共查询到20条相似文献，搜索用时 15 毫秒
1.
《Early education and development》2013,24(1):50-63
Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding "best practices" in the use of CBA systems by early intervention teams. 相似文献
2.
Recent surveys in early childhood special education and developmental school psychology reveal that criterion-referenced or curriculum-based developmental assessment (CBA) is the primary form of measurement employed by interdisciplinary early intervention teams. Despite their wide use, little technical adequacy data are available on the validity of CBA instruments with specific populations of handicapped preschoolers. This research analyzed the concurrent validity of two norm-based and six curriculum-based scales commonly used within community early intervention programs with a sample of 50 infants and preschool children having diverse neurodevelopmental and neurobehavioral deficits. Results supported the concur- rent validity of CBA measures despite some significant interscale differences. Based on these results, guidelines are offered regarding “best practices” in the use of CBA systems by early intervention teams. 相似文献
3.
This paper reports on the findings of a survey conducted in relation to current Shanghai early childhood education via a self‐assessment tool developed by the Association for Childhood Education International (ACEI). The investigation results of the most items are consistent with the values which the designer of the self‐assessment tool holds. It shows that, to a great extent, the beliefs of the staff in early childhood care and education institutions (ECCEI) in Shanghai are consistent with the principles of the Global guidelines for early childhood education and care in the 21st century determined by the ACEI. In relation to care and education practices, the real situation of the staff of ECCEI in Shanghai is basically consistent with the results of the investigation. 相似文献
4.
《Early childhood research quarterly》1996,11(2):117-133
An assessment of the field's relationship with its dominant knowledge base is both timely and critical. The early care and education field is defining what it means to be an early childhood professional, demand for early care and education practitioners is soaring, and the demographic context for provision of early care and education programs is shifting. Furthermore, the discipline of child development and its research methodology are increasingly under attack. Such an examination has direct implications for the preparation of early childhood teachers. Yet realities of the early care and education field complicate the profession's capacity to respond. By listening to calls to develop its own paradigm of professionalism, the early care and education profession could elucidate, on its own terms, a more meaningful relationship between child development knowledge and early childhood teacher preparation. 相似文献
5.
Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children's learning. An assessment project, conducted at the instigation of the New Zealand Ministry of Education, was designed to recognise key outcomes from the New Zealand curriculum, Te Whāriki, and to provide practitioners with a tool that would assist in the development of assessment ideas and procedures. The result was Learning Stories. This present research explored the introduction of Learning Stories into Australia and investigated the potential of Learning Stories as an assessment tool for early childhood practitioners in the context of Saudi Arabia. 相似文献
6.
《Early education and development》2013,24(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
7.
Kenneth W. Merrell 《Early education and development》1995,6(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
8.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
9.
10.
《Early childhood research quarterly》1998,13(1):169-184
This study examined the underlying factor structure of a rating scale designed to assess perceived barriers and supports associated with early childhood inclusion. Participants were 201 administrators and direct service providers from the early intervention, early childhood, and special education fields and 287 parents (primarily mothers) of young children with disabilities (birth through 5 years) who received early intervention services. A four-factor solution for barriers that accounted for 41% of the total variance emerged from an exploratory factor analysis. Because one of the factors was found to have low internal consistency, a three-factor solution was used in subsequent analyses. The three factors consisted of barriers associated with early childhood program quality, community resources, and coordinating and integrating services for children with disabilities and their families. Items reflecting supports for early childhood inclusion produced a single supports factor. A confirmatory factor analysis revealed a barriers factor structure for parents that was consistent with that obtained for professionals. Background variables contributed to explaining ratings of barriers and supports among parents who differed with respect to race, education, employment status, and experience with inclusion, lending further support for the validity of the factor structure. 相似文献
11.
Lizanne DeStefano Susan P. Maude Sandra Heinzel Crews Linda Mabry 《Early education and development》1992,3(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
12.
《Early education and development》2013,24(2):173-187
The proliferation of early childhood programs for children with and without disabilities has occurred without clear indicators or standards of program quality. Evaluations of these programs often consist of compliance monitoring or outcome assessment. Little attention is given to program context or the quality of individual components of the program. In this paper, an alternative evaluation model, a connoisseurship or professional review model using on-site observations, interviews, and document review, was used to identify exemplary practices in early childhood education in one large midwestern state. The results indicated that with proper training and support, early childhood professionals without experience in qualitative methods can become proficient in interviewing techniques, observation, and document review. The resulting case study reports were useful for identifying and describing exemplary practices across the state, demonstrating the potential for this alternative approach to evaluation in early childhood education. 相似文献
13.
Preparing early childhood education (ECE) and early childhood special education (ECSE) professionals to work with young children with and without disabilities entails the acquisition of content, its application, and opportunities for reflection. This article describes a component of an ECSE assessment course focusing on the logistics and process to conduct a play-based assessment (PBA). Demographic characteristics are provided for participating students, children and, parents. The components of assessing, teaming, and reflecting as related to preparing, conducting, and writing the results are presented within the context of preservice student outcomes with corresponding student comments. Possible PBA difficulties and solutions are also described. Implications for teacher preparation in ECE and ECSE are also offered. 相似文献
14.
Jennifer Baumgartner Cynthia DiCarlo Renée Casbergue 《Journal of Early Childhood Teacher Education》2020,41(2):111-127
ABSTRACTService learning (SL) is both a pedagogy and philosophy adopted by many early childhood teacher educators. Extant research suggests the incorporation of service-learning can be effective for facilitating preservice teacher learning of curriculum, pedagogy, approaches to diverse learners and families as well as establishing a professional identity. To guide the intentional adoption of SL and its assessment in early childhood teacher education programs, the authors present the Developmentally Appropriate Practice /P.A.R.E. model and illustrate how the model might be applied in a teacher education program. Challenges to incorporating service-learning in early childhood education programs and future areas of research are described. 相似文献
15.
It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献
16.
Dora Ho Verity Campbell-Barr Caroline Leeson 《International Journal of Early Years Education》2010,18(3):243-258
With a growing awareness of the importance of early childhood education, the governments of Hong Kong and England have both increased investment through providing fee assistance to parents for buying services and providing funding to providers for offering ‘free’ places, respectively. Alongside the increased funding of early childhood education, a heightened interest in the quality of early years settings has arisen. This paper aims to develop a framework for comparative studies by addressing the similarities and differences in quality improvement of both systems. Three key issues are discussed: relevance of the quality criteria for assessment, interpretations of the quality improvement mechanism and its use in guiding practice, and the influence of contextual factors in terms of stakeholders' views of the quality process. It is argued that these key issues are fundamental to a framework for understanding different sociocultural contexts and dynamics in shaping the quality improvement of early childhood education. 相似文献
17.
Elizabeth Wood 《Curriculum Journal》2016,27(3):387-405
A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavour to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play, and learning. 相似文献
18.
Mark M. D’Amico Bob Algozzine Karen M. Algozzine Vivian I. Correa Reem Muharib 《Community College Journal of Research & Practice》2019,43(1):74-79
Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership. 相似文献
19.
Eunhee Paik William C. Healey 《International Journal of Disability, Development & Education》1999,46(2):253-259
A national survey of 53 early childhood special education teachers in Korea was conducted to investigate their knowledge and perceptions regarding various aspects of kindergarten and preschool programs for children with disabilities. Results from the study indicated that (a) children in the age range of 3 to 7 years were the group most frequently served by early childhood special education in Korea, (b) teachers reported infrequent assessment and scarcity of curriculum resources, (c) most teachers reported using a self- or school-developed curriculum, and (d) confusion exists regarding the concept and use of the Individualised Education Program (IEP). Because of a somewhat lower than expected teacher response rate further study is needed to determine if the results of this study are representative of programs nationally. Also, evaluative steps should be taken to ensure that curricula are appropriate for the various ages and types of learners. Likewise, research is needed to identify those factors that facilitate inclusion of children with disabilities in their schools and communities with peers as early childhood special education programs expand. 相似文献
20.
Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their implications for assessment of early childhood learners. Veteran teachers indicated differences in both the use of the software programs and the style in which assessment activities were completed compared to newer teachers. The results indicate the need for professional development of new technologies to focus beyond the utilization of software and hardware and that new technologies implementation may be the catalyst for improvements in assessment strategies. 相似文献