Creating space for equity in early childhood educator’s participation in documentation, assessment and evaluation

2021 ◽  
pp. 1-12
Author(s):  
Kelly Johnston
Keyword(s):  
Early Childhood ◽  
Assessment And Evaluation

Program Development, Assessment, and Evaluation in Early Childhood Care and Education

2019 ◽  
pp. 1206-1224
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Program Development ◽  
Developmentally Appropriate ◽  
After School ◽  
Early Childhood Programs ◽  
High Quality Research ◽  
Assessment And Evaluation ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Development Assessment

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

scholarly journals PENGEMBANGAN MODEL BAHAN BELAJAR MANDIRI BERBASIS ANDRAGOGI UNTUK MENINGKATKAN KOMPETENSI PENDIDIK ANAK USIA DINI

2011 ◽  
Vol 6 (2) ◽  
pp. 202-211
Author(s):  
Wenny Hulukati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Experiment Data ◽  
Learning Materials ◽  
Assessment And Evaluation ◽  
Learning And Teaching ◽  
Childhood Education ◽  
Self Learning ◽  
Interview Questionnaire

This research aims at creating a model of self- learning materials to improve PAUD teacher’s competence in facilitating and developing learning in early childhood education. The model to be developed based on andragogy approach consists of the learning and teaching materials, learning and teaching guidelines, and assessment and evaluation guidelines. To reach the research objectives. research and development method was employed. The data was collected through observation, interview, questionnaire, and test. Data analysis used qualitative analysis capturing the analysis of preliminary research data, the result of expert validation, and try out data. Quantitative analysis was also integrated in this study for the experiment data. The result of this study shows that the self learning materials developed in this research can improve the early childhood education teacher’s competence in teaching and learning process. It is recommended therefore to use this andragogy principles based model of self learning package for early childhood education teachers.

Program Development, Assessment, and Evaluation in Early Childhood Care and Education

2018 ◽  
pp. 109-127 ◽  
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Program Development ◽  
Developmentally Appropriate ◽  
After School ◽  
Early Childhood Programs ◽  
High Quality Research ◽  
Assessment And Evaluation ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Development Assessment

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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