6 DISCUSSION QUESTIONS
MODULE 1 DISCUSSION QUESTION 1
To Prepare for This Discussion
Review the resources, paying particular attention to the following topics:
- The definition of relational care and why the relational view is challenging for many educators, and how caring relations form the foundation for successful pedagogical activity
- The process and role of observing and assessing young children
- The value of viewing and interacting with children from a strength-based perspective
- How both relational caring and strength-based perspectives may affect children’s resiliency
1. MODULE 1 DISCUSSION Create and post a Kaltura video that summarizes your responses and offers examples related to the following:
- The role and importance of relational caring in early childhood interactions and practices
- The potential effects of relational caring and viewing children from a strength-based perspective on observation and assessment
- Whether and why you agree or disagree with the Noddings statement that “. . . we might note that educating from the care perspective reduces the need for formal testing”
- Hopes and goals you have for yourself and other early childhood professionals related to fostering caring relationships and viewing children from a strength-based perspective as part of the observation and assessment process
RESOURCES
- Becker, I., Rigaud, V. M., & Epstein, A. (2023). Getting to know young children: Alternative Assessments in early childhood educationLinks to an external site.. Early Childhood Education Journal, 51(5), 911–923. https://doi.org/10.1007/s10643-022-01353-y
- Noddings, N. (2005). Caring in education. In The encyclopedia of informal education.Links to an external site. Infed.org. https://infed.org/mobi/caring-in-education/
- National Council of Teachers of English. (n.d.). Strengths-based approach to equity in early childhood.Links to an external site. https://cdn.ncte.org/nctefiles/strengthsbased.pdf
- National Association for the Education of Young Children. (n.d.). DAP: Observing, documenting, and assessing children’s development and learning.Links to an external site. https://www.naeyc.org/resources/position-statements/dap/assessing-development
- State Capacity Building Center. (2018, March). Observation, documentation, and reflection.Links to an external site. U.S. Department of Health and Human Services; Administration for Children and Families; Office of Child Care. https://childcareta.acf.hhs.gov/sites/default/files/public/itrg_observation_documentation_and_reflection.pdf
- West Sussex County Council & Children First. (2015). Effective practice: Observation, assessment and planning.Links to an external site. https://www.westsussex.gov.uk/media/5555/effective_poa_and_planning.pdf
- Early Head Start National Resource Center. (2013). Observation: The heart of individualizing responsive care. (Technical Assistance Paper No. 15). U.S. Department of Health and Human Services, Administration for Children and Families. Office of Head Start. to an external site.
- Franklin, M. B. (2004). Guidelines for observing young children in school. Child Development Institute, Sarah Lawrence College. https://www.sarahlawrence.edu/media/cdi/pdf/Occasional%20Papers/CDI_Occasional_Paper_2004.pdf
- Early Head Start National Resource Center. (n.d.). Look again: Using sensitive skilled observation in your program. U.S. Department of Health and Human Services, Administration for Children and Families. resource focuses on infants and toddlers, yet it has valuable insights related to observing all young children. Please read pp. 5–10.
- PennState Extension. (2018). Why observe children? http://bkc-od-media.vmhost.psu.edu/documents/HO_WhyObserveChildren.pdf
- Infants & Toddlers. (2014). Objective writing. article links to a few other very helpful articles about observation. For example, you can click on “analyze” in this article. You can also click on “Descriptive Language” and “Positive Language” in the left-hand column.
Ethics
- Early Childhood Australia. (n.d.). Who is watching? Thinking ethically about observing children.Links to an external site.Links to an external site.http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/ethics-action-practical-guide-implementing-eca-code-ethics/watching-thinking-ethically-observing-children-free-article/
- Peterson, G., & Elam, E. (2020). Book: Observation and assessment in early childhood education (Peterson and Elam).Links to an external site. LibreTexts. https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Book%3A_Observation_and_Assessment_in_Early_Childhood_Education_(Peterson_and_Elam)/01%3A_Observation_and_Documentation_-_The_Key_to_Intentional_Teaching/1.08%3A_Ethical_Guidelines_when_Observing_Children#:~:text=Understand%20that%20children%20have%20the,temperament%20and%20styles%20of%20communication
- Feeney, S., & Freeman, N. K. (1999). Addressing ethical issues.Links to an external site. In Ethics and the early childhood educator: Using the NAEYC code (pp. 17-25). National Association for the Education of Young Children. this course, you will be challenged to think about professional ethics, ethical issues, and ethical dilemmas that relate to observation, assessment, and early intervention. This chapter was introduced in your first course in the program. However, it may be helpful to you in your work in this module.
Documentation Strategies for Mixed-Methods Portfolios
- Early Childhood Learning & Knowledge Center. (2018). Child screening & assessment: Guided practices.Links to an external site. Links to an external site.https://eclkc.ohs.acf.hhs.gov/child-screening-assessment/learning-assessment-lfa-toolkit/guided-practices
- Seitz, H. (2008). The Power of Documentation in the Early Childhood Classroom. Young Children, 63(2), 88–93.
- Cohen, L. (n.d.). The power of portfolios. Scholastic. to an external site.
- Ryan, J. K. (n.d.). Shared ownership of assessment: Student portfolios in a second grade classroom. Links to an external site.https://www.otterbein.edu/wp-content/uploads/2018/10/Ryan-final.pdf
2. Module 1 DISCUSSION QUESTION 2
Discussion 2: Critical considerations when observing young children: objectivity, ETHICS, and principles
Objectivity is considered best practice when observing young children. You will explore what this means in Part 1 of this Discussion and then in Part 2 of this Discussion, you will reflect on ethical concerns early childhood professionals, as leaders and advocates, must be aware of related to observing young children.
Part 1: Consider the following two observations, written about the same situation in a toddler room:
- Matteo was riding around on his toy and wanted to go into the main classroom. Matteo rudely shouted, “Pass” at Karen and Rory. They quickly moved out of his way, and he rode past them without saying thank you.
- Sitting astride a ride-on toy, Matteo rode up to a small group of people. “Pass,” he demanded. Looking up, Karen suggested to Rory that they both move over. Once they had moved, Matteo rode past them into the main classroom.
Which of these observations would you classify as objective, and why? Does the subjective observation influence your perceptions of Matteo? If so, in what ways? (Infants & Toddlers, 2014)
Infants & Toddlers. (2014). Objective writing. http://toddlers.ccdmd.qc.ca/observing/objectivity
3. MODULE 2 Discussion 1: Critical considerations: summative assessment, part 1
Summative assessments can offer a measurable snapshot of where children are with regard to their development and learning, providing data that helps target the needs of each individual child and scaffold learning to the next level. Some common summative assessments include the DRDP, kindergarten readiness assessments, and end-of-the-year assessments administered at certain grade levels that measure a child’s academic performance.
However, it is the responsibility of every early childhood professional to not only be knowledgeable about summative assessment but also evaluative about the roles, use, and impact of this type of testing on young children, their families, and teachers.
To Prepare for This Discussion
- Consider what you have learned about how children develop and learn as well as effective and reflective practice related to observing, documenting, and assessing young children.
- Then review the following resources:
Post your response to the following:
- What is the role of summative assessments for teachers? For young children? For families?
- What are some of the benefits and what are some risks when expectations for development and learning are based on summative assessments?
- Considering a child’s point of view and/or a family’s, what do early childhood professionals need to be aware of when giving and sharing the results of summative assessments?
4. MODULE 2 DISCUSSION QUESTION 2
Discussion 2: Critical considerations: summative assessment, part 2
Consider the resources you reviewed for the Week 4 Discussion and what you learned as you participated in the Discussion with your colleagues. Because this is such a critical topic in today’s culture of achievement, use this week to continue to explore your thinking and learn from your colleagues.
By Wednesday of Week 4
Post your response to the following:
- How do you view summative assessments: as a means of evaluating children’s knowledge and competence in a formalized way to determine placement and/or success or as a type of testing best used in conjunction with various kinds of formative assessments to possibly provide insights into children’s capabilities?
- Explain your rationale and how your rationale aligns with developmentally appropriate practice, including respecting the uniqueness of each child.
- Share insights you have become aware of due to this Discussion related specifically to reactions and impacts of summative assessment on young children and their families.
5. MODULE 3 DISCUSSION QUESTION 1
Discussion 1: Early intervention from the family’s point of view
How does it feel to be a parent or family member concerned that their child isn’t developing “typically”?
Shouldn’t my child be rolling over already?Why isn’t my child walking?Why won’t my child look me in the eyes?Should my child be talking more?Why isn’t my child interested in playing with other children?
Perhaps questions like these have been part of your own, or a loved one’s, life experience. Perhaps you have known families who were confronting these kinds of questions about their child. Perhaps you have worked in early childhood programs long enough to know that such questions are not uncommon.
But how much courage and fortitude does it take to not only ask the questions but also to act on them? The success of early intervention efforts can depend on the collaborative partnerships created to support young children and families. Key to early childhood professionals contributing to effective partnerships is being able to take the perspective of family members. Rebecca Edmondson, in her chapter titled, “Parent-Professional Partnerships in Early Intervention,” shares:
When asked, both parents and professionals agree that there are personal qualities that are necessary for effective partnerships…
- mutual respect
- honesty
- trust
- openness
- listening skills
- sensitivity
- communication skills
- empathy
What would you add to this list and how can early childhood professionals exemplify these qualities in their work with families engaged in the emotional ups and downs of the early intervention process?
Resources
SHAPE \* MERGEFORMAT
Be sure to review the Learning Resources before completing this activity.Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare for This Discussion
- Review the resources focusing on early intervention and, in particulate, the Your Early Childhood Community video, The Value of Early Intervention: Real Stories, The Vital Connection: Early Intervention and Early Childhood Practitioners, and Family Involvement in Early Intervention and the articles, “A Framework for Providing Culturally Responsive Early Intervention Services,” “Tips for Child Care Providers to Communicate With Parents Their Concerns About a Child’s Development,” and “Active Listening.”
- Put yourself in the position of a parent or family member who is concerned about their child’s development and then review the resource “How to Communicate Effectively With Early Childhood Professionals.”
By Wednesday of Week 5
Post your response to the following:
- How do you build trust with family members and open conversations about early intervention processes for their child?
- What might you need to keep in mind related to cultural responsiveness as a framework for early intervention services?
- What communication skills do early childhood professionals need when working with families and interfacing with early intervention professionals?
- How do you stay true to what you have observed and still be considerate of family’s perspectives, hopes, fears, concerns?
RESOURCES FOR MODULE 3 DISCUSSION QUESTIONS
- Walden University, LLC. (2021). Your early childhood community Links to an external site.[Interactive media]. Walden University Canvas. click on the following:
· Early Intervention Foundation. (n.d.). What is early intervention?[Video]. https://www.eif.org.uk/why-it-matters/what-is-early-intervention
· SkillsYouNeed. (n.d.). Active listening. https://www.skillsyouneed.com/ips/active-listening.html
· Extension Alliance for Better Child Care. (2019, August 15). Tips for child care providers to communicate with parents their concerns about a child’s developmentLinks to an external site.. https://childcare.extension.org/tips-for-child-care-providers-to-communicate-with-parents-their-concerns-about-a-childs-development/
· Bradshaw, W. (2013). A Framework for Providing Culturally Responsive Early Intervention Services. Young Exceptional Children, 16(1), 3–15. https://doi.org/10.1177/1096250612451757
· InterveningEarly.org. (2019, January 9). Tips for talking to families about early intervention. https://www.interveningearly.org/early-intervention/tips-for-talking-to-families-about-early-intervention/
6. MODULE 3 DISCUSSION QUESTION 2
Discussion 2: Observation, assessment, and early intervention – leadership, advocacy, and ethics
When I think about advocacy I have images of talking to politicians, trying to convince them to push through or support some policy. It always seems so daunting and formal. But advocacy doesn’t have to be difficult or structured! It can be as simple as talking to friends, family, neighbors, and others in your community.
Sometimes being so immersed in the early childhood community I forget how the knowledge I have about what is best for young children isn’t common knowledge. When I talk to family and friends about what I do or about what is going on with their young children in their child care situation or school, I’m surprised by how something I say which seems like common knowledge to me is really a light bulb moment for them. I’ve also been surprised when people share that my excitement and passion for early childhood is inspiring to them or changes the way they think about an issue (Kadzielawski, 2015a).
What knowledge have you gained about effective and ethical practice for observing and assessing young children as well as participating in early intervention efforts that could inspire change? How have you grown professionally as a leader and advocate who knows that making a difference for even one child is incredibly worthwhile?
To Prepare for This Discussion
- Take time to consider what you have learned about ethics and advocacy in relation to observation and assessment from the course so far and what you have learned from the course resources about early intervention.
- Create and post a 3- to 5-minute video that summarizes/synthesizes your thinking regarding ethical issues and potential advocacy efforts related to these areas that resonate with you as a leader in the early childhood field committed to helping every child and family thrive.
By Wednesday of Week 6
Post your video and respond to the following:
- Share how your experience and learning in this course related to ethical issues and advocacy has informed and inspired your professional growth and potential leadership work in the areas of observation and assessment and early intervention of young children.
