This course has an assignment that is due by 11:55 pm Central Standard Time on Wednesday night of the first week of class.  Failure to complete this assignment will result in your removal from the course for non-participation. 

Students are required to read and review ONE of the following books by Vivian Paley:

• Mollie is Three: Growing up in School. (1986) ISBN 13: 978-0-226-64494-3
• Bad Guys Don't Have Birthdays. (1988) ISBN 13: 978-0-226-64496-7
• Boy Who Would Be a Helicopter. (1990) ISBN 13: 978-0-674-08031-7
• Boys and Girls: Superheroes in the Doll Corner. (2015) ISBN 13: 978-0-226-13010-1
• Girl with the Brown Crayon: How Children Use Stories to Shape Their Lives. (1997) ISBN 13: 978-0-674-35442-5
• Wally's Stories (1981) ISBN 13: 978-0-674-94593-7
• You Can't Say You Can't Play. (1992) ISBN 13: 978-0-674-96590-4

Other required readings/articles are provided by the instructor within the course shell

Introduction to various facets of assessing young children, including considerations of children who represent cultural, cognitive, and linguistic differences. Evaluation and administration of assessment instruments and interpretation of results, and educational recommendations are included.

1. Explain the role of the early childhood educator in assessing children's development and developing appropriate education programs.

*(CMU 3.a, 3.b, 3.c) (ECEC 4.1, 4.3, 6.4) (DESE Teacher Standards 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

 

2. Explain recommended state guidelines for screening, assessment, and educational programming.

(CMU 3.a, 3.b, 3.c, 3.d, 5.a, 5.c, 5.d) (ECEC 7.1) (DESE Teacher Standards 1C1, 1C4, 1C5, 3C1, 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

 

3. Implement informal child study techniques to identify children's abilities in the areas of cognition, perceptual motor development, language (receptive and expressive), sociomoral development, etc.

(CMU 1.a, 1.b, 1.c, 3.a) (ECEC 4.1, 4.3) (DESE Teacher Standards 1C3, 2C3, 4C2, 7C1, 7C2, 7C3)

 

4. Utilize a constructivist approach in observation, assessment and planning.

(CMU 1.b, 1.c, 2.b, 3.a., 3.b., 3.c, 3.d) (ECEC 1.3, 4.1, 4.3, 6.4, 6.8) (DESE Teacher Standards 1C2, 1C3, 2C1, 2C5, 4C1, 4C2, 4C3, 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)

 

5. Identify and critique several formal assessment instruments most commonly used in early childhood education.

(CMU 1.b) (ECEC 4.1, 4.3) (DESE Teacher Standards 4C2)

 

6. Develop educational programming founded on the integration of typical child development knowledge, child study techniques, and screening/assessment information.

(CMU 1.b, 1.c, 3.a, 3.c, 3.d) (ECEC 1.4, 2.3, 4.1, 4.3, 6.4,.6.8) (DESE Teacher Standards 1C3, 2C1, 2C5, 4C2, 7C1, 7C2)

 

7. Communicate orally and in writing informal and formal observations of children's development and recommendations for programming to parents and other professionals.

(CMU 4.a, 4.b, 4.c) (ECEC 3.2, 3.5, 4.2, 6.4) (DESE Teacher Standards 6C1, 6C2, 6C4)