Course Modules

Using This Resource

Using This Resource
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Using This Resource 31392  
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    Using This Resource Using This Resource
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1. Video Resources

1. Video Resources
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1. Video Resources 30133  
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    Table of Contents Table of Contents
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    Anecdotal Records to Inform Planning Anecdotal Records to Inform Planning
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    Assessing Children with Disabilities Assessing Children with Disabilities
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    Assessment Adjustment Assessment Adjustment
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    Assessment Tool Consideration Assessment Tool Consideration
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    Collaborating with Families Collaborating with Families
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    Creating Documentation routines Creating Documentation routines
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    Curriculum modifications based on observation Curriculum modifications based on observation
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    Documentation as a Way of Teaching (Main) Documentation as a Way of Teaching (Main)
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    Documentation in the classroom Documentation in the classroom
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    Implicit bias and Challenging Behaviors Implicit bias and Challenging Behaviors
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    Documentation in the Classroom - Ex 2 Documentation in the Classroom - Ex 2
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    ECERS Item 3 Scoring Practice ECERS Item 3 Scoring Practice
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    Importance of Family Information Importance of Family Information
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    Introduction to Anecdotal Records Introduction to Anecdotal Records
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    Observation --> Documentation --> Instruction Observation --> Documentation --> Instruction
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    Observation: Introduction to Observation: Introduction to
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    Ongoing Child Assessment-Using Checklists Ongoing Child Assessment-Using Checklists
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    Parent Conference Parent Conference
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    Planning based on observation Planning based on observation
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    Planning for Assessment - Example Planning for Assessment - Example
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    Sample Parent/Teacher Conference Sample Parent/Teacher Conference
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    Sharing with Families Sharing with Families
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    Reliability and Validity Reliability and Validity
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    Table of Contents Table of Contents
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    Taking Photos Taking Photos
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    The importance of Assessment The importance of Assessment
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    Using observation and documentation for bias Using observation and documentation for bias
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    Video Documentation Video Documentation
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    Ways to complete anecdotal records Ways to complete anecdotal records
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    Ways to use checklists Ways to use checklists
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2. Image Sources

2. Image Sources
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2. Image Sources 32186  
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    Adding Images to a Canvas Page Adding Images to a Canvas Page
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    Image Sources Image Sources
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3. Observation and Assessment in Early Childhood Education (Peterson and Elam)

3. Observation and Assessment in Early Childhood Education (Peterson and Elam)
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  • Context Module Sub Header

    Chapter 1: Observation and Documentation - The Key to Intentional Teaching

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  • External Url
    1.1: Introduction 1.1: Introduction
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  • External Url
    1.2: Becoming a Skilled Observer 1.2: Becoming a Skilled Observer
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  • External Url
    1.3: Observations can be Spontaneous or Planned 1.3: Observations can be Spontaneous or Planned
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  • External Url
    1.4: Questions you may want to ask yourself as you plan your next observation 1.4: Questions you may want to ask yourself as you plan your next observation
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  • External Url
    1.5: The Role of Documentation 1.5: The Role of Documentation
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  • External Url
    1.6: Objective versus Subjective Observation Evidence 1.6: Objective versus Subjective Observation Evidence
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  • External Url
    1.7: Recognizing Your Biases 1.7: Recognizing Your Biases
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  • External Url
    1.8: Ethical Guidelines when Observing Children 1.8: Ethical Guidelines when Observing Children
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  • External Url
    1.9: Observation and Documentation Dos and Don’ts 1.9: Observation and Documentation Dos and Don’ts
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  • External Url
    1.10: Conclusion 1.10: Conclusion
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  • External Url
    1.11: References 1.11: References
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  • Context Module Sub Header

    Chapter 2: Quality Counts

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    2.1: Introduction 2.1: Introduction
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    2.2: Closing the Achievement Gap 2.2: Closing the Achievement Gap
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    2.3: Not all Preschool Programs are Alike 2.3: Not all Preschool Programs are Alike
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    2.3: Process Quality and Structural Quality 2.3: Process Quality and Structural Quality
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    2.4: A Look at Standard Industry Practices 2.4: A Look at Standard Industry Practices
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    2.4: The Role of the Teacher in High-Quality Practices 2.4: The Role of the Teacher in High-Quality Practices
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    2.5: A Look at High-Quality Practices 2.5: A Look at High-Quality Practices
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    2.8: Measuring High-Quality in Early Care and Education Classrooms 2.8: Measuring High-Quality in Early Care and Education Classrooms
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    2.9: Conclusion 2.9: Conclusion
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    2.10: References 2.10: References
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  • Context Module Sub Header

    Chapter 3: Using Observation Methods, Tools and Techniques to Gather Evidence

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    3.1: Introduction 3.1: Introduction
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    3.2: Taking the First Step - Gathering Baseline Data 3.2: Taking the First Step - Gathering Baseline Data
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    3.3: Understanding the Child 3.3: Understanding the Child
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    3.4: Let’s Get Started 3.4: Let’s Get Started
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    3.5: A Closer Look at Observation Methods, Tools and Techniques 3.5: A Closer Look at Observation Methods, Tools and Techniques
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    3.6: Conclusion 3.6: Conclusion
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    3.7: References 3.7: References
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  • Context Module Sub Header

    Chapter 4: The Purpose, Process and Practice of Monitoring, Screening and Evaluating

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    4.1: Introduction 4.1: Introduction
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    4.2: The Purpose of Monitoring, Screening and Evaluating Young Children 4.2: The Purpose of Monitoring, Screening and Evaluating Young Children
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    4.3: Public Policies on Including Children with Special Needs 4.3: Public Policies on Including Children with Special Needs
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    4.4: References 4.4: References
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  • External Url
    Conclusion Conclusion
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  • Context Module Sub Header

    Chapter 5: How to Plan Effective and Meaningful Curriculum

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    5.1: Introduction 5.1: Introduction
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    5.2: What is Curriculum? 5.2: What is Curriculum?
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    5.3: Benefits of Implementing Meaningful Curriculum 5.3: Benefits of Implementing Meaningful Curriculum
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    5.4: A Teachers Role 5.4: A Teachers Role
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    5.5: The Curriculum Planning Cycle at a Glance 5.5: The Curriculum Planning Cycle at a Glance
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    5.6: A Closer Look at the Curriculum Planning Cycle 5.6: A Closer Look at the Curriculum Planning Cycle
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    5.7: Conclusion 5.7: Conclusion
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  • Context Module Sub Header

    Chapter 6: Using Documentation and Assessment to Communicate with Families

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    6.1: Introduction 6.1: Introduction
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    6.2: Documentation Boards - Not Just for Displaying Art 6.2: Documentation Boards - Not Just for Displaying Art
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    6.3: Assessing Children’s Development 6.3: Assessing Children’s Development
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    6.4: Family Conferences 6.4: Family Conferences
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minimum score must view must submit must contribute