In this article, we discuss the importance of professional vision, then describe the Video Analysis Framework we created to support its development through focused observation, identifying and disrupting bias, and more.
Authored by
Authored by:
Miriam Packard Carolyn Brennan Gail E. Joseph Katharine Emerson-Hoss
By encouraging teachers to recognize children as learners at any given moment, Learning Stories provide a way to document children’s strengths and improve instruction based on the interests, talents, and expertise of children and families.
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.
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
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.
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).
Find inspiration to intentionally develop and implement meaningful, developmentally appropriate observation and assessment practices to build responsive, joyful classrooms.
If families understand all that occurs in center activities and play, they will be able to support their children’s learning during play activities at home—to be learning partners with their children.
Authored by
Authored by:
Faye Dismuke Nichole Parks Judy Jablon
