In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the c... more In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing statefunded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are Reproductions supplied by EDRS are the best that can be made from the original document.
This paper suggests that many children from low-income and minority communities are not taught th... more This paper suggests that many children from low-income and minority communities are not taught the skills and knowledge necessary to fully participate in the economic, social, and political life of the United States and that schools need to start early, to recognize the unique nature of how young children learn, and to design software that will ensure that all children have the same opportunity to participate in the technological world of the 21st century. These programs can be used in different ways and can be viewed as points on a continuum. At the most open end of the continuum is the software that reflects the thinking of the user. At the most closed end of the continuum are programs that set problems and determine correct answers. Programs that are the most open are the most important ones if we are to prepare children well for the 21st century. Young children can learn that technological skills are socially desirable and expected of them or conversely that such knowledge is exclusive and more available to some people than to others. Teachers must consider the effect of offering middle-class children opportunities to play with technology and use it as a resource for their thinking while providing few such chances for poor children. Similarly, technology can be used primarily as an individual and autonomous activity, or it can encourage cooperation through networking and collaborative activity.
Due to the recognition of the significance of early childhood years worldwide there has been a dr... more Due to the recognition of the significance of early childhood years worldwide there has been a dramatic increase in the number of early childhood education programs in Turkey. However, the increase in the quantity of such programs EULQJVWKHTXHVWLRQRITXDOLW\øQWKLVVWXG\VWUXFWXUDODQGSURFHVTXDOLW\RIHDUO\ childhood education and care centers in Ankara is investigated and compared depending on the institutions thay are affiliated to. The data for this study is gathered through a combination of quantitative and qualitative methods.
... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. &am... more ... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. & Fleege, PO (1998) Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and sex differences, Journal of ...
Given the social importance of math, science and technology knowledge, the importance of establis... more Given the social importance of math, science and technology knowledge, the importance of establishing competence in a subject area early, and the link between early experience and subsequent achievement, it is puzzling that math, science, and technology do not have greater prominence in the preschool curriculum. This paper reviews some of the forces and trends that help frame early childhood curricula in these subjects, noting that controversy over teaching mathematics and science in preschools often begins with the conflicting theories of development and learning. The differing theoretical perspectives examined include the constructivist theory; the Romantic view of children rooted in Rousseau's theories; the basic skills approach; the social context perspective; and the developmentally appropriate practices perspective. Each theory offers a different emphasis on science and math. The paper also suggests that some conflict about how and what to teach young children arises from differing beliefs about the future and educational needs of citizens of the twenty-first century. The effect of educational quality concerns on preschool science and math is also addressed; generally, questions about standards have led to back-to-basics practices which reject new standards and teaching methods that might include interactive learning and motivation for science and math activities. Finally, the paper explores issues posed by involving high-risk children in math and science curriculum.
This document presents two. a framework for the discussions by John Attinasi and an exploration o... more This document presents two. a framework for the discussions by John Attinasi and an exploration of how differences in culture and language affect academic achievement. "Academic Achievement, Culture, and Literacy" by John Attinasi asserts that it is time to take the most crucial aspect of the educator's mission, leadership in educating the children in urban schools and communities, and to renew and advance attention to their achievement in the stressful urban setting. Multiculturalism requires not only a change in curriculum, but accompanying changes in school climate and pedagogy. "Cultural Diversity and Academic Achievement" by Barbara T. Bowman discusses cultural differences in the achievement of poor and minority students. The explanation for the differences in school performance lies in the difference in life experience between groups. Recognizing these differences in assessment of children and in teaching, particularly in the early years, is essential in educating culturally and linguistically diverse students. (The first paper contains 5 references and the second lists 16.) (SLD)
To enable educators, parents, and policymakers to make sound decisions about programs for young c... more To enable educators, parents, and policymakers to make sound decisions about programs for young children, the Committee on Early Childhood Pedagogy was established in 1997 by the National Research Council to study a broad range of research on early learning and development and to explore the implications for the education and care of children ages 2 to 5, focusing on programs provided outside the home. This book examines the accumulated theory, research, and evaluation literature relevant to early care and education, and presents the Committee's recommendations. Following an executive summary and an introductory chapter, Chapter 2 presents research and theory on early development; examines research on the interdependence of cognitive, emotional, and social development; and explores literature on the importance of infants' and children's early relationships with adults. Chapter 3 examines functional and status characteristics that express themselves as variations in development. Chapter 4 addresses the issue of quality in out-of-home early childhood education, while chapter 5 explores curriculum and pedagogy, integrating research on early learning capabilities with research on general principles and approaches to early care and education. Chapter 6 deals with assessment, focusing on assessment to support learning. Chapter 7 looks at the preparation of early childhood teachers and Reproductions supplied by EDRS are the best that can be made from the original document.
Language-Minority Children. ERIC Development Team www.eric.ed.gov Table of Contents If you're vie... more Language-Minority Children. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section.
Journal of Developmental & Behavioral Pediatrics, 2001
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguis... more The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Bruce M. Alberts is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. William A. Wulf is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Kenneth I. Shine is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. William A. Wulf are chairman and vice chairman, respectively, of the National Research Council.
... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. &am... more ... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. & Fleege, PO (1998) Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and sex differences, Journal of ...
In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the c... more In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing statefunded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are Reproductions supplied by EDRS are the best that can be made from the original document.
In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the c... more In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing statefunded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are Reproductions supplied by EDRS are the best that can be made from the original document.
This paper suggests that many children from low-income and minority communities are not taught th... more This paper suggests that many children from low-income and minority communities are not taught the skills and knowledge necessary to fully participate in the economic, social, and political life of the United States and that schools need to start early, to recognize the unique nature of how young children learn, and to design software that will ensure that all children have the same opportunity to participate in the technological world of the 21st century. These programs can be used in different ways and can be viewed as points on a continuum. At the most open end of the continuum is the software that reflects the thinking of the user. At the most closed end of the continuum are programs that set problems and determine correct answers. Programs that are the most open are the most important ones if we are to prepare children well for the 21st century. Young children can learn that technological skills are socially desirable and expected of them or conversely that such knowledge is exclusive and more available to some people than to others. Teachers must consider the effect of offering middle-class children opportunities to play with technology and use it as a resource for their thinking while providing few such chances for poor children. Similarly, technology can be used primarily as an individual and autonomous activity, or it can encourage cooperation through networking and collaborative activity.
Due to the recognition of the significance of early childhood years worldwide there has been a dr... more Due to the recognition of the significance of early childhood years worldwide there has been a dramatic increase in the number of early childhood education programs in Turkey. However, the increase in the quantity of such programs EULQJVWKHTXHVWLRQRITXDOLW\øQWKLVVWXG\VWUXFWXUDODQGSURFHVTXDOLW\RIHDUO\ childhood education and care centers in Ankara is investigated and compared depending on the institutions thay are affiliated to. The data for this study is gathered through a combination of quantitative and qualitative methods.
... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. &am... more ... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. & Fleege, PO (1998) Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and sex differences, Journal of ...
Given the social importance of math, science and technology knowledge, the importance of establis... more Given the social importance of math, science and technology knowledge, the importance of establishing competence in a subject area early, and the link between early experience and subsequent achievement, it is puzzling that math, science, and technology do not have greater prominence in the preschool curriculum. This paper reviews some of the forces and trends that help frame early childhood curricula in these subjects, noting that controversy over teaching mathematics and science in preschools often begins with the conflicting theories of development and learning. The differing theoretical perspectives examined include the constructivist theory; the Romantic view of children rooted in Rousseau's theories; the basic skills approach; the social context perspective; and the developmentally appropriate practices perspective. Each theory offers a different emphasis on science and math. The paper also suggests that some conflict about how and what to teach young children arises from differing beliefs about the future and educational needs of citizens of the twenty-first century. The effect of educational quality concerns on preschool science and math is also addressed; generally, questions about standards have led to back-to-basics practices which reject new standards and teaching methods that might include interactive learning and motivation for science and math activities. Finally, the paper explores issues posed by involving high-risk children in math and science curriculum.
This document presents two. a framework for the discussions by John Attinasi and an exploration o... more This document presents two. a framework for the discussions by John Attinasi and an exploration of how differences in culture and language affect academic achievement. "Academic Achievement, Culture, and Literacy" by John Attinasi asserts that it is time to take the most crucial aspect of the educator's mission, leadership in educating the children in urban schools and communities, and to renew and advance attention to their achievement in the stressful urban setting. Multiculturalism requires not only a change in curriculum, but accompanying changes in school climate and pedagogy. "Cultural Diversity and Academic Achievement" by Barbara T. Bowman discusses cultural differences in the achievement of poor and minority students. The explanation for the differences in school performance lies in the difference in life experience between groups. Recognizing these differences in assessment of children and in teaching, particularly in the early years, is essential in educating culturally and linguistically diverse students. (The first paper contains 5 references and the second lists 16.) (SLD)
To enable educators, parents, and policymakers to make sound decisions about programs for young c... more To enable educators, parents, and policymakers to make sound decisions about programs for young children, the Committee on Early Childhood Pedagogy was established in 1997 by the National Research Council to study a broad range of research on early learning and development and to explore the implications for the education and care of children ages 2 to 5, focusing on programs provided outside the home. This book examines the accumulated theory, research, and evaluation literature relevant to early care and education, and presents the Committee's recommendations. Following an executive summary and an introductory chapter, Chapter 2 presents research and theory on early development; examines research on the interdependence of cognitive, emotional, and social development; and explores literature on the importance of infants' and children's early relationships with adults. Chapter 3 examines functional and status characteristics that express themselves as variations in development. Chapter 4 addresses the issue of quality in out-of-home early childhood education, while chapter 5 explores curriculum and pedagogy, integrating research on early learning capabilities with research on general principles and approaches to early care and education. Chapter 6 deals with assessment, focusing on assessment to support learning. Chapter 7 looks at the preparation of early childhood teachers and Reproductions supplied by EDRS are the best that can be made from the original document.
Language-Minority Children. ERIC Development Team www.eric.ed.gov Table of Contents If you're vie... more Language-Minority Children. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section.
Journal of Developmental & Behavioral Pediatrics, 2001
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguis... more The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Bruce M. Alberts is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. William A. Wulf is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Kenneth I. Shine is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. William A. Wulf are chairman and vice chairman, respectively, of the National Research Council.
... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. &am... more ... CHRISTINA LOPEZ MORGAN ... Hart, CH, Burts, DC, Durland, MA, Charlesworth, R., DeWolf, M. & Fleege, PO (1998) Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and sex differences, Journal of ...
In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the c... more In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing statefunded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are Reproductions supplied by EDRS are the best that can be made from the original document.
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