I. General Information

1. Course Title:
Observation and Assessment

2. Course Prefix & Number:
CDEV 2104

3. Course Credits and Contact Hours:

Credits: 3

Lecture Hours: 1

Lab Hours: 4

4. Course Description:

This course provides the student with an opportunity to observe, assess, record, interpret, and develop plans to strengthen the development of children. Students will study then carry out numerous informal and formal methods of observing and assessing children and will construct a child study based on assessments gathered throughout the course of the semester.

5. Placement Tests Required:

Accuplacer (specify test):

No placement tests required

Score:

6. Prerequisite Courses:

7. Other Prerequisites
Must pass a Minnesota Background Check

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

1. Course Equivalency - similar course from other regional institutions:

 

 

2. Transfer - regional institutions with which this course has a written articulation agreement:

Early Childhood Education Transfer Pathway course

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Demonstrate oral communication skills	Orally present a summary of observation and assessment findings.
Demonstrate written communication skills	Complete written observation and assessment forms.
Analyze and follow a sequence of operations	Observe, record, assess, then analyze young children’s development and learning following course and assessment specific guidelines.

2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:

• Examine, define, and utilize informal and formal observation, assessment, and evaluation strategies to plan and individualize curriculum and teaching practices (TECE 3.K.1);
• Observe, record, and assess young children’s development and learning and engage children in self-assessment (TECE 3.K.1);
• Observe and record children’s patterns of behavior and preferred learning style using multiple tools;
• Utilize observation and assessment results to identify strengths, needs, and learning styles then plan appropriate programs, environments and interactions (3.K.4);
• Utilize formative and summative program evaluation instruments to enhance and maintain comprehensive program quality for children, families, and the community (3.K.5);
• Utilize observation and assessment strategies to identify how a child’s physical, social, emotional, moral, and cognitive development influences learning and utilize the information to inform instructional decisions and create learning opportunities that support a child’s overall development (SEP 2.B);
• Identify and document levels of readiness in learning, developmental progressions, ranges of individual variation and how development in any one domain may affect performance in others (SEP 2.C);
• Use classroom observation, information about children, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflective practice (SEP 9.H); and
• Communicate observation and assessment findings and provide examples of planned experiences that support current and emerging levels of child development. 

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. Getting Started
• Why Write It Down?
• Why, When, and Who
• Building Child Development Portfolios
2. Using the Class List Log to Look at Separation and School Adjustment
• Using the Class List Log
• Using a Reflective Journal
• Looking at Separation and School Adjustment
• Helping All Children with School Adjustment
• Including All Children with School Adjustment
3. Using Anecdotal Recordings to Look at Self-Care
• Using the Anecdotal Recording
• Keeping Inferences Out of Anecdotal Recording
• Looking at Self-Care Skills
4. Using Checklists to Look at Physical Development
• Using the Checklist
• Your Frame of Reference
• Looking at Physical Growth and Development
• Physical Development and Other Areas of Development
• Physical Development and Play
• Helping All Children with Physical Development
5. Using Running Records to Look at Social Development
• Using Running Records
• Looking at Social Development
• The Importance of Play in Social Development
• Observing Social Development in Play
• Helping all Children with Social Development
6. Using Frequency Counts to Look at Emotional Development
• Using Frequency Counts
• Looking at Emotional Development
• Helping Children with Emotional Expression
• Helping All Children with Emotional Development: Infants and Toddlers
7. Using Conversations to Listen to Language and Speech
• Using Conversations to Listen to Language and Speech
• Listening to Speech
• Language Development
• The Teacher's Role in Language Development
• Helping All Children with Language Development
8. Using Time Samples to Look at Attention Span
• Using Time Samples
• Looking at Approaches to Learning
• Playful Curriculum
• Piaget and Cognitive Development
• Vygotsky and Social Interaction's Role in Cognition
• Helping All Children with Attention
9. Using Standardized Measurements to Look at Cognitive Development
• Using Standards and Tests as a Way of Knowing
• World of Tests
• Looking at Play and Cognitive Development
• Observing Developing Mathematical Concepts
• Observing Developing Scientific Concepts
• Young Children and Technology
• Helping All Children with Cognitive Development
10. Using Rating Scales to Look at Literacy
• Using the Rating Scale
• Looking at Literacy
• Learning to Read
• Learning to Write
• Literacy Assessment
• Helping All Children with Literacy
11. Using Work Samples to Look at Creativity
• Using Work Samples to Observe a Child's Development
• Looking at Children's Creative Development
• Children Drawing
• Other Creative Media
• Helping All Children with Creativity
12. Using Technology for Documentation of Dramatic Play
• Using Technology for Documentation
• Looking at Dramatic Play
• Dramatic Play and Development
• Helping All Children with Dramatic Play
13. Using Documentation for Child Abuse Suspicions and Looking at Self-Concept
• Using Documentation for Child Abuse Suspicions
• Looking at Self-Concept
• Looking at Self-Esteem
• Observing Self-Concept and Self-Esteem
• Helping All Children with Self-Esteem
14. Using Program Assessments to Look at Children in Groups
• Assessing Early Childhood Programs
• Program Assessments
• Looking at the Adjustment of the Child to the Program
• Effects on Children in Group Settings
• Helping All Children in Group Settings
15. Using the Portfolio for Communications with Families and Looking at the Child's Interactions
• Communications with Families
• Using Portfolios for Progress Reports and Child Studies
• Looking at the Child's Interactions with Adults
• Helping All Children through Home and School Communications

2. Laboratory/Studio Sessions

1. Students meet with instructor following registration and a completed, passed background study
• Assignments and general procedures will be reviewed
• Students complete 60 hours of on the job training supervised by teacher in a licensed or school based program
2. Contact and Arrange an Instructor Approved Lab Site
• Interpersonal skills and professionalism
3. Provide and Explain all Lab Paperwork and assignments to Supervising Site
• Interpersonal skills and professionalism
4. Attend a site within the mileage parameters given by the instructor during the time arranged for a total of 60 hours.
• Be on time
• Appropriate Dress for Working with Children and Families
5. Observe and Participate in Learning Experiences
• Observe and practice professionalism, developmentally appropriate practice and code of ethics
• Appropriate interactions with children and staff
• Practice confidentiality
6. Complete Assignments as Listed in the Syllabi and as Arranged with the Supervising Site
• Instructor provided developmental observations and assessments
  • Class list log
  • Anecdotal recordings
  • Checklists
  • Running records
  • Frequency count
  • Documenting conversations to assess language
  • Time samples  
  • Rating scales
  • Work samples
  • Present portfolio of child study assessments and findings to group
7. Communicate with the Supervising site and Instructor as needed
• Interpersonal skills and professionalism
• Ask questions in a professional manner when more direction is needed or there is a lack of understanding