If you join children during their play and ask open-ended, person-oriented and process-oriented questions, you can gain information about what each child understands and is coming to understand.
Emergent curriculum arises from the things that fascinate children—what they see, what they wonder about, what they develop theories about. Exploring these elements with children and using their interests to drive curriculum can be challenging for teache
With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.
Authored by
Authored by:
Celeste C. Bates Stephanie Madison Schenck Hayley J. Hoover
Over the past two decades, research on early childhood inclusion has enabled a greater understanding of how we can best support the learning needs of young children with identified disabilities in early childhood classrooms.
In this article, we follow two teaching teams—working with the same coach—as they use child assessment data to identify opportunities for the educators...
In the broadest terms, developmentally appropriate assessment produces information that illuminates what children “know and are able to do” (NRC 2008, 27).
Authored by
Authored by:
Peter L. Mangione Tamarra Osborne Heidi Mendenhall
High-stakes, summative assessments are used to gauge student learning against a standard or a benchmark (Afflerbach 2016; Ferguson 2017) and are sometimes used to make significant educational decisions about children.
Authored by
Authored by:
Celeste C. Bates Stephanie Madison Schenck Hayley J. Hoover
The articles in this cluster offer detailed information on ways teachers can observe and document children’s learning across developmental domains and then use that documentation to plan instruction.
Classroom-Based Assessment is an online mini-course for teachers of preschool children. In this course, you will learn about evidence-based assessment, as well as observation and documentation within the classroom.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
In this article, we describe what we learned from our yearlong observation of children’s transitions from the infant to the toddler classroom at a university-based child care center (where the first author serves as faculty director).
