Assessment Involving the Use of Early Education Framework (Essay Sample)

Early Education Framework
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Early Education Framework
Introduction
Healthcare is a science that concentrates on the maintenance and improvement of the health of an individual. Health in this sense relates to both the mental and physical health of an individual. The health of such a child is taken care of by the administration of medical services. Healthcare extends to gaining a complete understanding in assessing the early education framework through a curriculum. The coursework detailed here demystifies on the role of healthcare in the observational assessment of a child, identifying the needs of a child, assessing the next steps, and a discussion of the progress of a child in the school curriculum.
Assessment Involving the Use of Early Education Framework
1 Assessment of Child-Centered Model
The analysis of a child-centered model is an assessment criterion that helps in giving a child the best chance to develop. Observation of a child is usually the key thing here where the individuality of one is known. Child assessment is supposed to be an on-going process that helps in building a child concerning informational needs and interests. Other assessment initiatives include the use of doctors, social workers, professionals, police, teachers, and occupational therapists among others. The assessment model in illustrated in the figure below:
Figure: Assessment and planning of early education framework
The model above has shown outstanding attributes of emotional maturity, social competence, physical well-being, cognitive development, and communication knowledge that can be improved in the life of a child.
2 Assessment Techniques Used in the Curriculum for Early Education
It is crucial to ensure that the curriculum of early education is properly assessed for quality output (McLachlan, Fleer & Edwards, 2013. P3). The assessment techniques used in this segment is what is called authentic assessment. Authentic assessment involves the determination of intellectual accomplishments of a child through the utilization of a teacher-centered evaluation and guide. The voice of a child is engaged in this assessment. Additionally, observation technique may also be applied by the teacher where the development elements and learning ability is evaluated (Gestwicki, 2013. P.71).
3 Using Observations and Assessment to Inform Planning
Observations and assessment criteria are used as an informative technique for planning. Planning is a practical approach that involves taking care of the needs of a child. The overall provision of a child can be responded at by having a meaningful response to the needs of a child. The response can be achieved through informed details by observation and assessment on a regular basis. For effective planning, there is the need to include the information obtained from relevant professional and parents.
4 Parental Involvement
Parental involvement is an essential attribute of understanding the assessment needs about the curriculum of early education. Parental involvement through observation and evaluation is very crucial since they have a direct influence on the life of a child. Parental participation and support can thus play a significant role in having an impact during all stages of the education curriculum. If parents are involved in taking a supportive role in the upbringing of their children, then there is a significant impact. Such an impact can make a difference in improving the behavior and achievement pattern of a child (Khosa, 2013. P6).
5 Relating Theories of Play
Theories of play can be related to development and assessment. Play can be defined as the effort in making the environment match with the concepts of a child. Play can thus be recognized as a way of pleasure where children can practice things earlier learned. Play can be regarded as a difficult model to explain but an easy task to recognize. While children are playing, they are involved in numerous activities either independently or as a group. There is a close connection of the game to the socio-emotional, motor development, and cognitive behavior of young children’s. Thus, play can be considered as a crucial aspect of the developmental program for early childhood (Branscombe, Burcham, Castle & Surbeck, 2013. p 26).
Observational Assessment
2.1 Observational Assessment
Observational assessment involves the idea of having to provide immediate feedback in a classroom setting. The teacher can get immediate feedback from students in the course of learning. The method acts as a means of validating what the teacher sees in the classroom. Observational assessment enables the teacher to know the knowledge capacity of a student since the ability of a child can be determined by a collaborative framework with students. Observations made in a classroom setting are quite accurate, and this can carefully assess pupils in the most efficient manner.
2.2 Carrying Out Assessment: Participant Bias, Confidentiality and Permission
Some issues need to be considered when observing children in the classroom. These are issues like permissions, confidentiality issues, and participant bias. Any observation assessment that needs to be done must start with gaining permission. Observation setting requires being in agreement with all the stakeholders like parents. Parents must be informed that a certain assessment is set to take place. Permission should be sought before making any observation. Before making the observational assessment, the parents or the supervisor must know the primary purpose for which observation is made. The method being used in inspection must also be notified to the relevant body. The use of information gained through observation must also be communicated fully.
Confidentiality is another crucial step that should not be by-passed in this experiment. Any information that is recorded in the course of observation should be treated as confidential. Information confidentiality is part of the protection that is offered under the “Data Protection Act of 1998.” Some policies can be put in place to ensure that access to children’s records is only possible to a particular group of people like key person’s, parents, and the manager. A “need to know policy” should be maintained where personal information is made available to genuine people who may be interested in knowing specific information (Great Britain, 1998. P7).
Participant bias is another consideration where the observation is done subjectively. Any observation carried out makes it hard for objectivity criterion to be achieved. Participant bias may result from developing a relationship with a student or child. Other bias may result from the values and beliefs. The relationship being developed with a child means that the information gotten from such a child is biased on prejudice. There is a high likelihood of making judgments based on subconscious knowledge of the child. If someone have a knowledge of a certain child, the assessment made may be critical or even favorable depending on the angle of inclination of the observer.
Bias based on values and beliefs may be present during the assessment process. The observer may be having some belief's about a certain child, and this makes it impossible to observe such a child objectively. Inaccurate decisions may then be made in such kind of a scenario. All participant bias should be avoided. The best approach to avoid such a bias is to remain cautious that such a problem may arise.
2.3 Assessment For a Child
The assessment records are necessary tools that monitor the progress of development of a child. These files help in the provision of information used in the evaluation process. The records can be completed once in every six months depending on the age of a child. The purpose of these files is to offer support to social workers in the course of recording information derived from the assessment process. Some key features of these data are information on child development, research-based information, and suggestions on the application of specific tools like questionnaires (Gestwicki, 2013. P.71). The sample assessment framework is illustrated as shown:
Figure: Assessment framework
Records of observations should be presented. Observation made is used to be the basis for planning. Presentation of such record should be done in a manner that is understandable and reference-able. Presentation records must be neat and legible. They must be accurate and in detail. The tone used in their preparations must be non-judgmental. The date on which observation was made must be written down. The age of the child must be documented. Contextual information must be included, and this is that information that may help the reader in gaining an understanding of what happened at the time of getting data. Finally, the purpose for which observation was made must be indicated.
2.4 Effectiveness of Plans
The reviewing of plans and the use of planning methods in an efficient approach that improves planning. These programs help in thinking about the needs of children’s making it possible to devise next steps. When the needs of a child are identified, they can be met using appropriate techniques. The progress can thus be made.
Needs, Interests and Stages of Development of Children’s
3.1 Needs Assessment
Conducting need assessment of an individual child is possible. The evaluation of this approach is part of the decision-making mechanism that tries to identify the needs of a child. Teachers should use results of the evaluation with an intention of enabling the student to adapt to specific teaching approaches. Screening can be used as a form of assessment, and this helps in the determination of the needs of the children.
3.2 Interests Assessment
The intere...