Identifying Instructional Targets for Early Childhood via Authentic Assessment

Abstract

Now at middle age, the field of Early Childhood Intervention (ECI) and its professionals have demonstrated a unique capacity to develop their own practice-based evidence (PBE) and professional standards to forge solutions to challenging professional practice dilemmas. This innovative capacity is no more evident than in designing and implementing individualized linkages among assessment/instruction/progress evaluation for all children, particularly those with delays and disabilities. In this article, the authors advocate for the overarching purpose of assessment in ECI-to identify instructional targets and to plan beneficial programs for young children with special needs in inclusive, natural environments. The authors highlight major developments that have changed their professional practices since the passage of PL 99-457; PBE that supports and promotes these practices and the linkage among assessment, instruction, and progress evaluation; and critical issues for future policy, practice, and research.

Quality of individualised education programme goals and objectives for preschool children with disabilities

“…High-quality IEP goals and objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention and evaluation activities are more likely to support the individualisation of services and as a result, child development and learning (Bagnato et al 2012;Bagnato, Neisworth, and Pretti-Frontczak 2010;Hemmeter 2000). High-quality goals and objectives allow professionals or other caregivers to know what skills to work on with the child, and when and where to work on these skills.…”

Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework

“…In their study, teachers reported that the mentor should be someone to be 'admired, prepared, wise, wonderful, friendly, enthusiastic, motivating, and never judgmental' (1999, p. 16). More recently, Bagnato (2011) suggested that mentoring and coaching that is separate from the Head Start evaluation system works best because it allows teachers to change in non-threatening manners. In research by Landry et al (2009), the most effective mentoring was one that allowed for feedback.…”

Diagnóstico de la competencia lingüística en la metodología de Proyectos de Trabajo en Educación Infantil. Un estudio multicaso

“…Su evaluación se identifica con valoraciones intuitivas genéricas de las docentes sustentadas en su observación continua de los niños y las niñas. En este sentido, se confirman los resultados obtenidos en investigaciones en esta etapa desarrolladas por Bagnato et al (2011).…”