Assessment of young children a collaborative approach Lisa B. Fiore
Material type: TextPublication details: New York : Routledge ; 2021.Edition: Second EditionDescription: xv, 222 pages : figures, tables ; 24 cmContent type:- text
- unmediated
- volume
- 9780367407223
- 372.21 F511a
- LB1139.23 .F562021
Item type | Current library | Shelving location | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|---|
Books | Main Library-Nabua | Circulation Section | CIR 372.21 F511a 2021 (Browse shelf(Opens below)) | 1-1 | Available | 023184 |
Browsing Main Library-Nabua shelves, Shelving location: Circulation Section Close shelf browser (Hides shelf browser)
CIR 372.21 B454c 2012 Child and adolescent development in your classroom/ | CIR 372.21 B454c 2019 Child and adolescent development in your classroom chronological approach/ | CIR 372.21 D632 2020 Disrupting and countering deficits in early childhood education / | CIR 372.21 F511a 2021 Assessment of young children a collaborative approach | CIR 372.21 G393d 2017 Developmentally appropriate practice : curriculum and development in early education / | CIR 372.21 G662b 2017 Beginnings & beyond : foundations in early childhood education / | CIR 372.21 G662b 2017 Beginnings & beyond : foundations in early childhood education / |
Includes index,
Includes bibliographical references.
In an era where assessment mandates tend to minimize or dismiss individual differences and creativity, resulting in punitive outcomes or inertia, this essential guide provides teachers with a collaborative approach to assessment that emphasizes the importance of bringing children and families into the process. Now in its second edition, Assessment of Young Children explores both standardized and authentic assessment, work sampling systems, and observation skills. Fully updated with current standards and research, this new edition also features an enhanced focus on trauma-informed practices, culturally and linguistically diverse learners, and family involvement. Lively and engaging, chapters help readers cultivate developmentally appropriate practice, create appropriate expectations, examine and celebrate children’s work, interact in groups, and improve their reflective teaching. Accounts of real experiences from children, families, teachers, and administrators provide on-the-ground models of assessment strategies and demonstrate how children are affected. Exploring a variety of ways to observe and assess young children in their natural environments, this critical volume encourages an assessment strategy where the child remains the focus and collaboration with children, families, and colleagues creates an image – not a diagnosis – of the child that is empowering rather than constraining.
There are no comments on this title.