CE300: Observation and Assessment in Early Childhood

CE300: Observation and Assessment in Early Childhood

CE300: Observation and Assessment in Early Childhood

Discussion post and two replies.

Topic: Interpreting and Using Assessment Results

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TUTOR INSTRUCTIONS:

The student is required to answer the case study questions below to make a new discussion post, then make a reply comment to two other student’s posts. So, one new original post, and two reply comments (one comment about Student 1’s post, and one comment about Student 2’s post).

   References that should be used and cited for this assignment are:

1.    “Early Childhood Assessment: Why? What? and How?”; http://www.acf.hhs.gov/sites/default/files/opre/early_child_assess.pdf

In Part 1 (Early Childhood Assessment), you are to read Chapter 1, titled “Introduction”; (pp. 23-30) as well as Chapter 2, “Purposeful Assessment”; (pp. 31-40).

2.    Head Start Child Development and Early Learning Framework at

U.S. Dept. of Health and Human Services. (2010, Dec). The Head Start Child Development and Early Learning Framework. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/sr/approach/elof

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CE300: Observation and Assessment in Early Childhood

Case study

Roberto is a 3-year-old boy in the childcare center where you work. Your center uses the Ages and Stages Questionnaire (ASQ-3) to screen all children in your care. Roberto scored above the cutoff point in all areas on the ASQ-3 except for communication, where his score was far below the cutoff point, which indicates a need for further assessment. Please answer the following questions (please do not read other classmate responses until you have responded).

As early childhood professionals, we can always use additional assessment data to form a complete assessment on a child.

1. Based on the scores on the ASQ-3, what would you recommend for further assessment and why?

2. Please be sure to discuss the limitations of a screening instrument such as the ASQ-3 and appropriate uses of screening results. Further assessment indicated that Roberto had a significant language delay, and qualified for language intervention from a speech pathologist through the public school system.

3. How could you as the early childhood professional in the home childcare center link these assessment results to your instruction?

4. Please give specific examples and be sure that these are based on developmentally appropriate practice (DAP) and scientifically based practice.

 

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Student 1’s post:

“Assessment, defined as gathering information in order to make informed instructional decisions, is an integral part of most early childhood programs” (National Research Council (2008).

Based on the scores on the ASQ-3, what would you recommend for further assessment and why?

First, I would tell Roberto’s parents how he score above the cutoff in all areas of Gross and fine motor, problem solving and personal social.  However, we noticed that he scored below the cutoff in the area of communication.  Next, I would need to know what language is spoken in the home. Was the test given in the child’s first language.  Are there any cultural differences?

What are the environmental factors?  Has there been something different gig on that may have affected Roberto’s performance.  I would relay this information in private with compassion.  I would remind the parents that the screening is not a diagnosis but the need for further assessment.  I would listen to the parents input as to why this was, discuss their concerns and offer specific examples of my concerns.  I would give them learning activities that they can do at home and reassure them that I will be doing them here at school so we are on the same page.  Then, I would suggest that we re-screen in 2-3 months.  By doing this we can see if there is an improvement before I refer her to their family doctor or a community referral.

Please be sure to discuss the limitations of a screening instrument such as the ASQ-3 and appropriate uses of screening results.  Further assessment indicated that Roberto had a significant language delay, and qualified for language intervention from a speech pathologist through the public school system.

Some of the limitations would be that it depends only on the parent’s report.  It included how the child acts at home, but what about at school.  What if the child has a bad situation at home or there is stress at home?  In the Early Childhood Assessment Why? What? and How?  They state the child may not be able to stay focused, may have difficulty responding to situation cues and verbal directions, and young children do not respond consistently when asked to do something for an adult. • In some cultures, direct questioning is considered rude. And the parent may be biased and does not tell the correct answer because they are scared of having their child labelled.