This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
A transition is something that helps moves children from one activity to another. Here we share 10 famous transitions songs to help your preschool day run smoothly.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
A transition is something that helps moves children from one activity to another. Here we share 10 famous transitions songs to help your preschool day run smoothly.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Early Childhood AssessmentInformation for Earl.docxmadlynplamondon
*
Early Childhood Assessment:
Information for Early Childhood Program Administrators
Welcome and thank you for participating in this presentation on early childhood assessment designed specifically for early childhood administrators. The intended audience for this presentation is child care center directors, family child care system staff, Principals, and all other related administrators in early childhood programs. Throughout the presentation you will be taken through a series of narrated, informational slides. This presentation is approximately 30 minutes and can be paused at any time. If you need to take a break and return later, you may do so by returning to the presentation and clicking on the slide that you were on to resume the presentation.
*
*
Overview
What and why it is important
Early Childhood vs. K-12 assessment
Types of child assessment systems
Support to staff
Use of data
Equipment, materials, resources
Parent Involvement
Role of Massachusetts Department of Early Education and Care
*
We know that high-quality early education can have many lasting benefits. Many people are asking important questions about how young children are progressing and learning. The goal of this presentation is to help you better understand how early childhood assessment contributes to high-quality early childhood education.
This presentation will inform you about early childhood assessment by explaining what it is and why it is important. We will explain the difference between early childhood assessment and K-12 assessment. We will discuss the different types of child assessment systems, ways to support your staff in implementing a child assessment system, and how to use assessment data for program improvement. We will highlight the types of equipment, materials and resources that are needed, how to involve parents in the assessment process, and the role of the MA Dept. of Early Education and Care.
*
What is Early Childhood Assessment?
Process of observing, recording, and documenting work of children
Allows educators to make the best decisions for the child
Methods can include standardized tests observations, child portfolios, teacher and parent checklists and child and parent interviews
Child screening vs. assessment
*
What is early childhood assessment? The National Association for the Education of Young Children defines early childhood assessment as the process of observing, recording and otherwise documenting the work that children do and how they do it. The data produced from child assessments helps you to better understand the development of a child and therefore make more informed decisions about how to work with that child.
Early childhood assessment includes a variety of methods for assessing a child’s growth and development. Including standardized tests where all children are assessed exactly the same, under controlled conditions.Or child observations, individual child portfolios, teacher or parent checklists, and child ...
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4.
INSTRUCTIONS
Proceed through each slide.
Training takes approximately 1.5-2.0 hours.
At the end of the slides there are
instructions on how to proceed with the
quiz.
Online courses for child care professionals
seeking to fulfill state-mandated training
requirements or obtain hours toward
the Child Development Associate (CDA)
National Credential. (non-CEU)
To receive official credit for the courses,
participants must pass a course exam and
pay a processing fee to obtain a printable
certificate.
The end of the training also includes
resources that were utilized and can be
used for further information gathering.
Feel free to email CHovey@EzEd2Go.com
with any questions or comments.
5. DESCRIPTION AND LEARNING OBJECTIVES
Participant will be able to recognize the important
role that the observation process plays in working
with children.
Participant will be able to incorporate the skill of
accurately and objectively observe and recording
children's behavior in center-based and family
childcare settings.
Use the observation process, in partnership with
parents, as one of several strategies to monitor
children's progress.
6. DO YOU EVER WONDER, WHAT IS THE PURPOSE OF
OBSERVING YOUNG CHILDREN?
7. PURPOSE OF OBSERVING YOUNG CHILDREN
Observation is much more than looking at what a child
does.
Observation of a young child means carefully paying
attention to details of the child's behavior, recording these
details in a structured manner, and assessing the
implications of the child's actions.
By applying the concepts in this training, early childhood
staff in home and center-based settings can develop
skills to accurately and objectively observe and record
the behavior of children.
In addition, early childhood staff can help parents, who are
their children's primary teachers, to better understand
their child's needs, interests, and abilities.
Parents and education staff, working together as partners,
can significantly affect children's success when they base
their understanding of children's growth and development
on thoughtful and careful observations that are accurate
and objective in nature.
8. Observation, an essential building block of all quality,
developmentally appropriate early childhood programs,
requires a well-trained educational staff who are in
tune with the actions and behaviors of the children in
their care.
While observation may seem deceptively simple, it
requires training and practice. Staff must recognize
that observation is vital to the overall assessment
process, curriculum development and that it has a
strong impact upon another professional responsibility:
planning and evaluating programs for children.
9. Because observation plays
an important role in
assessment, its use can
help staff strengthen
every aspect of an early
childhood program.
Education staff can use
the observation process
to fulfill these
fundamental goals:
Chart children's growth and
development
Identify, guide, and respond to
children's behavior and actions
Facilitate planning for individual
children and groups of children
10. WHY DO I NEED TO OBSERVE?
There are many reasons for teachers to observe children. All these reasons relate to
providing quality, developmentally appropriate early childhood programs.
o
To determine each child's interests, skills, and needs. Observation allows staff to
know the children as individuals so that they can motivate them and fully involve
them in the program. One staff member might observe a particular event or behavior
that another staff member missed. Can be used as a form of communication.
To measure children's growth and development over time. Observation allows
staff to see how children are progressing cognitively, physically, socially, and
emotionally during the program year.
To make changes to the environment. By observing the way children use play
spaces and materials, staff can determine whether materials are meeting the
children' s needs, if duplicates are required, or if traffic patterns interfere with play.
To identify concerns. Observation helps staff see if children have special
requirements that need to be addressed. These can range from a hearing problem
to a need for extra attention. If indicated, a referral to specialists may be asked to
complete a formal assessment.
11.
To determine how best to handle problem situations. Observation
allows staff to learn to anticipate how a child is likely to behave under
certain conditions. For example, staff can observe a baby to determine
when she is likely to react to separation from parents, or get into
squabbles over toys. Having this knowledge will allow staff to make
adjustments to try to minimize the behavior.
To make changes to the curriculum. By utilizing observations, staff can
adjust daily schedules to meet the individual developmental needs and
interest of the children.
To provide information that staff and parents can share. Observation
offers insights about children, their interests, progress, social skills, and
behavior challenges. Observation also provides details, anecdotes, and
examples. Staff and parents can share their observations.
To help parents learn more about their children through
observation. By working with parents, staff can help families use
observation to learn more about their children's strengths, needs, and
behavior. Observations can be used to inform parents at a conference.
To enhance staff's abilities to communicate with children, parents,
and colleagues. Using observational insights, staff become better
listeners and responders.
12. TAKE THIS TIME
TO RECAP AND
REFLECT ON WHY
IT IS IMPORTANT
FOR YOU TO
INCORPORATE
OBSERVATIONS
INTO YOUR
PRACTICE.
14. SUGGESTIONS
The following strategies can be used to overcome logistical challenges: (From Laura J.
Colker, A Trainer's Guide to Observing Young Children: Learning to Look, Looking to
Learn (Washington, D.C.: Teaching Strategies, 1995), 44.)
Schedule observation time for doing running records regularly into the program day.
Use running records with other forms of observation such as anecdotal records, and
checklists. Include times for doing these observations in the written schedule.
Establish a schedule for observing children in individual interest areas so that all interest
areas are evaluated on a rotating basis. Ensure that it is not just the children
encountering problems who are observed regularly. Developmental observations might
be appropriately scheduled one month after children are enrolled.
Assemble observational materials and put them at convenient observation stations to
encourage their use. For example, prepare a prop box or kit containing observational
materials.
Suggest staff wear clothing or aprons with pockets containing index cards, small
notebooks or Post-Its so they can quickly record observations.
Make observing part of a daily routine and fun.
15. PLEASE WATCH THE FOLLOWING VIDEO
VIDEO WILL OPEN IN NEW WINDOW
Observing Young Children Video
16. WHAT ARE SOME TYPES OF RECORDING
FORMS TO USE FOR OBSERVATIONS?
18. Anecdotal Records
Anecdotal observations are
recorded information about
one specific event or behavior.
They range from notations
about developmental
milestones (Ryan took his first
step) to behavior(Cooliana
invited Tiffany to join her at
the sand tub). The observer
determines the events,
timeliness of the record, and
the richness of detail. To be
most helpful, anecdotal
records should be objective,
factual, and followed up with
supportive information.
Running Records
Running records are
brief, continuous
descriptions. Staff use
a narrative style to
record information over
a specific length of
time, usually twenty to
thirty minutes. Because
of their ease of use,
running records are
one of the most
popular forms of
observation.
19. WHAT SHOULD BE INCLUDED IN AN ANECDOTAL
RECORD?
Anecdotal records are usually recorded on preprinted forms
to insure that all relevant information is included. These
anecdotal record usually includes the following:
Name of the observer
Date of the event
Time when the event occurred
Name of the student involved
A description of the event
Location/setting
Notes
Signature
20. SAMPLE ANECDOTAL RECORD FORM
Name:_________________Date:_____________Time:_______
Observer:____________________Setting:_________________
Description of Event:__________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Signature:_____________________________
21. SAMPLE RUNNING RECORD
Observer: Ms. Jones
Child Observed: Sarah
Age: 18 months
Date: 2/5
Time: 9:30 A.M.-9:45 A.M.
Katy walked over to the book area, where Mrs. Fernandez, the
foster grandmother, was sitting with two-year-old Luis, reading
a book. Katy stood for over a minute, watching the two and
waving her arms excitedly. Mrs. Fernandez smiled and
nodded at Katy, but kept reading to Luis. Luis looked only at
Mrs. Fernandez and the book they were reading. Katy walked
over to the plastic book bag hanging on the room divider and
banged her hand against a book that had a colorful caterpillar
on the cover. Read! Read! said Katy, banging the book bag
with enough force that the bag started swinging.
22. Now we
know the
purpose of
observing,
and the tools
we can use
to observe;
What do we
do with the
information?
23. WHAT TO DO WITH THE INFORMATION!
File the records you chose to use in a child’s
portfolio.
The information can be compared and discussed
with other staff to inform individualized curriculum
plans/goals.
The observation information provides a continuum
of growth that is documented and can be shared
with parents during conferences.
Activities can be tailored to the developmental level
of the child to scaffold self-esteem.
Children will progress at their own rate.
24.
25. SUMMARY
Observations are useful, effective tools to aid early
childhood professionals in acknowledging and
documenting each child’s progress. Observations are
unique to each child and the contents can focus on each
child’s specific interactions with his or her environment,
materials, peers, and teachers. Observation are
practical and useful as both reporting and planning
tools. The form and format are adaptable to each
educational program for young children. To ensure
quality in our programs, all early childhood programs
should implement observation as a daily practice.
Proceed to the next page for quiz instructions
26. INSTRUCTIONS FOR QUIZ
On the quiz page please complete all information on the page.
Print out quiz page(from print menu, print current page only) (if payment
confirmation has not been received the quiz will be invalid).
1.
2.
1.
3.
4.
5.
6.
7.
8.
9.
Each training is $10.00 for 2.0 pd hours.
If someone shared this training with you and you have not paid, please enclose a
money order (made payable to Ez Ed 2 Go).
Fill in top portion of the quiz. This information is important as this is the name as it
will appear on the certificate and where the form will be mailed.
Complete the questions on the quiz. If having difficulty please review the slides.
A passing grade of 75% must be achieved to receive a certificate
Online trainings can not be retaken.
If you have any questions please call: 401-829-7924
When quiz is completed mail form and if necessary payment to:
Ez Ed 2 Go
PO Box 9673
Warwick RI 02889
Certificate of completion with hours will be mailed within 3-5 business days.
27. COMPLETE TO RECEIVE YOUR CLOCK HOUR CERTIFICATE
IF COURSE MATERIALS WERE LENT TO YOU BUT YOU HAVE NOT YET PAID THE COURSE FEE, YOU MUST ATTACH
THIS COURSE. (MAKE MONEY ORDERS PAYABLE TO EZ ED 2 GO) YOU MUST COMPLETE ALL 5 STEPS!
THE REGISTRATION FEE OF
$10.00 FOR
1. INFO
NAME AS IT SHOULD APPEAR ON YOUR CERTIFICATE______________________________________
ADDRESS_________________________________________________________________
CITY, STATE ZIP ___________________________________________________________
PHONE __________________________________________________________________
E-MAIL __________________________________________________________________
2. ATTESTATION
.I COMPLETED THIS COURSE ON THE
3. PAYMENT
I HAVE ENCLOSED PAYMENT
OF
FOLLOWING DATE:
_________.SIGNED, _______________________________________
$10.00
4. QUIZ
COMPLETE THE FOLLOWING. YOUR ANSWERS WILL BE ASSESSED FOR ACCURACY AND COMPLETENESS. PLEASE SUBMIT AT LEAST 3-5
SENTENCES FOR EACH QUESTION. YOU MAY LOOK AT YOUR COURSE MATERIALS WHILE COMPLETING THESE ESSAY QUESTIONS.
1. WHAT ARE THE MOST IMPORTANT
THINGS YOU WANT TO REMEMBER FROM THE COURSE?
2. WHAT ARE THREE NEW THINGS YOU HAVE LEARNED ?
3. WHAT ARE THREE THINGS YOU WILL CHANGE IN YOUR TEACHING PRACTICES? WHO DO YOU PLAN TO WORK WITH TO SUPPORT PUTTING
YOUR NEW SKILLS AND KNOWLEDGE INTO PRACTICE? IDEAS MIGHT BE YOUR CO-WORKER, MANAGER, DIRECTOR, OR LOCAL FIELD TRAINER.
5. SUBMIT
MAIL TO: EZ ED 2 GO!
PO BOX 9673
WARWICK RI 02889
28. RESOURCES FOR OBSERVING CHILDREN
Bagnato, S.J., J.T. Neisworth, & S.M. Munson. 1997. Linking
assessment and early intervention: An authentic curriculumbased approach. Baltimore: Paul H. Brookes.
Greenspan, S.I. 1996. Assessing the emotional and social
functioning of infants and young children. In New visions for
the developmental assessment of infants and young children,
eds. S.J. Meisels & E. Fenichel, 231-66. Washington, DC:
Zero to Three/National Center for Infants, Toddlers and
Families.
Jablon, J.R., A.L. Dombro, & M.L. Dichtelmiller. 1999. The power
of observation. Washington, DC: Teaching Strategies.
Meisels, S.J. 2001. Fusing assessment and intervention:
Changing parents’ and providers’ views of young children.
Zero to Three 21 (4): 4-10.
Vygotsky, L.S. 1978. Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University
Press.
29. THANK YOU FOR TAKING THIS
TRAINING.
Please check back periodically as new titles are added
regularly. Topic suggestions are always welcome.
www.EzEd2Go.com
CHovey@EzEd2Go.com