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Early Childhood Assessment: Why, What, and How
... Dalam buku Chatterine, dkk., menyatakan bahwa Ladd, Birch, and Bush konsisten dengan hipotesis penelitian beberapa peneliti yakni, "In one, the researchers concluded that findings were consistent with the hypothesis that "children's classroom participation, particularly the ability to behave in a cooperative/independent manner in the kindergarten milieu, is a powerful precursor of early achievement". (Snow & Hemel, 2008) Jadi, mereka menjelaskan bahwa para peneliti menyimpulkan temuan yang konsisten dengan hipotesis bahwa anak-anak partisipasi kelas, khususnya kemampuan berprilaku kooperatif/mandiri dilingkungan taman kanak-kanak adalah pendahulu yang kuat dari pencapaian awal. "When the philosopher John Dewey encouraged educators to build learning communities based on democratic principles and productive work, grounded in respect for others and the value of cooperation," (Brody & Davidson, 1998) yang artinya filsuf John Dewey mendorong pendidik untuk membangun prinsip-prinsip demokrasi dan berbasis komunitas belajar serta kerja produktif yang bertumpu pada penghargaan terhadap sesama dan nilai kerjasama. ...
Pembelajaran kooperatif model jigsaw adalah salah satu dari model pembelajarankooperatif yang bisa diterapkan dalam pembelajaran khususnya dalam pendidikan anakusia dini yang melibatkan siswa untuk belajar bersama dalam kelompok-kelompok keciluntuk mencapai tujuan bersama dalam suatu pembelajaran. Pembelajaran kooperatif tipejigsaw, dicirikan oleh struktur tugas, tujuan dan penghargaan kooperatif, yangmelahirkan sikap ketergantungan yang positif diantara sesama siswa, penerimaanterhadap perbedaan individu dan juga mengembangkan keterampilan bekerjasama dankolaborasi. Tujuan dalam penelitian ini adalah untuk mengetahui macam-macamimplementasi dari pembelajaran kooperatif model jigsaw yang dilakukan padapendidikan anak usia dini. Penelitian ini dikaji dengan metode deskriptif dan pendekatanpenelitian kajian pustaka (library research) sebagai tempat atau sumber acuan. Hasil daripenelian ini menunjukkan adanya keberagaman dalam mengimplementasikanpembelajaran model jigsaw ini diantaranya digunakan untuk matematika anak usia dini,materi untuk kesehatan dan keselamatan anak usia dini, perkembangan kognitif anakusia dini, dan juga untuk minat baca anak usia dini.
... Assessment of early childhood development needs to be done in order to assist the child's development at all stages. This is carried out because the learning activities in early childhood education are holistic and unique when compared to other levels of education (Carol S. Lidz, 2003;Catherine E. Snow and Susan B. Van Hemel, 2008).Early childhood development assessment is holistic because it assesses all aspects of child development (Rao et al., 2019;Owen & Barnes, 2021). The uniqueness of learning in early childhood education is based on unique characteristics of children. ...
... Some assessment teams may be tempted to abbreviate standardized tests during adaptation to better suit the project demands (e.g., large samples; limited time and resources). Snow et al. (2008) warn against this, as shortening a measure may threaten its reliability, validity, and equivalence with the original test (Snow and Van Hemel 2008). ...
The importance of diagnosing a child's individual development is becoming more and more important in our country as well. Within the framework of pedagogical diagnostics, it is particularly important to know those basic skills that are necessary for successful school adaptation. Such diagnosis of pre-school children in Slovakia is only in its infancy and there are no standardised diagnostic tools for determining a child's school aptitude. The study presents the background and progress of the KEGA project – Adaptation and standardization of the DIFER diagnostic tool for the detection of the current developmental level of 4-8 year old children, the main purpose of which is to contribute to the improvement of the quality of pedagogical diagnostics in kindergartens and primary schools with Hungarian educational language in Slovakia.
This collaborative teacher-research study was conducted in children’s first year of school and explored ways young children’s use of oral language, vocabulary and phonology connected with beginning reading. A play-based oral language intervention was implemented and an analysis of oral language and reading suggested that spoken language did not provide a neat, sequential base which can be easily mapped to written language. Questions were raised about the view that oral language neatly underpins reading development and the study concluded that learning to read written English is influenced by children’s oral language development as well as their experience and understanding about written language structures.
Research Findings: This national survey study aims to investigate the impact of the COVID-19 Pandemic on early development of rural preschoolers in China and compare the urban-rural gap. Participants were 11,282 rural preschool teachers recruited through the stratified random sampling method. They completed the survey online via wjx.com, the dominating online survey platform in China. We compared the results with our previous research on 22,466 urban teachers and found: (1) most preschoolers in rural China had development improvement during the quarantine; (2) there were no significant urban-rural differences in early development; (3) three distinct profiles of rural preschoolers emerged: the low, medium, and high levels. Those 3–4 year-olds in public preschools in western China tended to have development loss or even development regression; and (4) increased parental involvement was found the significant predictor of rural preschoolers’ development improvement during the quarantine. Practice or Policy: The findings imply that more public support for rural families and communities should be provided to promote children’s early development.
Leveraging data to demonstrate program effectiveness, inform decision making, and support program implementation is an ongoing need for social and human service organizations, and is especially true in early childhood service settings. Unfortunately, early childhood service organizations often lack capacity and processes for harnessing data to these ends. While existing literature suggests the Active Implementation Drivers Framework (AIF Drivers) provides a theoretical basis for data-driven decision-making (DDDM), there are no practical applications or measurement tools which support an understanding of readiness or capacity for DDDM in early childhood settings. This study sought to address this gap through the development and initial validation of the Data-Driven Decision-Making Questionnaire (DDDM-Q) based on the nine core factors in the AIF Drivers. The study piloted the 54-item questionnaire with 173 early childhood program administrators. Findings from this study suggest using the AIF Drivers as a theoretical basis for examining DDDM supports three of five categories of validity evidence proposed by Goodwin (2002), including (1) evidence based on test content, (2) evidence based on internal structure, and (3) evidence based on relationships to other variables. This study may inform future research seeking to develop theoretically based instruments, particularly as it pertains to expanding use of the AIF Drivers. Practice-wise, the study findings could enhance and complement early childhood programs as well as other social and humans service implementations by presenting the DDDM-Q as a platform for understanding organizational readiness for DDDM and identifying strengths as well as areas for improvement.
Ölüm konusu yetişkinlerin anlamakta, çocuklara anlatmakta zorlandıkları noktaların başında gelmektedir. Bu zorluğa ragmen çocuklar ölüm hakkında sorular sormakta ve ölüm hakkında bilgi sahip olmak istemekte ve onu anlamlandırmak istemektedir. Söz konusu durumdan hareketle, bu çalışmanın amacı, DKAB derslerinde ölüm konusunu anlatılmasının bir ihtiyaç / gereklilik olup olmadığını DKAB öğretmenlerinin görüşleriyle çerçevesinde ele almaktır. Çalışmada nitel araştırma yöntemi kullanılmış, 21 DKAB öğretmeninin görüşlerini ortaya koymak için yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formunda elde eldilen veriler analiz edilmiş, DKAB öğretmenlerinin hemen hepsi ölüm konusunun DKAB dersinde anlatılmasının bir ihtiyaç olduğunu belirtmiştir. Yapılan analizler sonucunda bu ihtiyaçları 3 temel tema altında toplamak mümkündür. DKAB öğretmenlerine ölüm konusunun anlatımı, psikolojik, sosyolojik ve dinî bir ihtiyaçtır. DKAB derslerinde doğru bir pedagojik zeminde yapılacak ölüm hakkında bilgilendirme (Ölüm Eğitimi) öğrencilerin psikilojik, sosyolojik ve dinî ihtiyaçlarını karşılamaya olumlu katkı sağlayacak, ölüm kaygısını ve korkusunu azaltmaya imkan sağlacaktır. Bu durum da Türk Milli Eğitiminin Temel Amaçlarında belirltiği “Beden, zihin, ahlak, ruh ve duygu bakımlarından dengeli ve sağlıklı şekilde gelişmiş bir kişiliğe sahip bireyler yetiştirmeye” hizmet edecektir
Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful progression through later schooling. School readiness assessments that serve as reliable indicators of children’s later educational outcomes are most useful for education systems, but little is known about how well-existing assessments predict primary school performance in low- and middle-income countries. This study uses longitudinal data from Ghana to investigate how the International Development and Early Learning Assessment (IDELA) predicts future reading and math skills as measured by the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA). Results demonstrate significant and meaningful associations between IDELA scores in ECCE and early primary school academic skills. We find that all domains of development measured by IDELA (i.e., Emergent Literacy, Emergent Numeracy, Motor Development, and Social-emotional Development) are predictive of later academic performance, and that the domains of Emergent Literacy and Emergent Numeracy are the strongest predictors of EGRA and EGMA. Our findings indicate that it is feasible to monitor children’s school readiness with strong predictive validity across several years of schooling, and points to several promising avenues for future research for education monitoring systems across the region.
Purpose:
This investigation examined the performance of 50 African American children on a reading comprehension test.
Method:
Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English.
Results:
Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade.
Clinical implications:
The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.
This study examined the performance of 701 low-income African American preschoolers (36 to 52 months old) on the Preschool Language Scale-3 (PLS-3, I. L. Zimmerman, V. G. Steiner, & R. E. Pond, 1992). On average, African American children performed about 1 SD below the expected means for their ages on both the Expressive Communication and Auditory Comprehension subscales. Independent sample t tests showed no significant differences between African American children and a comparison sample of 50 European American children. Item analysis was used to examine the potentially problematic items of the PLS-3 for each age cohort of children. We found that 6 items appeared to be particularly difficult for the African American sample. The findings suggest that the PLS-3 is generally an informative language test for African American preschoolers; however, scores should be interpreted with caution.
This Technical Report was retired June 2015
Newborn screening fact sheets were last revised in 1996 by the Committee on Genetics of the American Academy of Pediatrics. These fact sheets have been revised again because of advances in the field, including technologic innovations such as tandem mass spectrometry, as well as greater appreciation of ethical issues such as informed consent. The fact sheets provide information to assist pediatricians and other professionals who care for children in performing their essential role within the newborn screening public health system. The newborn screening system consists of 5 parts: (1) newborn testing; (2) follow-up of abnormal screening results to facilitate timely diagnostic testing and management; (3) diagnostic testing; (4) disease management, which requires coordination with the medical home and genetic counseling; and (5) continuous evaluation and improvement of the newborn screening system. The following disorders are reviewed in the newborn screening fact sheets (which are available at www.pediatrics.org/cgi/content/full/118/3/e934): biotinidase deficiency, congenital adrenal hyperplasia, congenital hearing loss, congenital hypothyroidism, cystic fibrosis, galactosemia, homocystinuria, maple syrup urine disease, medium-chain acyl-coenzyme A dehydrogenase deficiency, phenylketonuria, sickle cell disease and other hemoglobinopathies, and tyrosinemia.
The primary purpose of this study was to identify social competence and academic survival skills necessary for success in kindergarten. The study was designed to indicate similarities and differences among early childhood educators in (a) academic survival skills considered necessary for success in kindergarten, and (b) behaviors considered inappropriate for kindergarten. A review of the literature revealed minimal research related to academic survival skills and social competence in kindergarten. The Social Behavior Skills Inventory (Walker & Rankin, 1980) was utilized as a survey instrument to obtain the relevant information. The survey obtained data that determined the specific social competence and academic survival skills considered necessary for kindergarten children in Calaveras, Amador, and Tuolumne counties in rural California.
This article discusses a model of "cultural nesting" based on race/ethnicity, language, and origin. Using data from the High School & Beyond national survey, it demonstrates how this model can be used to examine cultural diversity and disaggregate achievement test results both within and across U.S. racial/ethnic groups. The argument is made that such a model holds greater pedagogical utility than do simple White-non-White academic performance comparisons. The resulting call for culturally sensitive pedagogy leads to a proposition for new assessment strategies that are growth-oriented rather than driven by social comparisons.