...head: Assessment STRATEGIES IN EARLY CHILDHOOD EDUCATION Assessment Strategies in Early Childhood Education Pamela Durant-Stewart Strayer University Dr. Elkanah Faux DSP9999 Seminar January 29, 2011 Assessment Strategies in Early Childhood Education Assessment theories and strategies are used to evaluate children so that the teacher can better aid the child in the learning environment. As a teacher, I believe that assessments are an important tool that can give extensive information about children; especially in Early Childhood development. Pellegrino, Chudowsky & Glaser (2001) stated that “although assessments are used for many purposes in the educational system, a premise of this report is that their effectiveness and utility must ultimately be judged by the extent to which they promote student learning” (p. 221). Strand, Cerna & Skucy (2007) support the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories (p. 209). The authors discuss how the traditional approach to assessment in early childhood education is based on getting as much information about the child as possible. Educators who use this approach believe that more information is better; however Strand, Cerna & Skucy believe that this contradicts 50 years of decision-making research. Instead, the authors propose that teachers focus more on the theories behind deductive constructs more so than psychometric analysis, because, the legitimacy of...
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...Term Paper Psyc 400, Spring, 2015 Title of Paper: Factors Contributing to Literacy Skills in Children from Low-Income Families In American society, education is considered by many to be an equalizing force for people from all walks of life. It allows the nation’s best and brightest to distinguish themselves from their peers through intellectual merit - at least in theory. Unfortunately, the reality of the situation does not live up to the ideal, especially for children from low income families. Children who are already growing up with the disadvantages of poverty are further hindered by underfunded and ineffectual primary schooling, setting them even further behind middle and upper class children. Before beginning a discussion of the factors or strategies contributing to early literacy, it is important to first establish that there is in fact a discrepancy between low-income children and their more affluent peers in the first place. A review of the research literature is required to lay certain inaccurate stereotypes to rest, such as the notion that poor children are simply lazier students, and do not face additional difficulties with the acquisition of literacy skills. A comprehensive empirical study by Babuder et al (2014) explores the relationship between poverty and reading skills in children, with the results being unanimously negative. The study goes beyond assessing the reading skills of the children, and measures the basic phonological and semantic skills needed...
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...continues to have the lasting literary impact of the Narrative of the Life of Frederick Douglass, an American Slave. From its publication in 1845 to its present status in the American literary canon, the Narrative has become one of the most highly acclaimed American autobiographies ever written. Published seven years after Douglass' escape from his life as a slave in Maryland, the Narrative put into print circulation a critique of slavery that Douglass had been lecturing on around the country for many years. Yet while the Narrative describes in vivid detail his experiences of being a slave, it also reveals his psychological insights into the slave/master relationship. What Douglass realizes that day is that literacy is equated with not only individual consciousness but also freedom. From that day, Douglass makes it his goal to learn as much as he can, eventually learning how to write, a skill that would provide him with his passport to freedom. What gives the book its complexity is Douglass' ability to incorporate a number of sophisticated literary devices...
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...to prewriting, writing, and revising strategies. The course also introduces elements of academic writing as well as the research process. This class prompts students to hone their critical reading and writing skills as they consider the rhetorical situations that shape all writing tasks. As a hybrid course, ENGL 101 includes a parallel online component, Coastal Composition Commons, which provides uniform and digitally delivered content reinforcing a common set of student learning outcomes. This course also follows the description, objectives, and outcomes, and provides the requisites explained in the Coastal Writers’ Reference (CWR), pages 2-6. GRADING: Your grade for the course is broken down as follows: Literacy Narrative: 15% Profile: 15% Analysis: 15% Position Paper: 15% Digital Badges (6 @ 3% each)*: 18% Writing Community Membership: 17% Final Portfolio 5% You must complete all major assignments, including the final exam, in order to pass the class. *Digital Badges/COASTAL COMPOSITION COMMONS Coastal Composition Commons is a digital badge initiative that stresses the student learning outcomes central to ENGL 101 and 102. Each digital badge provides instruction on...
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...Theory 3. Historical Examples 3.1. Oral Transmission 3.2. Pictography 3.3. The Andean Khipu 3.4. Manuscript 3.5. Print 3.6. Theater 3.7. Photography 3.8. Moving Image 3.9. Radio and Television 3.10. The Digital 4. Conclusion Acknowledgements Glossary Bibliography Biographical Sketches Summary The growing consensus among literary scholars is that the meaning of literature cannot be properly studied or understood outside of the specific medium of its transmission and archival. This realization can be considered a revolution in literary studies, and its fundamental ramification is the confluence of literary studies and theory with media studies and theory. The fields of media studies and media theory are dedicated to the analysis and understanding of the myriad media through which information is communicated. Under the influence of these fields, the media through which literature is communicated is no longer considered secondary to the literary content or form, but deserving attention in its own right. Moreover, literary content and form can and often are deeply influenced by the media of their transmission, as well as by the particular forms of media prevalent at the time and place of their production. The reception of literature can also be swayed by dominant media forms. This chapter discusses...
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...some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary knowledge pursuits. After the account of these cognitive processes, we turn to a setting-level analysis, in which we examine word- and text level processes within schooling (including instruction in English language arts and the subject matters of history and science) and policy contexts. As we unpack each...
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...Name: Danielle Sussman Student Number: 42852471 ECH113 Early Childhood Play and Inquiry Assignment 5: Learning Potential Scenario Analysis Play is linked to the intellectual development of children (Degotardi, 2014a). It provides an active construction of understanding in a variety of areas, nurturing creative, academic and social dispositions from its beginnings in the life of a child (Myck-Wayne, 2010, pp. 3). Play exists in many forms, and is assessed by a number of measures. The play scenario between four-year-olds Sophie, Isaac and Matthew will be examined in light of their narrative development and social play. An understanding of the importance of narrative development and the complexity of social play in early childhood will unmask the centrality of play in nurturing children’s cognitive and emotional development. It will also provide an insight into the potential methods for adult support and enhancement in play to maximize its benefits in early childhood. Narrative development in early childhood play is a result of creative thought and expression. Narrative development is rooted in symbolic thought, which refers to representational thinking (Degotardi, 2014a). Symbolic thought is a construct of abstraction, whereby something is transformed in the child’s mind into something else, creating meaning beyond its original context (Van Hoorn, Nourot, Scales, & Alward, 2013, pp. 213). Sophie and Isaac’s symbolic play begins by utilizing...
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...a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students‟ multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants‟ online activities and member checks conducted via email and instant messaging. The analytic strategy employed during this study was informed by Clarke‟s (2005) situational analysis method. The study‟s findings indicate that literacy practices in which the study participants have engaged through informal learning activities within digital youth culture have had a much greater impact on enabling them to cultivate the multimodal literacies necessary within a postmodern digital era than have their formal educational experiences. Keywords: Literacy; multiliteracy; digital popular culture; online, digital media; youth Introduction The experiences of students in today‟s U.S. schools as they gain the literacies necessary to participate in...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...Factors that Influence Language Development JUDITH JOHNSTON, PhD University of British Columbia, CANADA (Published online February 24, 2005) Topic Language development and literacy Introduction Learning to talk is one of the most visible and important achievements of early childhood. In a matter of months, and without explicit teaching, toddlers move from hesitant single words to fluent sentences, and from a small vocabulary to one that is growing by six new words a day. New language tools mean new opportunities for social understanding, for learning about the world, and for sharing experiences, pleasures and needs. Subject The nature of language knowledge Language development is even more impressive when we consider the nature of what is learned. It may seem that children merely need to remember what they hear and repeat it at some later time. But as Chomsky1 pointed out so many years ago, if this were the essence of language learning, we would not be successful communicators. Verbal communication requires productivity, i.e. the ability to create an infinite number of utterances we have never heard before. This endless novelty requires that some aspects of language knowledge be abstract. Ultimately, “rules” for combining words cannot be rules about particular words, but must be rules about classes of words such as nouns, verbs or prepositions. Once these abstract blueprints are available, the speaker can fill the “slots” in a sentence with the words that best convey the message...
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...Roen−Glau−Maid: The McGraw−Hill Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer...
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...RATIONALE If you’re a parent or teacher whose pupil has a problem with writing skills, it can be a frustrating experience. He/she may be falling behind peers in class, getting poor grades and even acting out due to negative feedback, that’s why this study was conducted. The purpose of this study is to investigate the efficiency of writing process in improving written expression skills of Grade IV pupils in Aglayan Elementary School. I. INTRODUCTION Writing is an important part of our daily lives. It is, however, a difficult skill to learn and master. By getting a head start with some simple activities, you can help your child begin to develop her writing skills at an early age. By doing so, you will be contributing to her future success as a pupil and as an adult while teaching her how to express herself. Whether pupils are writing by hand or on the computer, many assignments and exams require pupils to write short answers or longer essays as a way of assessing what they have learned. As pupils get older, they will be expected to show more sophisticated writing skills, and to complete more sophisticated tasks through their writing. In addition, many colleges and universities require students to write essays as part of their admissions application. Unlike any other skills, writing skills are important universally. They are needed in any field, or endeavor one is. And since there are only two ways (speaking and writing) by which can express one’s feelings, thoughts, desires...
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...------------------------------------------------- Nursery rhyme From Wikipedia, the free encyclopedia See also: Children's music and Children's song Illustration of "Hey Diddle Diddle", a popular nursery rhyme A nursery rhyme is a traditional poem or song for young children in Britain and many other countries, but usage only dates from the late 18th/early 19th century and in North America the term Mother Goose Rhymes, introduced in the mid-18th century, is still often used.[1] Contents [hide] * 1 History * 1.1 Lullabies * 1.2 Early nursery rhymes * 1.3 19th century * 2 Meanings of nursery rhymes * 3 Nursery rhyme revisionism * 4 Nursery rhymes and education * 5 See also * 6 Notes ------------------------------------------------- History[edit] Lullabies[edit] Main article: Lullaby The oldest children's songs of which we have records are lullabies, intended to help a child sleep. Lullabies can be found in every human culture.[2] The English term lullaby is thought to come from "lu, lu" or "la la" sound made by mothers or nurses to calm children, and "by by" or "bye bye", either another lulling sound, or a term for good night.[3] Until the modern era lullabies were usually only recorded incidentally in written sources. The Roman nurses' lullaby, "Lalla, Lalla, Lalla, aut dormi, aut lacta", is recorded in a scholiumon Persius and may be the oldest to survive.[4] Many medieval English verses associated with the birth of Jesus take...
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...VARK Analysis Paper Grand Canyon University NRS-429V VARK Analysis The V.A.R.K. questionnaire is an assessment tool utilized by students to determine their individual learning style. The objective of this assignment is to complete the questionnaire, obtain the results, and compare those results to existing conceptions of learning style. This essay will also reflect upon how educators may utilize V.A.R.K. analysis and tailor the presentation of information to meet the needs of students with varying learning styles. What is V.A.R.K.? The V.A.R.K. analysis is a 16 question survey that evaluates how a student prefers to learn. It is broken up into four modalities; (V) Visual, (A) Aural, (R/W) Read/Write, and (K) Kinesthetic. Each answer option correlates to a learning style. The results are analyzed and the style with the majority of answers is presented as the learner’s most effective way to receive information. Often, an individual may receive equal or close results in more than one modality, when this occurs, the results are ‘multimodal’ (Fleming, 2011). Results This author completed the V.A.R.K. analysis and received results of multimodal with strong scores between Aural (10) and Kinesthetic (11). According to the V.A.R.K. description of modalities, aural learners “receive and retain information through hearing the material. Attending...
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...multilingual education program is to develop appropriate cognitive and reasoning skills enabling children to operate equally in their community language, the national language and English. Driving both preservice and inservice teacher training are sets of standards for setting the qualifications and competencies of teachers. Within MTB-MLE these standards should reflect the fact that teachers are prepared to successfully educate students who speak a mother tongue different from the target language of instruction. This requires that teachers understand and can implement strategies for using the mother tongue as the primary road for children to build their initial literacy skills as well as using it to bridge to oral and written literacy in the targeted second language. Utilizing a survey questionnaire as well as documentary analysis, the study looked into the status of the implementation of the mother tongue as a learning subject in Grade I in the public elementary schools in Pangasinan I. Results show that the. It has also been found out that majority of the instructional objectives in the mother tongue as a subject are not being met as indicated by the areas where they are found weak. It is thereby recommended that the primary teachers handling the mother tongue as a subject should reinforce the instructional materials they are provided with and that teacher training on MTBMLE should be furthered. Keywords: K to 12; learning areas; mother tongue; MTBMLE; strategies ...
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