Checklists

Checklists are a practical and Checklists can be used to

record behaviors across multiple
efficient way to collect information
domains
on child progress, on a specific skill (physical development
and health such as gross motor
or set of skills. So the documenting
information on child progress skills,
can language, mathematics,
help teachers become moreetc.).
effective and focus on key aspects
Checklists can be customized
of a childs performance.
to fit different activities and
situations.
How do you know theyre learning
what they need to know? By
observing them during everyday
activities in classroom. Ongoing
Checklists can also help
child assessment is necessary to instruction decisions
guide
understand childrens progresson: and
is important to quality teaching and
Lesson planning for the entire
learning.
class and small groups of
The checklists should have a basic
children.
information to can check, assess
and evaluate the quantity of the
The amount of instruction
needed (for example, more time
The purpose: on

Checklists used for ongoing language development with a

child assessment are clear, specific group of children).
objective lists that: Whether to add more
Itemize specific skills and challenging opportunities for
behaviors. select groups of children.

Arrange specific skills and Whether to alter the pace of

behaviors in a logical order.
The portfolios include anecdotal The audience:

notes, photographs, art, stories,or

Represent curricular domains and
learning objectives. The parents: the teacher will
other samples of childrens Discussions
work with afamilies,
give the parents feedback, so
such as, the activities they did it in
documented in childrens files to
they will check the weakness
the class. The teacher takesknow photos
and the strength of their childalso
the level of each child
Checklists can be used for
of children building with blocks,different
the abilities
abilities and and the skills
the skills that that
their
purposes (to assess
participating in sciencegeneral levels of
child has, and to work more onIt
the child have (Bower, 1995).
performance, dramatic
explorations, gather dataplay,on specificstudents with the
provides
skills, address a concern
pretend-reading
individual child, etc.).
about
the teacher takes photos ofwhich,
Portfoli
his/her
a story. Moreover, an
artwork
weakness to be better.
Moreover, toto
opportunity revisit
know
in turn,and
child learned,
their
what
provides
work
their
the teachers
or other projects that are to
too large
os
Checklists can be used with
plan the opportunity
development to discuss
of the child learn.
or bulky such as, events
lessons and adjust teaching. to put
with in a
them their interests, their
portfolio. And this portfolio is about
ideas and their plans. By
Checklists can be used across
files that have the names ofbecomingthe a involved in the
variety ofand
children activities (art area,
some pictures with
documentation of their own
reflection about the pictures, and experiences, students
learning
some activities that they did it. It more reflective and
become
 The audience:
The students: they will see other
The purpose:
portfolio, so maybe they will
The purposes of the portfolio recognize
are a new strategies or a
gather authentic assessment new method to do for example
information from children works this activity,
such so they will learn
as, the activities. Moreover,from to each other.
provide all students an opportunity to
The parents: when they come to
demonstrate growth and proficiency
school, and see some pictures in
over time, and to build a student's
the file when he/she is doing
sense of responsibility for his/her
his/her activity, also they see
learning and that help them to learn
some products of some
more independence to have more
activities and they see the
knowledge that assist them to have a
creativity that their child has.
new information more than the other
students
To so it will
document the improve
worksTheaofskill
the of
principal: when the principal
discovering
children asthe information
a video like
is tosee thecreativities of the
the
collect
scientists. To promote or enhance
children, anthey feel proud about
some pictures of the activities
ongoing process where students what they did, and he/she feel
that they did it induvial
demonstrate, assess and revise or ininabout their teachers that
proud
groups, some videos
order to improve recording
and producehave quality
good strategies to teach
of a student
work, reading
and to provide a story,
opportunities to
the students, and knowing the
and about
assess some events
both process and the
and products
concept ofof a creativity.
The audience:
the students
teacher works
collect
(Bower, 1995).
the
Video
or pictures
activities and
the videos with someThe parents: to see how
reflections about the their
activity
children are
and what they are doing. The
developed in learning and
teacher can share thetovideo
knoworor recognize the
audio clips to the parents by in which lesson
creativity
give them a CD that has the
or subject from the
works of their child with some in addition to
activities
reflections or to collect the
find out the student
The purpose:
The teacher can collect every
works or activities that the
children did it through taking
pictures of these activities and
put it in a CD or USB to the
parents, so is a different way to
The audience:
document, is an electronic
documentation. The parents can
The parents: they will shock
watch the video any time and
about the creativities and
many times if they have the
the imagination that the
video in a CD or USB, and they have, and also the
children
can share this video forchildren
the will surprise them
member family, and the parents
about their reflection or
show them that they are proud
their thought about their
about them, and the children
Reflect
products. The parents will
The students do the feel proud about them, and
to keep this creativities and
activities, then they reflect
about what they did (the
products) and say a story ion
thoughts to grow to be
more creative in the future.
about it, the teacher write
Board
The students: they will
what the students said about
share their creativities with
their products, at the end the
their thought to each other,
teacher stick or put the
and they can say some
reflections next to their
comments for each other
products. The teacher can
The purpose:
In this documentation the
teacher can review of a childs
own work or event in a specific
place to allow everyone to see
the creativities and the nice
products that made by the
children, and from the
reflections we can see their
imagination or even we can
read their thoughts about what
they did. Moreover, the teacher
assists them to expand their
imaginations by saying their
own feedback or to reflect

The audience:
The students: to feel that
there is a part from this
Take Pictures
school, and each child has a
Every activity that the value. To feel also that they
children did it, the teacherare achieving something in
takes a pictures and sticktheir
it in life specially at the
a certain board for the school
pictures. These pictures areThe parents: to feel that their
about or including the children have a good
activities that they did it experience in the school, and
induvial or even in the they are respect everything
groups, events such as, the the place, the materials, and
national day, water day, andeven the people are there.
The purpose:
To document the events for
whole a year, and to remember
these events and these
situations and we are with
whom. To be the relationship
between the teachers and
students, the students with the
place or the school are strong.
To leave a beautiful monument
unforgettable.

Documentation is the first stage of

understanding the process.
Documentation typically includes samples
of a childs work at several different stages
of completion: photographs showing work
in progress; comments written by the
teacher or other adults working with the
children; transcriptions of childrens
discussions, comments, and explanations
of intentions about the activity; and
 The
Definiti
on of
Docum
entatio
n
Name: Mira Faisal Alkaabi

ID: H00328006

Course Code: ECE 2203

Course Name: Learning through Visual Arts

Instructor: Basel Badran

Name College: Sharjah Women College (SWC)

References
Assessment Techniques and Tools for Documentation. (n.d.). Retrieved from
ed.gov.nl:
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/completely_kinder/8.%20S
ection%204%20Assessment%20FINAL.pdf
(n.d.). Assessment Techniques and Tools for Documentation. Durham Board of
Education.
Bower, B. (1995). Portfolio Assessment. Durham Board of Education.
COX, K. (2017). Pre-K Student Portfolios. Retrieved from prekinders:
http://www.prekinders.com/student-portfolios/
PRESENTER NOTES USING CHECKLISTS. (2014). P. 2-5.
Seitz, H. (2008). The Power of Documentation in the Early Childhood Classroom. In
Young Children (p. 88).