Hilary Seitz Spotlight on Young Children: Observation and Assessment, Volume 2

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Meaningful, developmentally appropriate observation and assessment are core components of every early learning setting. In today’s world of data collection, high-stakes testing, and accountability, it is vitally important to understand how to effectively assess young children in familiar settings; use this data to inform the curriculum; and communicate this information with staff, families, and communities.

Carrying on the work of the first volume of Spotlight on Young Children: Observation and Assessment, this book brings together all-new articles curated by Hilary Seitz, director for educator and leadership programs in the California State University system. Organized into three distinct parts, the contributions

Discuss changing the landscape of observation and assessment

Emphasize the need for assessment to be culturally and linguistically responsive

Showcase a variety of reasons why educators use observation and assessment, exploring information about the foundations and meanings behind them

Highlight different facets of the authentic assessment process and how to capture thinking and learning moments

Address reflecting on, celebrating, and including all children by identifying their unique strengths and needs and using a variety of supporting strategies

Each article in this collection is accompanied by questions to prompt deeper thinking on the content. With this resource, continue to grow your understanding of how observation and assessment can guide your instruction and promote children’s learning.

€27.99

Table of Content

Introduction   
Hilary Seitz 
Part 1: Purposes of Observation and Assessment 
Foundations of Assessment for Preschool Settings  
Catherine Scott-Little, with Kathy L. Reschke  Meaningful Assessment and Documentation: How Directors Can Support Teaching and Learning  Debbie Lee Keenan and Iris Chin Ponte  Assessing Agency in Learning Contexts: A First, Critical Step to Assessing Children 
Natacha Ndabahagamye Jones, Amber T. Fowler, and Jennifer Keys Adair  Part 2: Strategies for Observing and Assessing  Authentic Assessment: A Strengths-Based Approach to Making Thinking, Learning, and Development Visible  Hilary Seitz  Anecdotal Records: Practical Strategies for Taking Meaningful Notes  Celeste C. Bates, Stephanie M. Madison, and Hayley J. Hoover Bringing Observation and Documentation to Life in Infant and Toddler Settings  Rebecca Parlakian   Unlocking the Potential of Data-Driven Coaching: Child Assessment Evidence as a Guide for Informing Instructional Practices  Christine M. Snyder and Holly P. Delgado   Effective Kindergarten Readiness Assessments: Influencing Policy, Informing Instruction, and Creating Joyful Classrooms 

 Elliot Regenstein, Maia C. Connors, Rio Romero-Jurado, and Joyce Weiner  Photographs and Learning Progressions:

Supports for Intentional Assessment and Instruction in Mathematics  Sarah Roller Dyess, Elizabeth Petit Cunningham, and Katherine Ariemma Marin Part 3: Assessment Practices to Support Inclusion   Assessing Opportunities to Support Each Child:12 Practices for Quality Inclusion  Camille Catlett and Elena P. Soukakou Embedded Learning Opportunities for Children with and Without Disabilities  Christan G. Coogle, Emily M. Rose, Jennifer R. Ottley, Jennifer A. Brown, and Mollie K. Romano  Authentic and Meaningful Developmental Screening in Early Childhood  Marisa Macy and Stefano J. Bagnato  
Enhancing Toddlers’ Communication Skills: Partnerships with Speech-Language Pathologists 
Janet L. Gooch

About the author

Hilary Seitz,
Ph D, is director for educator and leadership programs in the California State University system. She advocates and supports statewide efforts to support early childhood education and the new California PK–3 Early Childhood Education Specialist Instruction Credential. Dr. Seitz is professor emerita in early childhood education at the University of Alaska Anchorage. Her research areas have been in early literacy development, collaborative practices between families and schools including culturally responsive pedagogies, emergent curriculum development, documentation, authentic assessment, and social constructivist learning theories inspired by Reggio Emilia practices.

Language English ● Format EPUB ● Pages 128 ● ISBN 9781952331268 ● File size 43.7 MB ● Editor Hilary Seitz ● Publisher National Association for the Education of Young Children ● Published 2024 ● Downloadable 24 months ● Currency EUR ● ID 9341271 ● Copy protection Adobe DRM

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