defining and assessing quality in early childhood education

Defining and assessing quality in early childhood education

By ferre laevers.

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Leuven [Belgium]

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Includes bibliographical references. Includes some articles in French.

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DAP: Observing, Documenting, and Assessing Children’s Development and Learning

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Observing, documenting, and assessing each child’s development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children. Assessment includes both formal and informal measures as tools for monitoring children’s progress toward a program’s desired goals. Educators can be intentional about helping children to progress when they know where each child is with respect to learning goals. Formative assessment (measuring progress toward goals) and summative assessment (measuring achievement at the end of a defined period or experience) are important. Both need to be conducted in ways that are developmentally, culturally, and linguistically responsive to authentically assess children’s learning. This means that not only must the methods of assessment, both formal and informal, be developmentally, culturally, and linguistically sensitive, but also the assessor must be aware of and work against the possibility of implicit and explicit bias, for example through training, reflection, and regular reviews of collected data.

Effective assessment of young children is challenging. The complexity of children’s development and learning—including the uneven nature of development and the likelihood of children fully demonstrating their knowledge and skills in different contexts—makes accurate and comprehensive assessment difficult. For example, authentic assessment takes into consideration such factors as a child’s facility in each language they speak and uses assessors and settings that are familiar and comfortable for the child. When standardized assessments are used for screening or evaluative purposes, the measures should meet standards of reliability and validity based on the characteristics of the child being assessed. When these standards are not met, these limitations must be carefully considered before using the results. Using assessments in ways that do not support enhancing the child’s education is not developmentally appropriate practice. Yet, decisions regarding assessment practices are often outside of the control of individual educators (also see Recommendations for research, page 31). When educators are aware of inappropriate assessment practices, they have a professional ethical responsibility to make their concerns known, to advocate for more appropriate practices, and, within their learning environment, to minimize the adverse impact of inappropriate assessments on young children and on instructional practices.

The following practices for observation, documentation, and assessment are developmentally appropriate for children from birth through the primary grades.

A. Observation, documentation, and assessment of young children’s progress and achievements is ongoing, strategic, reflective, and purposeful.  Educators embed assessment-related activities in the curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice. They create and take advantage of unplanned opportunities to observe young children in play and in spontaneous conversations and interactions, in adult-structured assessment contexts as well as when children are participating in a group activity and doing an individual activity. Observations, documentations, and the results of other formal and informal assessments are used to inform the planning and implementing of daily curriculum and experiences, to communicate with the child’s family, and to evaluate and improve educators’ and the program’s effectiveness. Especially in K–3 classrooms, care must be taken to avoid overuse of standardized assessments, which can cause stress for young children and interfere with time for learning. Educators limit the use of digitally-based assessments, especially for young children who (appropriately) should have limited exposure to screen media.

B. Assessment focuses on children’s progress toward developmental and educational goals. Such goals should reflect families’ input as well as children’s background knowledge and experiences. They should be informed by developmental milestones including use of state early learning standards. Goals should be aspirational and achievable and should foster a sense of pride and accomplishment for educators, families, and children. Children, educators, and families should have opportunities to celebrate both small and large achievements, while recognizing that all children need time to build mastery on a current skill before progressing to the next challenge.

C. A system is in place to collect, make sense of, and use observations, documentation, and assessment information to guide what goes on in the early learning setting.  Educators use this information in planning curriculum and learning experiences and in moment-to-moment interactions with children—that is, educators continually engage in assessment for the purpose of improving teaching and learning. Educators also encourage children to use observation and, beginning in the preschool years, documentation to reflect on their experiences and what they have learned.

D. The methods of assessment are responsive to the current developmental accomplishments, language(s), and experiences of young children. They recognize individual variation in learners and allow children to demonstrate their competencies in different ways.  Methods appropriate to educators’ assessment of young children, therefore, include results of their observations of children, clinical interviews, collections of children’s work samples, and children’s performance on authentic activities. For children who speak a language the educators do not know, native speakers of the child’s language such as family or community members may need to be recruited to assist with the assessment process. A plan should be in place for employing volunteer and paid interpreters and translators as needed and providing them with information about appropriate interactions with young children and ethics and confidentiality, as well as about the features and purposes of the screening or assessment tool. Once collected, the results are explained to families and children (as appropriate) in order to extend the conversations around what is collected, analyzed, and reflected upon.

E. Assessments are used only for the populations and purposes for which they have been demonstrated to produce reliable, valid information.  If required to use an assessment tool that has not been established as reliable or valid for the characteristics of a given child or for the intended use, educators recognize the limitations of the findings, strive to make sure they are not used in high-stakes decisions, and advocate for a different measure.

F. Decisions that have a major impact on children, such as enrollment or placement, are made in consultation with families.  Such decisions should be based on multiple sources of relevant information, including that obtained from observations of and interactions with children by educators, family members, and specialists as needed.

G. When a screening assessment identifies a child who may have a disability or individualized learning or developmental needs, there is appropriate follow-up, evaluation, and, if needed, referral.  Screening is used to identify issues needing more thorough examination by those qualified to do so; it is not used to diagnose or label children. Families are involved as essential sources of information.

Developmentally Appropriate Practice (DAP) Position Statement

Defining and Assessing Quality in Early Childhood Education

Ferre Laevers

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Edited volume - paperback

• Description
• Table of content
• Detailed info

Opening Lecture In defence of Children Philip Gammage

General-Evaluative

The longitudinal effects of Early Childhood Education. State of the art in the Anglo-American research Gaston Geens

Instructional style, age span in child groups and speech, cognitive and socioemotional status Knut Sundell

School career from 4 to 7: outline of a longitudinal study Aryan van der Leij, Wim Meijnen, Paul Leeseman

A curriculum for the under fives Robert G. Burgess, Christina Hughes, Susan Moxon

La journée d'un enfant de quatre ans en Communauté Française de Belgique. Projet préscolaire de l'IEA - Phase 1 Geneviève Hindryckx

Quality in british preschool facilities and the construction of a schale to measure it Gail McGail

Exploring definitions of quality for children 3-5 in practice Christine Pascal, Tony Bertram

Les enjeux de la communication dans les premieres années de scolarisation Agnès Florin

Educational Settings and gender. Some aspects of developmental conditions in preschool setting, related to gender differences in prosocial competence Solveig Hagglund

Intervention in play activities at dutch primary schools Egbert G. Harskamp, Y.J. Pijl

Differences in quality and extent of daily time in swedisch preschools Gunni Karrby

The innovative project Experiential Education and the definiton of quality in education Ferre Laevers

Higher Order Learning in the Early years Curriculum: a role for imagination Charles Desforges, Steve Bristow

The development of readings skills in Antillean 4-6 years olds Hetty Kook, Paul Vedder

Does Ordering lay the foundation of aquiring mathematics in young children J.J. van Kuyk

Progamme development

Arithmetic training in pre-school Bo S. Johansson

Factfiler: A programme for developing information handling Pat MacKenzie

Teacher education

The adoption and implementation research project experiential (Early Childhood) education Jos Theunissen

Home environment

Parentchild interactions as a system of informal education. Theoretical outline and preliminary findings of a Dutch research project Paul P.M. Leseman

Format: Edited volume - paperback

Size: 240 × 160 mm

ISBN: 9789061865865

Publication: January 01, 1994

Series: Studia Paedagogica 16

Languages: English

Stock item number: 45683

Stakeholders’ Perspectives on Assessment and Improvement of Quality in Early Childhood Education and Care: A World-Wide Kaleidoscope

Original Research 03 August 2023 Promoting culturally informed and sensitive practice in day-care centers—a contribution to the professionalization of day-care teachers Ursula Gisela Buchner ,  1 more  and  Markus Hess 1,081 views 0 citations

Original Research 31 July 2023 Conceptualising the education and care workforce from the perspective of children and young people Jennifer Cartmel ,  5 more  and  Fay Hadley 2,040 views 2 citations

Original Research 26 July 2023 Pockets of promise: exploring innovation and complexity of remote ECEC service delivery in Australia Elizabeth Adamson  and  Jennifer Skattebol 1,457 views 0 citations

Original Research 19 July 2023 The educational and parenting test for home-based childcare: a socially valid self-rating instrument Antonia Elisabeth Enikoe Baumeister ,  1 more  and  Heiner Rindermann 843 views 0 citations

Review 14 July 2023 Defining early education quality using CLASS-observed teacher-student interaction Robert C. Pianta  and  Tara Hofkens 2,424 views 1 citations

Original Research 06 July 2023 Characteristics of high-quality early childhood education and care: a study from Australia Alicia Phillips  and  Wendy Boyd 5,102 views 0 citations

Original Research 23 June 2023 Supporting second language acquisition of bilingual preschool children through professionalization of caregivers in specialized preschool programs Jannika Boese ,  2 more  and  Anna-Lena Scherger 2,106 views 0 citations

Original Research 14 June 2023 Mapping the leap: differences in quality improvement in relation to assessment rating outcomes Belinda Davis ,  8 more  and  Maria Hatzigianni 1,475 views 1 citations

Original Research 18 May 2023 Macro-structural predictors of Australian family day care quality Vincent Char ,  1 more  and  Hui Li 839 views 0 citations

Brief Research Report 18 May 2023 Complexifying quality: educator examples Susan Grieshaber  and  Elise Hunkin 4,322 views 3 citations

Original Research 10 May 2023 Serving families who face economic and related adversities: the ‘5 As’ of effective ECEC service delivery Jennifer Skattebol ,  1 more  and  Megan Blaxland 1,718 views 1 citations

Loading... Conceptual Analysis 13 March 2023 Assessing the quality of early childhood education and care in Australia: Challenges and opportunities Caroline Cohrssen ,  2 more  and  Cathrine Neilsen-Hewett 7,229 views 3 citations

Loading... Original Research 04 January 2023 Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools Iram Siraj ,  7 more  and  Betty Luu 10,030 views 10 citations

Original Research Frontiers in Psychology Associations Between Teachers' Professional Competencies and the Quality of Interactions and Relationships in Preschool: Findings from Austria Eva-Maria Embacher  and  Wilfried Smidt 869 views 0 citations

Policy and Practice Reviews Frontiers in Education Engaging stakeholders to inform policy developments in early childhood education and outside school hours care Fay Hadley ,  5 more  and  Jennifer Cartmel 1,377 views 0 citations

Original Research Frontiers in Education The quest for continuous quality improvement in Australian long day care services: Getting the most out of the Assessment and Rating process Susan Lee Irvine ,  8 more  and  Belinda Davis 882 views 0 citations

A New Vision for High-Quality Preschool Curriculum

A high-quality preschool education can foster critical development and learning that promotes joyful, affirming, and enriching learning opportunities that prepare children for success in school and life. While preschool programs generally provide emotionally supportive environments, their curricula often fall short in advancing learning in math, early literacy, and science, and lack the necessary support for multilingual learners emerging bilingualism. Additionally, access to high-quality, effective early learning experiences may be limited and inadequate based on factors such as a childs race, location, gender, language, identified disability, and socioeconomic status.

A New Vision for High-Quality Preschool Curriculum examines preschool curriculum quality for children from ages three to five, with special attention to the needs of Black and Latine children, multilingual learners, children with disabilities and children experiencing poverty in the United States. The report articulates a vision for high-quality preschool curricula for all children, grounded in an equity and justice-oriented principles from inception to implementation and evaluation.

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• Issue Brief: Early Childhood Organizations and Educators
• Issue Brief: Funders
• Issue Brief: Policymakers
• Issue Brief: Curriculum Developers and Publishers

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010

Oct 11, 2014

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World Conference on Early Childhood Care and Education Moscow, 22-24 September 2010. Broad Objectives

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• quality ecce
• improved quality
• investment mechanisms
• improved financial stategies
• poor improved societal benefits

Presentation Transcript

World Conference on Early Childhood Care and EducationMoscow, 22-24 September 2010 Broad Objectives To refocus global policy dialogue on the importance of ECCE to enable countries to accrue the proven benefits of ECCE (poverty alleviation; capital formation; child well being; educational attainment; reduction of inequalities between rich and poor;improved societal benefits)

To forge mechanisms for support to Member States to establish • Coherent and systemic approaches to stregthen ECCE national development efforts • Enhanced access and equity; with special attention to the most vulnerable and diisadvantaged groups • Improved quality and assurance standards • Viable models of governance for integrated holistic ECCE provisions • Improved financial stategies and investment mechanisms

To share good practices, research and lessons learned to inform policies and strategies for expanded access to quality ECCE, especially for the most vulnerable and disadvantaged children

Persisting Challenges • No common definition of Early childhood care and Education • No common standards or indicators for ECCE (holisitc dimensions) • Weak or absent national policies for ECCE; in particular the neglect of 0 to 3) • Poor governance, coordiation and integration; weaknesses in the provision of holistic services • Difficulties of going to scale while maintaining quality • Insufficient financing and investment

Partners and Preparations • Task Force • Expert Commitee • Regional networks: OECD, LAC, ARNEC, ADEA, etc • Regional Consultations; ADEA, RIGA, Arab States, LAC • Questionnaire for country offices to gather qualitative information (GMR) • Web forum and discussion • Commissioned papers

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