Posted: June 19th, 2022

8084 Dis1 Module 2

Specifically, consider the societal, political, and economic factors that may drive this controversy.
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8084 Module 2 Discussion
Specifically, consider the societal, political, and economic factors that may drive this controversy.
Assignment Task Part 1
By Day 3 of Week 3
Postan
1 ½ page
explanation of the relationship between healthy development across all domains and annual assessments. Then, explain the impact this relationship has had on today’s early childhood programs and why.Support your post with content from required readings and viewings, information garnered from your own research and your own experiences. Support your statements with in-text citations and references.
Readand reflect uponyour colleagues’ postings.
Assignment Task Part 2
By Day 7 of Week 3
Postan explanation
in 1- page
of how societal, political, and/or economic factors drive the controversy associated with the assessment piece of program evaluations. In addition, explain how this controversy might impact or has impacted the perceived effectivenessof early childhood programs.
Read and reflectupon 2 ofcolleagues’ postings 100 words each.
Assignment Task Part 3
By Day 3 of Week 4
Respondtotwoof your colleagues’ postings
in 125 words each
by acknowledging their contributions to your own learning.Extendyour response by including one or both of the following in your response:
· Propose additional impacts formal assessments might have on child outcomes and healthy development.
· Explain how societal, political, and/or economic factors might also impact the perceived progress of children’s growth and healthy development related to your colleagues’ posts.
Supportcomments made in your responses with in-text citations and references.
Assignment Task Part 4
By Day 7 of Week 4
Returnto this Discussion at least 3–4 times in the second week of the module to read the responses to your initial posting and other recent postings. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made and the connections you have made with the Learning Resources. Then,respondtotwoor more colleagues with questions or insightful comments.
Be sure to support your postings and responses with specific in-text citations and references to the Learning Resources and your own research following the APA style guide.
Part 1 of College Responses ….. Respond in 75 words with in-text citations.
Katheryn Gonzales
Top of Form
Assessment is a necessary aspect of education. Assessment allows educators to measure student outcomes which in turn guides instructional decisions. Without assessment, educators would not be able to measure student progress. As a result of assessment, data can be used to improve teaching and learning, communicate information to parents, and evaluate the effectiveness of programs. Assessment allows educators and program evaluators to effectively evaluate programs and decide if the program supports student outcomes. Systematic assessment is key to understanding the overall impact a program or curriculum has on student success (Koralek, 2004). Healthy development across all domains is not assessed through standardized tests. Instead, using authentic assessments and developmentally appropriate practices can educators determine if curriculum and programs are effective (National Association for the Education of Young Children, n.d.-a).
The relationship between healthy development across all domains and annual assessment impacts today’s early childhood programs because programs should be evaluated using more than one domain. Standardized testing is one measure, but it does not measure the child’s overall physical, mental, cognitive, and social-emotional domains. Authentic assessments like observations, portfolios, running records, and other evaluations are more likely to determine the effectiveness of a program beyond standardized tests. Rating scales like CLASS and School Social Behavior Scales can also determine a program’s effectiveness (Saracho, 2015). As states develop Quality Rating and Improvement Systems (QRIS), they need to decide what instruments will best evaluate the healthy development of students and use those to determine program effectiveness (Samuels, 2013).
References
Koralek, D. (2004). Child and Program Assessment: Tools for Reflective Educators.YC Young
Children,59(1), 12-13.https://www.proquest.com/scholarly-journals/child-program-assessment-tools-reflective/docview/197694816/se-2?accountid=14872
National Association for the Education of Young Children. (n.d.-a). The 10 NAEYC program
Standards.http://families.naeyc.org/accredited-article/10-naeyc-program-standards#1
Samuels, C. (2013, August 29). Study: Preschool rating systems disconnected from outcomes
[Blog Post]. http://blogs.edweek.org/edweek/early_years/2013/08/study_preschool_rating_systems_disconnected_from_child_outcomes.html
Saracho, O.N. (2015). Historical and contemporary evaluations of early childhood programmes.
Early Child Development and Care, 185(8),1255-1267.
Allison VanHorn
Top of Form
The evaluation of early childhood programs in the past and in the present have a common goal that when programs are examined, the data collected is used to make decisions about the effectiveness of the program (Saracho, 2015). This information assists with the connection between healthy development and assessments. The relationship between healthy development across all domains and annual assessments promotes and supports a child’s success in the program. Healthy development also looks differently for each child based on that child’s needs and the individual milestone for each domain. Those domains are social/emotional, cognitive, physical, cognitive, and language. Each domain is critical part of a child’s education, and assessments are way of documenting the progress throughout the year to ensure the child is meeting the intent of each domain. Assessments also provide a roadmap for the work that needs to be included everyday as a part of a child’s education to reach each goal (MSDE, 2021).
The impact this relationship has had on today’s early childhood programs is that there is a greater chance of finding areas of concern to focus on to the assist the child. This can be a number of developmental concerns that if found early can be intervened and goals created that would positively influence a child’s growth across most or all domains. Positive early experiences are essential for young children who are at risk for developmental delays. Families also benefit from early intervention to better support their child’s development from an early age and throughout their lives (Goode, Diefendorf, & Colgan, 2011).
Early childhood assessments have been an important tool for my family since my son was born. My son was diagnosed with a speech delay at 18 months of age based on an assessment. He received three years of therapy and was assessed regularly to chart his progress over that time. It was an amazing experience to watch him grow verbally over those few years. He eventually graduated from the program and he is now assessed annually to monitor his progress. This assessment is also to ensure that he is still using the information he was taught to enhance his language skills.
References
:
Goode, Sue, Dienfendorf, Martha, & Colgan, Siobhan. (2011, July). The importance of early intervention for infants and toddlers with disabilities and their families. https://ectacenter.org/~pdfs/pubs/importanceofearlyintervention.pdf
Maryland State Department of Education. (2021). The domains of development and learning. https://earlychildhood.marylandpublicschools.org/prek-grade-2/maryland-early-learning-framework/maryland-early-learning-standards/domains-development
Saracho, Olivia. (2015, January 3). Historical and contemporary evaluations of early childhood programmes. https://www.tandfonline.com/doi/full/10.1080/03004430.2014.989675
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Kelli Barnes
Top of Form
In the world of education, assessment is an essential component of a teacher’s toolboox. Assessment informs and drives instruction to stregnthen teachers and support student learning.
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Futhermore,effecient assessment is crucial to identifying data and yielding results of a program’s success (Korelak, 2004). However, assessments can be a topic of controversy and cause a divide
amongeducators. Thus is it vital that the relationship between assessments and their effectiveness not only ensure support for a productive program, but for the overall development of each child
(Saracho,2015). A healthy realtionship between program assessment and the impact on developmental doamins will present many key elements. First, assessment must be appropriate for the
program andconsider the age of the child being assessed. Research indicates that when criteria is used assess programs, there is an evident age-related decline in the focus on developmental
domains (Young SunJoo, et al 2020). Therefore, to intially build a healthy realtionship between program assessment and development, the learner must be considered in each stage of assessment.
This realtionship isevident in most preschool programs that exhibit an observational method of assessment where young learners are assessed by their abilities in their learning enviroment. Social
skills, along withcognitive and emotional skills are being fostered. As children age, we see more of a mastery goal in assessment and should continue to strive to include more developmental
components to foragethe healthy relationship between assessments and development for all ages.
References
KoraleKorelak, D. (2004). Child and Program Assessment: Tools for Reflective Educators.YC Young
Children,59(1), 12-13.https://www.proquest.com/scholarly-journals/child-program-assessment-tools-reflective/docview/197694816/se-2?accountid=14872
StipSaSaracho, O.N. (2015). Historical and contemporary evaluations of early childhood programmes.
Early Child Development and Care, 185(8),1255-1267.
Young Young Sun Joo, Katherine Magnuson, Greg J. Duncan, Holly S. Schindler, Hirokazu Yoshikawa & Kathleen M. Ziol-Guest(2020)What Works in Early Childhood Education Programs?: A Meta–Analysis of Preschool Enhancement Programs,Early Education and Development,31:1,1-26,DOI:10.1080/10409289.2019.1624146

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