EDUC 102 - Observation and Assessment in Early Learning

3 Credits: (3 lecture)

Course Description
The course will examine effective methods of observing, assessing, and documenting the developmental patterns and behavior of children from birth to eight years old.  Appropriate curriculum and activities will be planned to be incorporated in an early childhood setting. Students will obtain direct observation and assessment through field experience in an early childhood setting, school, agency, or therapeutic setting. Students must obtain required clearances.

Note Two letters of recommendation, a health assessment and the Mantoux T. B. test are required to do observations in daycare centers and in some preschools. Schools may require Act 34/114/151 clearances.

Text
Wortham, S., & Hardin, B. (2020). Assessment in early childhood education (8th ed.). New York, NY: Pearson.  

AND 

McAffe, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood professionals. Washington, DC: National Association for the Education of Young Children.

 

Objectives
The student will be able to: 

A. Identify the value and uses of objective observational data.  

B. Analyze observational data of children’s behavior gathered using various methods. 

C. Describe methods of observation used in early childhood settings to assess children’s growth and development. 

D. Apply appropriate theories of growth and development. 

E. Evaluate contemporary issues in assessment.  

F. Apply guidelines for appropriate and authentic assessment of young children.  

G. Design a National Association for the Education of Young Children (NAEYC) standards-based educational portfolio with appropriate artifacts.  

 

Content
 

A. Definition of observation 

B. Purposes of observation: knowing and understanding children’s behavior and needs  

C. Observational methods and techniques 

D. Documentation: collecting and recording 

E. Confidentiality, ethics and professionalism 

F. Definition of assessment 

G. Purpose of assessment 

H. Current trends in assessment  

I. Interpreting observational and assessment information 

J. Using observation and assessment data for planning developmentally appropriate curriculum, environments, activities, and adaptations in early childhood settings 

Student Evaluation
 

A. Exams, quizzes, assignments 

B. Exams and quizzes 

C. Exams, quizzes, assignments 

D. Exams and quizzes 

E. Exams, quizzes, assignments 

F. Exams, quizzes, assignments 

G. NAEYC portfolio assignment 

 Bibliography
Bentzen, W. R. (2009). Seeing young children: A guide to observing and recording behavior (6th ed.). New York, NY: Wadsworth Publishing.  

Dichtelmiller, M. (2012). The power of assessment: Transforming teaching and learning. Washington, DC: National Association of the Education of Young Children. 

Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Santa Barbara, CA: Praeger.  

Guidici, C., Rinaldi, C., & Krechevsky, M. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children.  

Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. (2007). The power of observation: Birth to age 8 (2nd ed.). Washington, DC: National Association of the Education of Young Children. 

Nilsen, B. A. (2010). Week by week plans for documenting children’s development (5th ed.). Boston, MA: Cengage Learning.