12Social Media Campaign (B) Communit

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Social Media Campaign
(B) Community Health Nursing Diagnosis Statement
Format:
Increased risk of (identification of health problem or risk)
among (affected aggregate or community) related to (etiological
to causal statement) as demonstrated by (evidence or support for
diagnosis).
Example:
Community Health Nursing Diagnosis: Social Isolation of the
Elderly:Increased risk of social isolation among the elderly
population of xyz county (your county or city) related to lack of
social activities due to the current pandemic as demonstrated by
above average depression rates among the elderly.
This statement clearly identifies the population of
interest and the problem, but also gives clues to potential
experience activities: Would more interactive activities
available on social media be a solution? Or are there safe
methods for the elderly to attend activities in the community? Is
there adequate bus or transportation for the elderly?
Refer to:
· Unit 2 Module 2 of the course for the role of nurses in

community health promotion and prevention.
· Unit 3 Module 3 of the course to understand assessment of the
community.
· Unit 4 Module 4 of the course to assist with identifying the
target population.
(B1) Health Inequity/Disparity
For the section on health inequities/disparities, you will
identify imbalances of service within your community and
provide data to support these imbalances or inequities. Think
about your general population and populations at risk related to
your health concern. For health disparity you will explain why
your target population is more at risk, being left out, or in need
of attention compared to other groups. For example, from your
Field Experience did you identify any vulnerable populations of
the community who were at a disadvantage for services? Was
insurance, access to services, income, location, lack of
understanding contributes to some individuals not receiving
higher levels of resources? You will back up your findings with
data from your community. The data can include statistics
supporting poverty levels, transportation services, insurance or
lack of insurance, organizations available to community
members, etc.……
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data
to assist with the community assessment and identify the
inequity/disparity leading to the topic.
· Unit 3 Module 3 (page 16) of the course for Healthy People
2020 Topics and Objectives.
(B1a) Primary community and Prevention Resources
In this section you will discuss the significant resources you
found in your community during the field experience to support
prevention/promotion of the health concern.
Refer to:
community.
(B1b) Underlying Causes

Accurately and logically discuss the underlying causes that
contribute to the selected primary health concern. (This may be
similar from the information you included in section B1).
Refer to:
community.
· Unit 4 Module 4 of the course to assist with identifying
problems within vulnerable populations.
(B2) Evidence-Based Practice
Logically and appropriately include evidence-based practice
article(s) relevant to the selected primary prevention field
experience topic. Look for 1 or more articles that provide
evidence for strategies, best practices, or guidelines that have
been used to improve the problem within communities
Refer to:
· Unit 5 Module 5 of the course for Essential Reading to assist
with applying evidence-based practice associated with primary
prevention.
· Unit 3 Module 3 (page 16) of the course for Healthy People
2020 Topics and Objectives.
· WGU library for peer-reviewed scholarly article(s) concerning
your primary prevention topic
This is not a section to discuss the reason for the problem in
your community. Instead, you should discuss the best practices
(EBP) for prevention/promotion of the health concern. Discuss
and in-text cite and reference scholarly journal article(s) to
support the practices for the primary prevention topic.
(B2a) Identification of Data
In this section include relevant data relating to selected
field experience topic at the local, state, or national level and
discuss your findings. This should include supportive data that
your prevention topic is a true problem in your community.
Refer to:
· Unit 3 Module 3 (page 14) of the course for sources and data
to assist with the community assessment and identify the
inequity/disparity leading to the topic.

*Prior to developing your social media campaign, we
recommend reviewing Unit 6 Module 6 of the course Essential
Readings and Learning Explorationsfor review of best practices
for implementing social media in healthcare. Be sure to
download and review the Full CDCynergy pdf from the web link
found in the Task Overview of the course.
(C1) Social Media Campaign Objective
The description presents a measurable objective of what
you hope to accomplish to improve the health concern for your
population using the social media campaign.
Components of the social media campaign objective should
include
· improving what,
· for whom (target population)
· by what percent
· in what time frame.
Refer to:
· Unit 3 Module 3 of the course Essential Readings Chapter 12
Foundations for Population Health in Community/Public Health
Nursing (page 215)
(C2) Social Marketing Interventions
Provide 2 specific population focused social marketing
interventions to aid in meeting your objective in section C1.
Describe how each intervention would improve the health
message related to the selected field experience topic.
Refer to:
· Unit 3 Module 3 of the course Essential Reading Chapter 12
Nursing (page 215)
· CDCynergy pdf (page 12, 14) link found in the Web Links of
the Task Overview. Pdf link at the bottom of the page
(C3) Description of Social Media Platform
Describe applications you will use to implement your
interventions (e.g. Facebook, Twitter, YouTube, Blogs,
Snapchat, Instagram and others) that enable users to create and

share content or to participate in social networking (electronic
dissemination of ideas).
Refer to:
· Unit 6 Module 6 of the course Learning Exploration CDC
Social Media Tools
Social Media for Nurses: Educating Practitioners and Patients i n
a Networked World (page 87-103).
(C3a) Benefits of Social Media Platform
Discuss how each platform will support preventative healthcare
in your target population for your identified health problem.
Refer to:
Social Media Tools
Social Media for Nurses: Educating Practitioners and Patients in
· CDCynergy pdf (page 11) link found in the Web Links of the
Task Overview. Pdf link at the bottom of the page
(C4) Benefit to Target Population
You will Discuss how your target population will benefit from
the social media campaign. Discuss how your target population
would benefit from using social media to receive the health care
message.
Refer to:
Social Media Tools
Social Media for Nurses: Educating Practitioners and Patients in
· CDCynergy pdf link found in the Web Links of the Task
Overview. Pdf link at the bottom of the page
(D) Best Practices for Social Media
Discuss the general principles for best practice in implementing
all types of social media tools for healthcare marketing.
Refer to:

· Unit 6 Module 6 of the course Essential Readings for best
practices of social media.
(E1) Stakeholder Roles and Responsibilities
A stakeholder is someone who has an interest in the health
problem and whose support is required for the social media
campaign to be successful. Stakeholders have a special
connection to you and your involvement in the prevention of the
health problem Identify the role and responsibilities for each
stakeholder
· They are or could be affected by the social media campaign
· They are interested in how the social media campaign will
impact them
· They may know what you need to know for the campaign to be
successful
· Points of view from community perspective
· Communicates your message (e.g. Advertises your campaign)
Refer to:
· CDCynergy pdf (pages 20-22) link found in the Web Links of
Nursing (page 267-271)
(E2) Potential Public and Private Partnerships
Partners have a working relationship to you and
collaborate in an official capacity on the social media
campaign. Discuss potential public partnerships relative to
implementing your campaign (Public partners are comprised of
organizations that are owned and operated by the government
and exist to provide services for a community (e.g. law
enforcement, healthcare agencies, emergency medical service
(EMS), schools). Discuss potential private partnerships relative
to implementing your campaign (Private partners is usually
composed of organization that are privately owned and not part
of the government (e.g. businesses, independently owned
institutions, grocery stores).
Partners:

· are interested in fulfilling their role in the campaign and
staying informed
· they work together with you to benefit everyone involved
· help to solve problems by seizing opportunity or sharing
resources
Refer to:
(E3) Timeline
Discuss in detail the timeline with dates (week 1, week 2, etc.)
for implementing the campaign.
Consider benchmarks (time points) from the planning phase to
the evaluation phase.
Refer to:
· CDCynergy pdf found in the Web Links of the Task Overview.
Pdf link at the bottom of the page
(E4) Evaluation
Explain how you will evaluate the effectiveness of meeting
your measurable objective for the social media
campaign.Include a measurement tool.
Refer to:
Nursing (page 211-213, 216-217)
· Unit 7 Module 7 of the course resource links
· CDCynergy pdf link found in the Web Links of the Task
Overview. Pdf link at the bottom of the page
(E5) Cost of Implementing the Campaign
Discuss the estimated direct/indirect costs of planning,
implementing, and evaluating your campaign.
Refer to:
· CDCynergy pdf (page 15, 18, 26) found in the Web Links of

(F) Reflection on Social Media Marketing
Reflect on how the community health nurse can use social
media marketing to promote healthier populations (provide one
or more examples).
Refer to:
· Unit 3 Module 3 of the course Essential Reading Appendix C.
Nursing (page 594)
(F1) Reflection on Future Nursing Practice
Reflect on how you can apply a social media campaign to your
future nursing practice (provide one or more examples).
References
Centers for Disease Control and Prevention. (2018). The CDC
guide to strategies to decrease smoking in the community.
Retrieved from
http://www.cdc.gov/smoking/downloads/PA_2011_WEB.p
df
Checklist: (see below in red)
Did you upload your time log with your paper (separately)?
Did you acknowledge sources, use in-text citations and
references for content that is quoted, paraphrased, or

summarized?
Did you demonstrate APA professional communication in the
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check out the writing center: [email protected]
Revised 9/14/2021
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5
Assignment Task Part 2
In 125 word response to each colleague do the following
1. Examine the answers posted by your
colleagues. Indicate correct answers and address incorrect
ones. Reveal the assessment you had selected, and explain why
this is the best one for this scenario.
2. Be a critical friend and provide feedback to two of your
colleagues on their scenarios. Was there any confusing
language? What could have made the scenario clearer and
provide needed information? Are there any errors that need to
be addressed?
Colleague Responses
Katheryn Gonzales
Top of Form
Assessment data is used for many different reasons in education
to plan instruction and identify students who may have special
needs or need particular interventions. Assessment data can be

used to monitor progress and document Response to
Intervention progress (Banergee & Luckner, 2013). Assessments
can offer teachers, speech therapists, special educators, physical
therapists, and parents valuable information as they plan ways
to assist students in achieving academic goals.
Scenario:
Khalil is a five-year-old boy who attends a Title 1 school. He
came to kindergarten with no prior preschool or pre-
kindergarten experience. Khalil is a charming and sensitive boy.
He loves music, and he is always smiling. Khalil’s teacher
noticed that when asked to sit for circle time, Khalil could not
sit with his legs crisscrossed. He would try to sit as the other
students, but he struggled to figure out how to crisscross his
legs. Khalil’s teacher would have to move his legs to show him
how they should look. During circle time, Khalil is very
interested in storytime. However, he cannot keep his body still
even though he appears engaged in the story. During
handwriting practice, Khalil struggles to hold a pencil and is
not writing on the lines, and is unable to form letters correctly
but can describe precisely how the letter should be written. For
example, when writing the lowercase a, he might say, “circle
back around, push up, pull down.” Khalil is also remarkably
absent-minded at times. Khalil’s teacher is concerned with his
ability to follow one or two-step directions. What assessment
can the teacher perform to decide what interventions Khalil will
need to support him in the classroom?
Reference
Banerjee, R., & Luckner, J. (2013). Assessment Practices and
Training Needs of Early
Childhood Professionals. Journal of Early Childhood Teacher
Education, 34(3), 231–248.
https://doi.org/10.1080/10901027.2013.816808

Bottom of Form
Kelli Barnes
Top of Form
While assessments have and will always be a prominent
component of the eucation system , assessments are not always
a one-size-fits all. However, teachers do get caught in
redundant trap of conforming to state mandates and overlooking
what is best for each indidivual learner. For this week's
discussion, I enjoyed reading an article that coinsided with my
scenario perfectly. Unfortunately, we have students across the
large learning spectrum and every assessment does not
accomodate each child. Thus assessments such as stadardized
state tests within the intellectually disabled community do not
report reliable and responsible data anmore institutions are
implementing individualized assessments.
Scenario
Anthony, 6 years old, is a male student at a non-Title 1
elementary school. He is curerntly in Kindergarten for the
second time, as he was retained last year. He is caring and loves
to ask questions. He is engaged during story time and loves
math! Math is most certainly his stronger area. Anthony
continues to struggle with recognizing basic sight words and
making words withs letters. Although his previous teacher and
the teacher he has this year have implemented several
interventions for Anthony to learn letters, their sounds, and
begin recognition of some sight words, he does not seem to
retain this information. Anthony is basent a lot which also
creates a challenge with his retition of words. He is currently
reading on a level B (Grade level expectations are level D by
May). He knows all letters and most sounds, and 36 sight
words. Other than a running record ( what has been used),
what assessment could Anthony's teachers use that would
provide additional data that would support his learning
disability?
Reference
Howlin, P.(2013). Authentic assessment for early childhood

intervention. Best
practices.https://search.ebscohos t.com/login.aspx?direct=true&d
b=eue&AN=85431231&site=ehost-live&scope=site&authty
Bottom of Form
Relooking Assessment: A Study on Assessing Developmental
Learning Outcomes in Toddlers
Marjory Ebbeck • Geraldine Lian Choo Teo •
Cynthia Tan • Mandy Goh
Published online: 30 July 2013
� Springer Science+Business Media New York 2013
Abstract In most countries the funding for early child-
hood education has increased and governments in some
countries have taken serious steps to bring about positive
change in the profession. However, the increase in funding
by governments and other funding organisations around the
world has, understandably, attracted increased account-
ability as these organisations need to know that their
financial investments are achieving desired outcomes. To

seek evidence that positive learning outcomes have indeed
been achieved through these investments is a reasonable
request, and there is a shared responsibility and account-
ability for professionals to provide appropriate evidence.
The downside, however, can be the request for standardised
test information, as if performance on such tests provides
proof of all desired outcomes. More than ever before, it is
important for early childhood educators to be able to pro-
vide accurate, objective information about children’s
assessment in ways other than by standardised testing,
which may not reflect the complex reality of children’s
lives. This paper reports on a research study in Singapore
that investigated curriculum effectiveness using develop-
mental learning outcomes as a means of assessing children.
The research was devised to examine if eight specified
broad developmental learning outcomes could measure the
effectiveness of the curriculum by assessing children’s
learning as shown in qualitative data. Practical examples

showed evidence of children’s learning and the role of the
educator in facilitating and documenting developmental
learning outcomes.
Keywords Assessment � Developmental learning
outcomes � Singapore research � 18 months–3 years
age range
Introduction
Findings from neuroscience have provided evidence that
the early years are critical for promoting optimal devel -
opment in children (Shonkoff and Phillips 2000; Oberk-
laid 2007; Berk 2012; Papalia et al. 2009). Economists
have argued convincingly that financial investments in the
early years will bring about positive outcomes which, in
turn, will reduce later costs to society (Mustard 2008;
Heckman 2000). Funding for early childhood education
has increased and governments in some countries instituted
policies to bring about change in early childhood educa-
tion, and have increased the allocation of resources. This
has been a very positive move, supported in the reports and

position statements of the National Association for the
Education of Young Children (NAEYC) and the National
Association of Early Childhood Specialist in State
Departments of Education (NAECS/SDE) (NAEYC and
NAECS/SDE 2003).
M. Ebbeck (&)
School of Education, University of South Australia, Magill
Campus, St Bernards Road, Magill, SA 5072, Australia
e-mail: [email protected]
G. L. C. Teo � M. Goh
SEED Institute, 73 Bras Basah Road, NTUC Trade Union House
#07-01, Singapore 189556, Singapore
M. Goh
G. L. C. Teo � C. Tan
The Caterpillar’s Cove Child Development and Study Centre,
535 Clementi Road, Block 53, Level 3 Ngee Ann Polytechnic,
Singapore 599489, Singapore
123
Early Childhood Educ J (2014) 42:115–123

DOI 10.1007/s10643-013-0602-9
The increase in funding by governments and other
funding organisations around the world has understandably
attracted increased accountability as these organisations
need to know that their financial investments are achieving
desired outcomes (Dodge et al. 2004). To seek evidence
that positive learning outcomes have indeed been achieved
through these investments is a reasonable request and there
is a shared responsibility and accountability for profes-
sionals to provide appropriate evidence (NAEYC and
NAECS/SDE 2003).
The downside, however, can be the request for standardised
test information. More than ever before, it is important for
early childhood educators to be able to provide accurate,
objective information about children’s assessment in ways
other than by standardised testing. Dalberg et al. (1999)
proposed that the assessment of children’s learning and

thinking through standardised testing does not reflect the
complex reality of children’s lives. According to its posi-
tion statement (NAEYC and NAECS/SDE 2003), the
National Association for the Education of Young Children
(NAEYC 1988) has confirmed their opposition to the use of
standardised testing for all early childhood contexts. They
assert that assessment is a systematic procedure for
obtaining information from observation, interviews, port-
folio collections, projects, tests and other sources that can
be used to make judgments about children’s characteristics
(NAEYC and NAECS/SDE 2003). Jones (2004) stated
that:
As the accountability/testing debate continues young
children need assessment-literate advocates who are
equipped not only with powers of observation and
documentation but also with the knowledge and skills
to participate in an assessment-related discourse that
is rounded in the basic principles of sound assessment

practice (pp. 14–15).
The debate about assessment has continued now for
many decades and it is interesting to contrast current per -
spectives against what Kelly wrote in 1986:
If evaluation, appraisal and accountability procedures
are imposed on teachers from outside, if they are
created and operated by others, the teachers must be
strongly tempted to be constantly looking over their
shoulders to the criteria of evaluation being used, so
that these will quickly become their criteria for
planning and thus the evaluation tail will wag the
curriculum dog (p. 229).
Kelly (1986) further stated that if the curriculum pro-
cedures were concerned with describing, illuminating, and
portraying what is going on in order to promote its
continuing development, then teachers would be able to
exercise professional judgment. The intent of Kelly’s
message still resonates today even after 27 years.

A Closer Look at the Purpose of Assessment
It is important to be clear about why assessment is
important beyond the accountability issues mentioned
previously. One of the primary purposes of assessment is to
gather information about children’s development and use it
as a basis for curriculum decision making. When seen in
this light, it will allow children to make further progress in
their learning. It also enables this information to be shared
with all those who have a stake in the children’s future,
including parents, teachers and caregivers, centre admin-
istrators and referral agencies for children who have
additional needs. Furthermore, this kind of developmental
assessment also enables teachers to evaluate how well the
programme is meeting its goals.
In Australia, the Victorian Department of Education and
Early Child Development has developed a comprehensive
statement for early childhood professionals about assess-
ment and reporting (http://www.education.vic.gov.au/

school/teachers/support/Pages/advice.aspx). This statement
proposes that there are three interconnected learning pro-
cesses in relation to assessment, namely, planning, facili -
tating and assessing learning. In summary:
• Assessment for learning extends children’s learning by
enhancing teaching. It is formative and occurs contin-
uously. It is enriched when children, families, and all
educators are actively involved in the process.
• Assessment as learning occurs when educators recognise
the process of assessment as a powerful tool for learning.
This involves discussions with children, documenting
learning together, enabling children to recognise that
they themselves are learners, and developing the under-
standing of how they learn.
• Assessment of learning emphasises the summative
aspects of assessment and confirms what children know
and understand what they can do.
Assessing Children Through Their Engagement
in the Curriculum

Assessment is, therefore, an integral part of early childhood
curriculum, and educators need to be clear about their
understanding of curriculum. The focus of curriculum
needs to reflect identified learning goals for children, and
appropriate assessment can be used to make informed
decisions about curriculum objectives and their outcomes
116 Early Childhood Educ J (2014) 42:115–123
123
http://www.education.vic.gov.au/school/teachers/support/Pages/
advice.aspx
http://www.education.vic.gov.au/school/teachers/support/Pages/
advice.aspx
(Pyle and DeLuca 2013). A teacher can plan for, and
implement, curriculum decisions that facilitate a child’s
learning engagement as an individual and as part of a
group. Once the curriculum road map had been developed,
one way of doing this assessment is to focus on develop-
mental learning outcomes (Department of Education,
Employment and Workplace Relations (DEEWR) 2009;

Goodfellow 2009).
Assessing Developmental Learning Outcomes
There is a range of available literature proposing that
assessment should be developmentally appropriate (Copple
and Bredekamp 2009; Gestwicki 2011; Kostelnik et al.
2011; Saracho and Spodek 2013). Developmental learning
outcomes link specified elements of children’s learning
achievements to domains of development. For example,
there is rapid change in the physical development of chil-
dren in the age range of birth to 3 years. Assessing out-
comes of gross motor skills can inform a caregiver of the
ongoing development of an individual child. A caregiver
makes judgments about such outcomes through focused
and ongoing observation, watching how a child uses some
materials or equipment and how skills and understanding
are interrelated.
A number of recent curriculum frameworks and/or
guidelines have identified learning outcomes in their

assessment procedures (DEEWR 2009; Ministry of Social
and Family Development, Singapore 2011; NTUC First
Campus (NFC) Singapore 2011). There has been a con-
tinued thrust to use a naturalistic and authentic curriculum
that assesses what children know and can do, as well as
identifying growth areas for further development.
This growing trend to assess learning through develop-
mental learning outcomes (Laevers 2005) demonstrates a
universality of learning outcomes. Assessment of content
knowledge is still necessary but needs to be viewed in the
totality of the child’s overall development.
In Singapore, a research study was designed to ascertain
if children’s assessment using developmental learning
outcomes over a 6 month period could indicate curriculum
effectiveness. Using a qualitative approach as espoused by
Denzin and Lincoln (2005, p. 3) that incorporated an
interpretive, naturalistic approach, researchers studied
children aged 18 months–3 years old. This approach also

took account of Eisner’s (1991) view that not everything
can be said in a test form, for some things we need literary
forms (p. 23).
A research question was agreed upon to ascertain In
what ways do the eight broad developmental learning
outcomes (Department of Education and Children’s
Services (DECS) 2001) measure the effectiveness or non-
effectiveness of the curriculum in developing children’s
learning as shown in qualitative data?
The eight developmental learning outcomes used in the
study were:
1. Trust and confidence
2. Positive sense of self and a confident personal and
group identity
3. Sense of being connected with others and their worlds
4. Intellectual inquisitiveness
5. Range of thinking skills
6. Effective communication

7. Sense of physical well-being
8. Range of physical competencies.
The sample of children reported in this paper was in the
age range of 18 months–3 years and were grouped as
shown in Table 1.
Educators in the study
There were two educators assigned to each group of chil -
dren. Their teaching experience ranged from 2 to 17 years.
Parent Involvement
Parental consent was gained before the study began, and
parents were kept informed by individual conferences in
relation to each child and newsletters about the progress of
the study. Parents also spent time in the classrooms with
their children.
Methodology
The study adopted a multi-method approach collecting
both qualitative and quantitative data. This paper deals
only with the qualitative aspects of the study (Bell 2010;

Creswell 1994, 2009; McMurray et al. 2007). An
Table 1 Demographics of child-participants in each group
Class No. of participants Mean age
(years)
Junior toddlers
(18 months–2 years)
9
M = 7, 8.6 %,
F = 2, 2.5 %
1.9
Senior toddlers
(2–3 years)
18
M = 10,12.3 %,
F = 8, 9.9 %
2.8
M = Male, F = Female
Early Childhood Educ J (2014) 42:115–123 117

123
interesting perspective on the study design related to seeing
the ‘‘researcher as a bricoleur’’ where the analogy is of the
bricoleur as a quilt maker (Denzin and Lincoln 2005, p. 4).
In relation to the research design a bricoleur is like that of a
quilt with overlapping perspectives.
The data gathered over a 6 months period for the
qualitative aspect of the study were diverse, like a quilt
giving a rich overview of the child’s total development. It
also comprised evidence from the educator’s planning
cycle as documented in work programmes, observations of
children, work samples, records of dialogues, and educa-
tor–child and child–child interactions, which were also part
of the data. The data when analysed, showed that it was
possible to measure children’s growth through develop-
mental learning outcomes over time and also to assess the
curriculum effectiveness. In addition, it gave teachers the

opportunity to assess the well-being of the children
(DEEWR 2009; Gonzalez-Mena 2005; Laevers 1994,
1997; Pascal and Bertram 1999).
Results of the Study
The overall research question—In what ways do the eight
broad developmental learning outcomes (DECS 2001)
measure the effectiveness or non-effectiveness of the cur-
riculum in developing children’s learning as shown in
qualitative data? was fully answered, and showed that this
approach to assessment did provide evidence of the
effectiveness of the curriculum within the research study.
Educators in the study stated that using the develop-
mental learning outcomes had required them to plan for,
and assess, individual children in a focused way differently
from what they had done previously. They developed an in-
depth profile of each child, recording the domains of
development, and the curriculum content in all areas.
Previously, their assessments had focused largely on the

curriculum content—literacy, mathematics, science, arts,
social and environmental awareness, health and physical
well-being (Klein and Knitzer 2006; Oberklaid 2007).
Specifically, identifying exemplars of best practice was
also a new dimension to the educator’s role in that they
became more self-reflective as they identified what had
worked well and what needed further analysis or action
(Roberts-Holmes 2010). They reflected on the individuality
of children in the teaching and caring situations and then
discussed this individuality in teams, bringing an objecti ve
view of each individual child and her/his progress. Edu-
cators also reported that using developmental learning
outcomes made their decision-making for curriculum much
more focused and effective. Group activities were still part
of the planning, but they were underpinned by the detailed
individual planning (Essa 2011; DEEWR 2009).
The following two examples taken from the detailed
eight developmental learning outcomes used in the study

demonstrate how teachers planned and recorded. Using
developmental learning outcomes was a means of gather-
ing data in an authentic, naturalistic way. The domains that
learning areas were linked to were psycho-social, physical,
and thinking and communicating self. Curriculum content
was recorded under key learning areas, and the exemplars
of best practices of teaching were also identified.
Educators’ Planning in the Research Study
Educators for each of the groups of children planned in
advance for each week (see Table 2). They used a planning
framework, which was a cycle of Plan, Implement, and
Review. This framework facilitated an analysis of exactly
what plan, implement and review meant in practice. It was
shown to be an effective way of documenting and gather-
ing evidence.
The following tables show how teachers documented the
learning outcomes of the children. This was done for each
of the 27 children and reflected the work achieved in the

plan, implement, and review cycle. Very detailed pro-
gramme records were kept for each group of children.
Planning occurred and the event was implemented and
reviewed. Each week a small number of focus children
were observed.
Developmental Learning Outcome: ‘Children are
confident and involved learners’ (Example 1)
For assessment (see Table 3), educators, planned, observed
and recorded.
Observations about Zachary (3.0 years old) were based
on three domains of development.
Psycho-Social Self
Zachary had a very pro-social disposition; he made friends
easily and interacted well with other children. He was seen
as the initiator of many conversations and tended to take
lead roles in play. However, in his attempts to be helpful,
he had been perceived by the other children to be aggres-
sive and self-absorbed in his play on several occasions.

Physical Self
Zachary’s fine and gross motor skills were well developed
at entry to child care. He was well coordinated and dem-
onstrated good agility in the outdoor playground. He was at
ease with self-help skills like dressing, feeding and clearing
123
up after himself after the normally occurring activities at
the centre. He demonstrated a preference for physical play
and caused some challenges with appropriate indoor
classroom behaviour prescribed by the educator.
Thinking and Communicating Self
At the beginning of the observation period, it was noted
that Zachary lacked the ability to focus on directed tasks
Table 2 Review of curriculum planning for one sample week
(children aged 18 months–3 years)
Junior toddlers (18 months–2 years)
Gross motor skills

Controls body movements and
demonstrates coordination and
balance
Through movement—plays on
large equipment
Fine motor skills
Controls fingers and hands, and
shows eye-hand coordination—
painting, drawing, finger painting,
dough modelling, basic collage
introduced
Self-help skills
Attempts to feed self and helps with
dressing/undressing
Aware of health routines, washes
hands independently under
supervision
Personal relationships with

peers
Demonstrates beginning social
skills with other children—
knows the names of all
children in the group. Enjoys
being with others
Shows sensitivity to others’
feelings—the beginnings of
empathy noted in some of the
2 year olds
Self-awareness
Demonstrates confidence in own
abilities—display of photos,
identifies self
Self-control
Begins to regulate own emotions
and behaviours independently
and/or with the help of teachers

and peers
Self-expression
Expresses creativity through art
and music
Shows appreciation of favourite
songs and rhymes
Scientific inquiry
Actively explores
the environment
with his/her
senses—
introduced a touch
table
Uses tools to
experiment
Uses language to
describe things in
the environment

Mathematical
reasoning and
logical thinking
Builds beginning
number concepts
Begins to match and
sort objects
Enjoys block play,
tower
constructions
emerging
Receptive
language
Responds to
spoken words
Follows directions
and requests
Enjoys direction

games in small
group
Expressive
language
Communicates
non-verbally
using gestures
and motions
Demonstrates oral
language skills,
using words
Foundations for
reading
Shows beginning
book awareness
Becomes aware of
pictures and
symbols in print

Enjoys favourite
stories and
brings book to
educarers to
share
Seeks out
favourite dolls or
items in the
home corner and
‘‘talks’’ to these
3 focus children observed
during small group
activity—exploring
blue paint and
responding verbally
Detailed anecdotes
recorded
Table 3 Assessing the developmental learning outcome

‘Confident and involved learners’
The child as a confident and involved
learner is evidenced by:
Asking questions and using senses
to explore the environment
Using tools to investigate
Using vocabulary to describe
observations
Identifying and solving problems
Using hands and body to touch,
take apart, assemble and construct items
Educators show evidence of facilitating children as
confident and involved learners in best practice
when they:
Encourage children to investigate using a range
of thinking styles
Facilitate children in asking questions
Engage children in the process of plan-do-

review to promote deeper thinking
and meta-cognition
Key learning content area:
Early science learning
Inquiry, investigation
Language learning and communication
Speaking, describing, explaining,
questioning
Social and personal learning
Persistence, self-direction, curiosity
123
and was easily distracted. He had difficulty following
instructions by the educator and other adults, especially if
there were more than four sequential steps. He was extre-
mely curious and frequently asked questions about what
was happening around him and asked about anything that

was new or novel in the environment.
Zachary’s Involvement in the Curriculum
Educators noted that Zachary found it difficult to stay on
task for an extended period of time. He became easily
distracted, but had a good imagination. He actively par-
ticipated in group activities and was able to communicate
well with others.
The following example shows how the educator facili-
tated two opportunities that encouraged Zachary to use his
natural curiosity and become engaged in learning activities
for longer periods. With appropriate facilitation, Zachary
began to improve in his ability to focus, and was able to
explore in greater depth, hypothesize/predict, and use
problem-solving strategies and choices in his activities.
Allowing for non-interrupted time was critical in helping
Zachary further develop his natural inquisitiveness.
Example 1 provided clear evidence of the educator’s
strategy to scaffold Zachary’s natural curiosity and used it

as a tool for strengthening his learning disposition which
was his persistence in completing a task.
Assessing the Developmental Learning Outcome: ‘A
sense of well-being’
Observations about Soniyha (3.1 years old) based on
developing a sense of well-being (Table 4) and the fol-
lowing three domains of development.
Psycho-Social Self
On entry to the child study centre, Soniyha lacked the
independence to join in with new activities and needed the
facilitation of an adult. However, once settled in the
activity, Soniyha played with the other children with ease.
Soniyha had a positive response to her routine and inter-
acted well when there was a clear schedule to her day.
Physical Self
Soniyha had fine and gross motor skills that were well
developed. She could undress herself with confidence, and
was developing the skill to dress herself independently. She

was able to self-feed, but was still developing the skill of
coordinating the scooping of food into her spoon without
spilling. She was well-coordinated and enjoyed outdoor
play, especially sand play at the sand pit.
Thinking and Communicating Self
Soniyha had a good command of language and was able to
articulate her needs and wants with ease. Although seen as
a quiet child, she was curious and often asked questions of
the staff during activities and would verbalise her obser -
vations to the educator.
Soniyha’s Involvement in the Curriculum
Initially, educators noted that Soniyha lacked the confi-
dence to initiate interactions with other children in her
class. She would react by crying, especially if other chil -
dren made negative comments about what she was wearing
or doing. This sometimes resulted in her refusal to partic-
ipate even in routine activities such as lunch or showering.
Example 2 shows how the educator facilitated an

activity at lunch time. With appropriate support, Soniyha
was able to feed herself with confidence as well as interact
with others at the lunch table, which was something she
was not able to do before. She was able to articulate when
she had enough food and demonstrated the routine steps
required at mealtimes, as well as telling other children what
they had to do after they had finished. This example shows
evidence of Soniyha’s growing sense of well-being to
predict and manage her routines, and the developing
By providing uninterrupted time and a
quiet space, Zachary was able to
investigate his ideas and interests in
diggers by using his body. He liked to
hold a basket with both hands; arms
stretched out and, in a coordinated
movement, used the basket to dig out
Lego pieces. He relied on his prior
experience and observations of
diggers as he explored with his senses
and movement.
In a project where children were
exploring with newspapers, Zachary
engaged in problem solving as the
group of children wondered how they
could get newspapers wrapped around
a pole. He suggested that “we can

twist it” and demonstrated by twisting
the ends of a strip of newspaper
together.
123
acceptance of new discoveries and challenges that she had
gained through the educator’s guidance and the environ-
ment in general.
Example 2 demonstrates the educator’s sensitivity to
Soniyha’s lack of confidence with others. Through the
modeling of ‘helping behaviours’ and the scaffolding of
appropriate language among the children during the
mealtime experience, it is evident from this example that
Soniyha was building a more positive sense of self.
These two examples demonstrate that educators were
able to assess children by identifying developmental out-
comes that link learning to domains of development. At the
same time, the links could be drawn to the learning areas as

shown in the examples. It is proposed that this type of
assessment was meaningful and allowed educators to
record the children’s learning through narratives. It also
allows educators to assess whether or not the curriculum
was effective.
In using developmental learning outcomes to assess
children and plan for their engagement in the curriculum,
educators draw on their knowledge of ways to observe
children. They continue to use a range of teaching strate-
gies including:
1. Direct, focused observation and recording to find out
about children’s naturally occurring behaviour during
their routines, play, curriculum activities, and in their
interactions with their teachers and peers.
• Identify their overall developmental profile—
their strengths and growth areas in all areas of
development—physical, psycho-social, thinking and
communicating, as well as their well-being, health
and daily rhythm in the centre.

• Identify children’s interests and enjoyment of
curriculum activities, including those that they
avoid and seem to dislike.
• Identify their temperament and disposition includ-
ing information about their well-being, their resil-
ience and persistence at learning tasks.
• Understand how they respond in group and indi-
vidual learning contexts, including records of
verbal and non-verbal interactions with teachers,
caregivers, peers, and any other staff who work in
the centre.
• Find out how they grow and change over time in all
developmental domains.
• Gather information through use of appropriate,
validated assessment tools that measure variables
such as children’s well-being, resilience, active
involvement in the curriculum, and social interac-
tions with staff and peers (Beaty 2009).
2. Through analysis of anecdotal records taken over time
including analysis of children’s play episodes, and how

their friendships develop and change. Such anecdotes
allow teachers to reflect and discuss with parents how
children are growing and developing (Ebbeck and
Waniganayake 2010).
3. Through documenting the episodes of learning using a
variety of visible ways such as by including drawings,
paintings, collage and print work, web work, or any
other pictorial work done by the children. These
should be shared with children, parents and other
teachers (Hutchin 2010).
4. Involve children in evaluation as this can be an aspect
overlooked by educators (Arthur et al. 2012).
5. Documentation of stories and narratives about the
children’s learning process including social interac-
tions, how children approach challenging tasks, dem-
onstrate persistence and resolving situations of conflict
(Carr 2001).
6. Photographs taken by teachers and also by children

enable the recording of many aspects of children’s
engagement in the curriculum. Photographs can also
be used to illustrate how development has changed
over time.
7. Video recordings record children’s engagement in the
curriculum and of their life in the early childhood
centre including their participation in special events
and excursions.
8. Email communications with parents allow the chil-
dren’s achievements and challenges to be readily
shared.
Soniyha feeds herself with scooping
actions with the spoon, while
simultaneously holding the plate in place
to prevent it from moving.
Being independent and confident of the
routine, Soniyha puts away her plate into
the basin after she had finished with her
food.
During mealtime, she understood when
she had had enough to eat.

123
Outcomes of Purposeful Assessment
Early childhood professionals need to be able to share with
parents and colleagues how their assessment is useful in
helping children to learn (Arthur et al. 2012). In addition, it
is important for professionals to be able to articulate to the
broader community, including politicians, administrators,
ministries and funding agencies, what the assessment pro-
cess in early childhood is and why it is an important part in
the formulation of appropriate developmental outcomes for
every child.
Purposeful assessment provides the early childhood
educator with:
• Objective information from the everyday activities
occurring in a centre and from multiple sources that
allow a representative view of children’s developmen-
tal profiles and progress in learning outcomes. This
information allows for professional discussions and the

valid interpretation of information that can present a
holistic view of each child’s development.
• Information about the overall learning effectiveness of
the curriculum which allow gaps in the curriculum
content to be identified.
• Information about the extent to which planned devel-
opmental learning outcomes are being achieved by
children and the flagging of any needed re-direction.
• Information to vary children’s developmental profile if
needed.
• Identification of children who are at risk and who need
to be referred for specialist assistance.
• Shared perspectives from teaching staff and parents of
children’s current and future development.
Conclusion
The research report presented in this paper has shown that
it is possible to bring together multiple sources of assess-
ment data about children to enable the primary purpose of
assessment to be realised, namely, to facilitate children’s
overall development including learning (Winter 2003).

Educators need to work with teaching colleagues and
parents in order to interpret all the data they have gathered
about the children’s engagement in the curriculum,
including their developmental learning outcomes. All of
this information helps teachers to continually plan and
evaluate the curriculum, and facilitate children’s develop-
ment and ongoing learning. Assessment has to be seen as
an integral part of the curriculum, not as an additive but as
a purposeful, ongoing, shared communication about chil-
dren’s learning. As highlighted by the NAEYC and
NAECS/SDE (2003), ‘‘many challenges face efforts to
provide all young children with high quality curriculum,
assessment and evaluation of their programs’’. Adherence
to developmentally appropriate assessment will greatly
facilitate efforts by educational professionals to respond to
these challenges with clearer accountability.
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Relooking Assessment: A Study on Assessing Developmental
Learning Outcomes in ToddlersAbstractIntroductionA Closer
Look at the Purpose of AssessmentAssessing Children Through
Their Engagement in the CurriculumAssessing Developmental
Learning OutcomesEducators in the studyParent
InvolvementMethodologyResults of the StudyEducators’
Planning in the Research StudyDevelopmental Learning
Outcome: ‘Children are confident and involved learners’
(Example 1)Psycho-Social SelfPhysical SelfThinking and
Communicating SelfZachary’s Involvement in the
CurriculumAssessing the Developmental Learning Outcome: ‘A

sense of well-being’Psycho-Social SelfPhysical SelfThinking
and Communicating SelfSoniyha’s Involvement in the
CurriculumOutcomes of Purposeful
AssessmentConclusionReferences
BOOK REVIEW
Authentic Assessment for Early Childhood
Intervention: Best Practices
By Stephen J. Bagnato
Paperback: 315 pages. Guilford Press, New York, NY. Cost: not
known.
Most researchers and clinicians working with individu-
als with intellectual disability face a common challenge
with regard to measurement of cognitive and behaviour-
al difficulties. Identifying appropriate assessments and
measures that have been designed for the intellectual
disability population can be difficult. In this book,
Stephen Bagnato provides a very detailed description
of the rationale, structure and methods for what he
terms ‘authentic’ assessment of young children with
disabilities.

Bagnato covers a wide range of assessments from
assessing early developmental milestones and curricu-
lum-based assessment to functional analysis of challeng-
ing behaviours in this population. There is a strong
emphasis on moving away from using standard-
ized assessment tools within the intellectual disability
population towards more individualized assessments
that require detailed and careful observation in natural
and analogue situations alongside extensive consultation
and observation with parents and carers and other
professionals.
Some may find the suggestion to ‘abandon standard-
ized testing’ a somewhat extreme perspective. However,
the principles for ensuring careful and detailed assess-
ment of complex difficulties that are highlighted
throughout the book are clearly very important in this
population. The suggestion for careful consideration
with regard to where DSM classifications and criteria

may, or may not, be appropriate or helpful in ensuring
suitable intervention programmes for individuals with
intellectual disability is particularly helpful.
Another problem raised is the reliance on Piagetian
theory to underpin the selection of assessment tools
and suitable measures and the expectation of an indi-
vidual’s developmental pathway. Bagnato suggests that
a ‘Piagetian framework to observe and understand
developmental stages and progressions for all children’
is somewhat limited and does not fully take into
consideration the concept of atypical trajectories of
development that have been observed in a wide
range of genetic syndromes associated with intellectual
disability. A focus on Piagetian developmental sequen-
ces may result in failure to consider and identify
uneven profiles of development that are typical of this
population.
Overall, the approach to assessment and intervention

in individuals with intellectual disability that Bagnato
highlights in this book is important and helpful. The
‘Best Practice Guide Points’ that appear throughout the
book and at the end of each chapter provide a very use-
ful summary of the key points for consideration and
help to guide the reader through an appropriate assess-
ment and intervention process. This book will be a very
useful resource for a wide range of clinicians and
researchers and a good addition to the literature regard-
ing assessment in intellectual disability.
Patricia Howlin
Department of Psychology, Institute of Psychiatry,
King’s College London, London, UK
(e-mail: [email protected])
Journal of Applied Research in Intellectual Disabilities 2013,
26, 181
� 2013 Blackwell Publishing Ltd 10.1111/j.1468-
3148.2009.00537.x
Published for the British Institute of Learning Disabilities

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8083 Module 4:
Assessments to Foster Development and Guide Teaching and
Learning
During this module, you will create scenarios to challenge your
colleagues on the selection of appropriate assessments, as well
as take part in evaluating the assessments for a given scenario.
You will develop a presentation on the importance of systematic
assessment and setting instructional goals. Part of this module
will include posts to your online blogs and looking deeper into
purposeful assessment and its usefulness to the early childhood
educator.
Note: This module is 2 weeks long with two Discussions.
Discussion 1: Choosing the Proper Assessment
Assessment is key to learning where a child is in his or her
development, learning what the child knows, and learning where
you need to go next with your lessons. It does not serve students
well to have a lesson without assessment and not using
assessment to guide your next steps. Based on your previous
research on intervention assessments and strategies, you will
now create an assessment scenario for your peers to attempt to

answer.
Base this on your research, your knowledge of the assessment,
and condition, as well as the age of the child and learning
environment. Challenge your peers, but also provide enough
information to guide the choice. Choose a scenario to respond to
what challenges you as well. Your score comes from your posts,
rationales, and feedback, not whether you select the right
assessment in your response!
To prepare:
· Review and reflect on the four listed articles for this module
and the recommended Learning Resources.
· Create a brief scenario/case study based on your research and
readings from the previous weeks’ assignments that will require
your peers to choose an assessment that is appropriate for the
situation. Give enough information on the child and the
situation, but not so much as to provide an answer quickly.
Make sure you indicate the age of the child.
Select a posted scenario and indicate the assessment you would
choose for this child at this point in time.
Explain the following in 2 pages:
· Why this is the best assessment for this child
· What information this assessment will provide
Support your rationale with research.
Try to choose a scenario that has not already been addressed by
another peer. Indicate how you would determine if these
assessments are culturally responsive?
Note: Cite your research and provide appropriate references in
APA format to substantiate your thinking.
Return to your original scenario and do the following:
· Examine the answers posted by your
colleagues. Indicate correct answers and address incorrect
ones. Reveal the assessment you had selected, and explain why

this is the best one for this scenario.
· Be a critical friend and provide feedback to two of your
colleagues on their scenarios. Was there any confusing
language? What could have made the scenario clearer and
provide needed information? Are there any errors that need to
be addressed?
4 Listed Scenario Articles
Banerjee, R., & Luckner, J.L. (2013). Assessment practices and
training needs of early childhood professionals. Journal of Early
Childhood Teacher Education 34(3), 231-248.
Ebbeck, M., Teo, G., Tan, C., & Goh, M. (2014). Relooking
assessment: A study on assessing developmental learning
outcomes in toddlers. Early Childhood Education Journal 42(2),
115-123
Howlin, P. (2013). Authentic assessment for early childhood
intervention: Best practices. Journal of Applied Research in
Intellectual Disabilities 26(2), 181
O’Grady, M. G., & Dushing, S.C. (2015). Reliability and
validity of play-based assessments of motor and cognitive skills
for infants and young children: A systematic review. Journal of
the American Physical Therapy Association 95(1), 25-38

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