Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress

Abstract

Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.

Relationship Between Performance on Oral Narrative Retells and Vocabulary Assessments for Spanish-English Speaking Children

“…Given the current findings, WPM would not be recommended as a developmental language index for DLLs without additional research examining the relationship between WPM and other language and literacy measures. Considering the relationship between NDW and the standardized vocabulary measure, the current findings support recommendations in the previous literature for SLPs to utilize language sampling in assessment of Spanish-English DLLs (Banerjee & Guiberson, 2012; Gutierrez-Clellen, Restrepo, Bedore, Peña, & Anderson, 2000; Notari-Syverson, Losardo, & Lim, 2003).…”

Evaluating Young Children From Culturally and Linguistically Diverse Backgrounds for Special Education Services

“…A thorough assessment of young children and their families must involve identifying the environmental, maturational, and social factors that may impact the child’s development and learning (Greenspan & Wieder, 2006). Given some of the issues with standardized tools discussed above, researchers (e.g., Lowenthal, 1994; Notari-Syverson, Lasardo, & Lim, 2003) have argued that evaluation in EI/ECSE needs to go beyond diagnosis of the child in isolation and include evaluation of the child using an ecological perspective.…”

“…For children enrolled in preschool or other programs, curriculum-based assessments that are aligned with the current philosophical orientation of the early childhood development and curriculum may be useful. Curriculum-based assessment approach supports an emphasis on local needs and a program-appropriate standard of performance for young children regardless of culture, language, or nationality (Notari-Syverson et al, 2003). Unlike traditional norm-referenced and standardized measures, both of these ecological-based strategies (play based or curriculum based) assess functional skills, allow for modifications and adaptations, and are often composed of meaningful assessment items (Pretti-Frontczak, 2002).…”

“…Effective and active involvement of families in the evaluation process through thoughtful collaboration between EI/ECSE professionals and families is critical for understanding the development and progress of young children (DEC, 2007; Notari-Syverson et al, 2003). Besides the rights granted to families under Individuals With Disabilities Education Improvement Act of 2004 to participate in their child’s evaluation and assessment process and program planning, it makes sense to involve families because they know their child the best and are most invested in their child’s well-being.…”

Prácticas y creencias de enseñanza y estimulación del lenguaje desde la Cultura Mapuche en niños y niñas rurales en la Región de La Araucanía

“…Diversos estudios señalan la importancia de los factores protectores de la cultura como elementos que contribuyen a cuidar a la infancia en riesgo 4,5 . En Chile estudios sobre crianza de la infancia Mapuche, indican una dinámica de transición entre tradición y cambio; observando una pérdida importante de patrones culturales de estimulación y crianza 6,7 .Se señala que procesos de parentalidad cultural generan estrategias de vigilancia del desarrollo que estimulan el cumplimiento de las necesidades básicas de autonomía y pertenencia en los niños, de modo tal, que convierte a la cultura en un factor de protección del desarrollo infantil [8][9][10] .…”