Evaluate Learning and Assessment Activities Using

the Early Learning Standards for Each Individual

Child
In the early childhood program evaluations and assessments are not
conducted in the usual manner that you would older children or adults. Its
not impossible to evaluate and assess, but it is done on an individual basis
based on the childs developmental level. Teachers evaluate and assess,
because they desire to know how well children are learning, if they are
making progress, and if they are being taught effectively. Data from
evaluations, and assessment provide valuable information for planning
whole-group and individualized instruction. They are also valuable tools for
determining program quality, and for communicating with others.
Assessment practices include a range of tools from one-on-one child
assessments, standardized assessments, portfolios, rating scales, and
observation. Comprehensive assessment is based on information from
multiple sources, including measures that provide different types of
information. NAEYC recommends that assessment be used for decisionmaking regarding teaching and learning, identifying childrens needs, and
improving education and intervention programs. Teachers are expected to
use assessment results to adapt and individualize curricula and teaching
approaches and to communicate with families. Assessments must be
culturally, linguistically, and individually appropriate. Assessments should
address all childrens development, progress, strengths, & needs, and the
assessments should also take into account factors that may influence
childrens performance. Assessments need to provide a full multidimensional
picture of each child's learning, growth, and development based on
appropriate expectations, and individual progress, focusing on the process
rather than the product.
Observations allow teachers and caregivers to capture and record
meaningful details while children are engaged in a variety of activities while
taking into consideration the childrens development, interests, and needs
across domains of development and learning, allowing for a more complete
view of the child as a whole. Through systematic observation meaning
observation over time, and at various places and times. Teachers routinely
observe children engaging in regular classroom routines and activities and
reflect on their observations of what they documented. The key to
systematic observation is that conclusions or interpretations are based on
observations of the child over time rather than a one-time assessment of a

childs skills and abilities. When conducting systematic observations,

teachers should be using their understanding of child development as a filter
to identify expected behavior as well as pick up on red flags that indicate a
child might be struggling with learning.

Systematic observation should:

Occur multiple times over a period of time (e.g., every day for a week)

Collect information from multiple sources (e.g., teachers, parents), and

Collect information
playground, home)

from

multiple

contexts

(e.g.,

classroom,

Gathering student observation data provides teachers with

opportunities to reflect on the classroom environment, curriculum, and
teaching strategies and to determine which aspects of the classroom
experience are working well for the children and which aspects might be
adapted to better meet childrens needs. Observation allows teachers to
record information in all areas of development and to identify areas of
strength as well as areas of need. Most observations occur in a natural
setting, and are usually done during the routines, activities, and curriculum
of the classroom. Teachers can then identify childrens interests in order to
adapt curriculum and incorporate skill building into activities that are of
interest to the child as an individual and as the group as a whole.
Create personalized goals and learning plans for each of your students.
Developmentally appropriate practice (DAP) is an approach to teaching
grounded in the research on how young children develop and learn and in
what is known about effective early education. Its framework is designed to
promote young childrens optimal learning and development. DAP involves
teachers meeting young children where they are (by stage of development),
both as individuals and as part of a group; and helping each child meet
challenging and achievable learning goals.
Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is
crucial. This knowledge, based on research, helps us decide which
experiences are best for childrens learning and development.
Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each
child as an individual. By continually observing childrens play and

interaction with the physical environment and others, we learn about

each childs interests, abilities, and developmental progress.
Knowing what is culturally important.
We must make an effort to get to know the childrens families and
learn about the values, expectations, and factors that shape their lives
at home and in their communities. This background information helps
us provide meaningful, relevant, and respectful learning experiences
for each child and family.