation, documentation, and other appropriate assessment approaches and tools. Early childhood educators (c) use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child. In partnership with families and professional colleagues, early childhood educators (d) use assessments to document individual children’s progress and, based on the findings, to plan learning experiences
Developmental Checklist & Ages and Stages Questionnaire
Developmental Checklist & Ages and Stages Questionnaire
In the Fall of 2022, I was a student teacher in the Toddler Lab at the South Dakota State University Fishback Center for Early Childhood Education. At the beginning and end of the semester, we assessed our toddlers with a Developmental Checklist as well as the Ages and Stages Questionnaire (ASQ). We used this assessment to monitor their growth and progress over the semester. We looked at their skills that they mastered and what they needed to work on to help plan developmentally appropriate lessons and activities. Monitoring students' development and growth assists teachers and students in acknowledging their progress in specific and different academic domains. Accurate documentation plays a vital role in the academic journey of both students and educators.
Developmental Checklist for 2 year olds (1).pdfDevelopmental Checklist for 3 year olds (1).pdfASQ-3 30 Mo Set B.pdfDue to confidentiality, I attached the blank version of the documents.
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