Getting to Know Young Children: Alternative Assessments in Early Childhood Education.
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| Title: | Getting to Know Young Children: Alternative Assessments in Early Childhood Education. |
|---|---|
| Authors: | Becker, Ian1 (AUTHOR) idb9zq@virginia.edu, Rigaud, Vanessa M.2 (AUTHOR), Epstein, Ann3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Jun2023, Vol. 51 Issue 5, p911-923. 13p. 1 Chart. |
| Subject Terms: | *Early childhood education, *Student-centered learning, *Interactive learning, *Alternative education, *Educational change, *Classroom environment |
| Company/Entity: | National Association for the Education of Young Children |
| Abstract: | Assessments provide teachers with essential information regarding children's learning. Alternative education systems offer insight into ways that assessments can be redesigned to be developmentally appropriate to particular ages, including unique stances on what defines assessment, who should assess, and what should be assessed. We examined themes of early childhood assessment through a review of Reggio Emilia, Montessori, and Waldorf (also called Steiner). Each of these three alternative systems emphasize assessments designed to understand every child's learning as unique. Many of the practices used align with the National Association for the Education of Young Children's (NAEYC) current recommendations regarding developmentally appropriate assessment. There is a clear acknowledgement that engagement, not just specific knowledge, is particularly important to assess. To assess engagement, classrooms must be carefully constructed learning environments that implement individualized assessment techniques, such as observation. As children engage in developmentally appropriate experiences, teachers assess their individual learning patterns. Specific components of each system contribute to effective and informative assessment, for example collected artifacts and documentation from children's work (Reggio), activities and materials designed to show children when an error is made (Montessori), and participation in classic stories (Waldorf). The increased focus these systems place on assessing during interactive learning experiences answered NAEYC's current recommendations regarding assessment as well as on-going calls in education reform for a child-centered approach to learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 163414784 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=163414784 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-022-01353-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 911 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Interactive learning Type: general – SubjectFull: Alternative education Type: general – SubjectFull: Educational change Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: National Association for the Education of Young Children Type: general Titles: – TitleFull: Getting to Know Young Children: Alternative Assessments in Early Childhood Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Becker, Ian – PersonEntity: Name: NameFull: Rigaud, Vanessa M. – PersonEntity: Name: NameFull: Epstein, Ann IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 51 – Type: issue Value: 5 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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