Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
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Assessment Chapter 4<br />
TYPICAL CLASSROOM CONCERNS AND SUGGESTED TOOLS, continued<br />
Concern/Question<br />
It does not seem that the child is<br />
making any progress in her ability<br />
to represent her thinking and<br />
ideas.<br />
A child, learning English as a<br />
second language, is allowing<br />
others to take his materials when<br />
working in the art area. What is<br />
the progress <strong>of</strong> the child’s physical<br />
abilities? When he started in<br />
the program was he unable to<br />
use scissors or large puzzles?<br />
What is the child’s current<br />
level <strong>of</strong> development? Does a<br />
developmental delay or disability<br />
exist?<br />
Suggested Tool/Intervention<br />
Consult the portfolio for items<br />
collected representing the child’s<br />
work over the last four months.<br />
Compare the first items with the<br />
most recent.<br />
Observe at specific times<br />
throughout the day over the<br />
course <strong>of</strong> several weeks.<br />
Spend time examining and<br />
reflecting on information gained.<br />
Look at portfolio <strong>of</strong> work<br />
samples, observations, etc.<br />
Use a developmental scale to<br />
assess large- and small-muscle<br />
abilities.<br />
58<br />
Teacher<br />
Teacher<br />
Who
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