Using what you learn from observation: A form of assessment.

Jablon, Judy R.; Dombro, Judy

doi:10.1037/e304502003-002

Cited by 4 publications

(4 citation statements)

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“…At the classroom level, teachers’ pedagogically relevant understanding of child development is widely believed to be a cornerstone of effective practice with DLLs (Alvarez et al, 2014; Davison, 2019; Heritage et al, 2012). Teachers’ use of observational assessments, including the DRDP, can support their understanding of typical sequences of learning and development (Jablon et al 1999; NRC, 2008; Yun et al, 2021). When teachers understand learning along a continuum, they are more able to diagnose a child’s current knowledge state and decide on the next teaching moves that will help the child to take incremental steps toward broader goals (Heritage, 2008).…”

Section: Discussionmentioning

confidence: 99%

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Sussman¹,

Draney²,

Wilson³

2023

Journal of Educational Psychology

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Using a large sample of longitudinal assessment data from children in publicly funded infant/toddler care, preschool, and kindergarten (analytic N = 453,468), this study modeled language and literacy trajectories from early infancy through kindergarten for dual language learners (DLLs) from homes representing many different languages and their peers from monolingual English-speaking homes. DLLs and their monolingual peers showed common developmental trajectories, including an initial period of rapid growth that slowed between 10 and 30 months, plateaued between 30 and 45 months, and then accelerated from 45 to 60 months of age. Although the general developmental patterns were similar, differences emerged between children in English-speaking versus non-English-speaking homes: DLLs’ growth rates slowed more than their monolingual peers’ between 10 and 30 months but then grew more sharply after 45 months. A linguistic distance hypothesis helped to explain the magnitude of the differences between groups of DLLs and their monolingual peers. The differences occurred as children passed through specific developmental levels of the Desired Results Developmental Profile (DRDP) assessment’s learning progressions. The current study adds new quantitative information about language and literacy trajectories from early infancy through kindergarten among children from different language backgrounds and demonstrates how the findings may be applied to support effective instruction with culturally and linguistically diverse children.

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Section: Discussionmentioning

confidence: 99%

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Sussman¹,

Draney²,

Wilson³

2023

Journal of Educational Psychology

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“…Besides, teachers can track AL continuum progress observing how children interact with them, with peers, or with co-teachers. As Jablon et al (2007) highlight by observing:…”

Section: Observation and Monitoring Childrenmentioning

confidence: 98%

“…Observations can be in the form of anecdotal records with brief descriptions of children's communicative interactions, or they can be lengthy detailed reports of the speech event. Observing and monitoring young AL learners' progress involves drawing attention not only to the manner in which children are able speak the target language (type and length of sentences, turns in a conversation), but also how they pay attention and understand (Jablon et al, 2007). Being aware of how classroom conversational interaction occurs and of the best practices that enhance content and AL learning, will help to step up the pace of the learning process and "to push learners beyond a developmental stage" (Gass & Selinker, 2013, p. 354).…”

Section: Observation and Monitoring Childrenmentioning

confidence: 99%

Early additional language learning in classroom ecosystems

Guillén¹

2022

PortaLin

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In many communities around the world children are being enrolled in pre-school programmes where they learn additional languages apart from their mother tongues. This entails a fresh look at key aspects of additional language teaching pedagogies. At an early age, language learning is socially mediated, and the target language is acquired orally. This points to the importance of considering how children’s biological capacities and learning contexts contribute to the development of the learning process. Thus, building on child language acquisition approaches and on the conceptual framework of educational ecosystem, this paper describes how the learning environment of preschool classrooms shapes the additional language learning process. In addition, the article sets out the building blocks that ensure a solid construction of learning ecosystems which teachers can draw on to strengthen the quality of their teaching.

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“…The recent literature on early childhood education and development increasingly argues that the assessment of development processes and learning during preschool should be done primarily through systematic observation in the natural learning context ( Early Head Start National Resource Center, 2013 ; Jablon et al, 2013 ). The literature also stresses that play—an activity inseparable from a child’s life—is an indispensable resource for the childhood teaching–learning process and for the systematic observation of children’s progress and development ( Nell and Drew, 2013 ; Fasulo et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills

et al. 2017

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Executive functions (EFs) are high-level cognitive processes that allow us to coordinate our actions, thoughts, and emotions, enabling us to perform complex tasks. An increasing number of studies have highlighted the role of EFs in building a solid foundation for subsequent development and learning and shown that EFs are associated with good adjustment and academic skills. The main objective of this study was to analyze whether EF levels in 44 Spanish children in the last year of preschool were associated with levels of literacy and math skills the following year, that is, in the first year of compulsory education. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading, writing, and math skills in the first year of compulsory primary education. General linear modeling was used to estimate the percentage of variability in academic skills in the first year of primary school that was explained by preschool EF abilities. The results showed that preschool EF level, together with participants and the instrument used to assess academic skills, explained 99% of the variance of subsequent academic performance. Another objective was to determine whether our findings were generalizable to the reference population. To make this determination, we estimated the optimal sample size for assessing preschool EFs. To do this, we performed a generalizability analysis. The resulting generalizability coefficient showed that our sample of 44 students was sufficient for assessing preschool EFs. Therefore, our results are generalizable to the reference population. Our results are consistent with previous reports that preschool EF abilities may be associated with subsequent literacy and math skills. Early assessment of EFs may therefore contribute to identifying children who are likely to experience later learning difficulties and guide the design of suitable interventions for the optimization of EFs.

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Using what you learn from observation: A form of assessment.

Cited by 4 publications

References 0 publications

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Early additional language learning in classroom ecosystems

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills

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