· Appraise how observation, pedagogical documentation, inquiry and assessment informs understanding of the individual, group and program to enhance responsive inclusive practice
· Apply the range of patterns and sequences of development when assessing and evaluating children's behaviour/development to provide a strengths-based view of the child
· Practice articulating in a professional manner the assessment outcome (in both oral and written formats) to support the appreciative inquiry process
This observation and assessment assignment involves two distinct, but related parts that are handed in separately. Part 1 involves observing a child (whose name is Draco) in a series of video, completing running records, and providing interpretations of the child’s behaviour/development. Part 2 includes the completion of an assessment tool (Looksee), profile chart, and summary paragraph.
Part 1: Observations and Interpretations
1) To begin, calculate the child’s chronological age. The birth date is __________ and today’s date is _______________.
2) Watch the following three (3) videos:
a. Draco and Friends Playing with Legos (2:50)
b. Draco and Friends at a Restaurant (3:39) https://www.youtube.com/watch?v=YMdJ7xd8e_g&feature=youtu.be
c. Draco’s Transition to Group Time (4:01) https://www.youtube.com/watch?v=xcHh3_qXS-w&feature=youtu.be
3) Complete a detailed, objective running record for each video, using the template provided (see Blackboard)
4) Next, using the five development areas from ELECT’s developmental continuum (see Blackboard for template), state at least two interpretations for each developmental area. Your interpretations should clearly indicate the skill observed and include an example to support. Remember, interpretations may reflect information regarding a child’s development, the environment, relationships observed, etc.
Part 2: Completing the Looksee, Profile Chart, and Paragraph
1) On Blackboard, download and print the Looksee checklist for 3-year olds. Fill out the child’s name (e.g., Draco), including the birthdate and current date.
· Start by reviewing you running records and interpretations, and clearly indicate (with a checkmark) as many “yes” or “no” checklist items as possible. It is okay to re-watch the videos if needed.
· Afterwards, review the Parent Information document on Blackboard. You can use this information to complete any remaining “yes” or “no” checklist items. Remember, you can choose to mark only ONE item N/A if you are unable to find evidence of the behaviour.
· NOTE: This document will need to either be scanned, or photographed with your phone, to submit
2) While doing this, make sure to keep note as to what you saw or read that made you decide “yes” or “no”. On the Sources template provided (see Blackboard), clearly indicate what you saw/read, and the source, for each checklist item. NOTE: this process is not required for an item marked as N/A.
3) Create a Profile Chart (see template on Blackboard) for one developmental area, e.g. Social, Communication Language & Literacy, etc. Make sure to include information from the videos and the parent information.
4) Referencing the information from your profile chart, create a short summary paragraph (on the same template used above) describing the child’s strengths and “next steps” in your chosen developmental area. The “next steps” should positively reference the skill(s) the children was working on developing (if observed/read), or be based on the developmental progression outlined in ELECT. This should NOT be based on unsubstantiated opinion.
· This process will allow you to practice communicating information about a child's development, within the context of their learning environment, in a positive and professional manner. Take care to use factual information and examples to support statements made. Remember also to include inclusive phrasing, and avoid using words like 'great, wonderful, age appropriate' as they tend to label.
· Pretend that the child’s parent/guardian(s) will be reading this!