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    Standard 3 Rationale and Reflection

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    api-264569989
    This artifact summarizes the candidate's reflection on an observation and assessment of a child between ages 3-8 that was completed to fulfill a course requirement. The candidate learned that observing children allows teachers to identify individual strengths and weaknesses to create tailored curricula based on Gardner's theory of multiple intelligences. Assessments complement observations by showing where children are developmentally compared to peers. This informs instruction so teachers can adjust their teaching styles to accommodate different learning types and help children meet age-appropriate milestones. The candidate's anecdotal observation and assessment demonstration understanding of how to properly use assessments to positively influence child development according to NAEYC Standard 3.

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    Standard 3 Rationale and Reflection

    Uploaded by

    api-264569989
    94 views1 page
    This artifact summarizes the candidate's reflection on an observation and assessment of a child between ages 3-8 that was completed to fulfill a course requirement. The candidate learned that observing children allows teachers to identify individual strengths and weaknesses to create tailored curricula based on Gardner's theory of multiple intelligences. Assessments complement observations by showing where children are developmentally compared to peers. This informs instruction so teachers can adjust their teaching styles to accommodate different learning types and help children meet age-appropriate milestones. The candidate's anecdotal observation and assessment demonstration understanding of how to properly use assessments to positively influence child development according to NAEYC Standard 3.

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    standard 3 rationale and reflection

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    This artifact summarizes the candidate's reflection on an observation and assessment of a child between ages 3-8 that was completed to fulfill a course requirement. The candidate learned that observing children allows teachers to identify individual strengths and weaknesses to create tailored curricula based on Gardner's theory of multiple intelligences. Assessments complement observations by showing where children are developmentally compared to peers. This informs instruction so teachers can adjust their teaching styles to accommodate different learning types and help children meet age-appropriate milestones. The candidate's anecdotal observation and assessment demonstration understanding of how to properly use assessments to positively influence child development according to NAEYC Standard 3.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    94 views1 page

    Standard 3 Rationale and Reflection

    Uploaded by

    api-264569989
    This artifact summarizes the candidate's reflection on an observation and assessment of a child between ages 3-8 that was completed to fulfill a course requirement. The candidate learned that observing children allows teachers to identify individual strengths and weaknesses to create tailored curricula based on Gardner's theory of multiple intelligences. Assessments complement observations by showing where children are developmentally compared to peers. This informs instruction so teachers can adjust their teaching styles to accommodate different learning types and help children meet age-appropriate milestones. The candidate's anecdotal observation and assessment demonstration understanding of how to properly use assessments to positively influence child development according to NAEYC Standard 3.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Reflective Analysis of Portfolio Artifact

    Rationale/Reflection
    NAEYC Standard:
    STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
    YOUNG CHILDREN AND FAMILIES
    Candidates prepared in early childhood degree programs understand that child observation,
    documentation, and other forms of assessment are central to the practice of all early childhood professionals.
    They a) know about and understand the goals, benefits, and uses of assessment. They b) know about and use
    systematic observations, documentation, and other effective assessment strategies c) in a responsible way,
    d) in partnership with families and other professionals, to positively influence the development of every child.

    Brief Description of Evidence:


    During the spring semester of 2014 during my ECED 100- Introduction to Early Childhood Education, I
    was expected to complete one hour observations of a child between the age of 3 and 8. After observing the
    child, I was to assess them by using a checklist for Developmental Domains, Anecdotal observations, and a
    Running Record.

    Analysis of What I Learned:


    Making observations and completing assessments of the children allowed me to create and implement an
    individualized curriculum when necessary. Children learn through different styles. In Howard Gardners
    theory of Multiple Intelligence, he suggests there are eight different ways in which individuals learn. It is
    imperative that each child be observed to identify both their strengths and weakness in the classroom and build
    upon them accordingly with curriculum, exercises, and opportunities for play. Assessments compliment the
    observations in showing where each child is in comparison with other children their age. This information tells
    the instructor how to adjust teaching styles to accommodate the learning intelligence, which in turn allows
    children to meet milestones required of each age group.

    How This Artifact Demonstrates my Competence on the NAEYC Standard:


    During this process I observed a child, analyzed their ability to meet developmental milestones for their
    age and made a record of the assessment and observation. Completing the anecdotal report, I was able to
    complete an unbiased, true documentation of the childs interaction with peers for 15 minutes of free time.
    Once completed, I was able to use the observation to assess where this child is for his age with communication
    skills, critical thinking, cause and effect, and problem solving. Using the assessment to create curriculum to
    strengthen these areas shows I understand, the use, goals, and benefits of using assessments properly.

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