Early Childhood Assessment - OPNS3S137B

• Title: Early Childhood Assessment
• Guaranteed by: Katedra speciální pedagogiky (41-KSP)
• Faculty: Faculty of Education
• Actual: from 2021
• Semester: winter
• E-Credits: 6
• Examination process: winter s.:
• Hours per week, examination: winter s.:1/1, C [HT]
• Capacity: unknown / unknown (unknown)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: not taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Note: course can be enrolled in outside the study plan; enabled for web enrollment; priority enrollment if the course is part of the study plan
• Guarantor: prof. PaedDr. Miroslava Bartoňová, Ph.D., mimořádný profesor Univerzity Karlovy

Annotation

Last update: PaedDr. Eva Marádová, CSc. (07.09.2021)

Aim of the subject is to provide information on process of gathering information about a child´s development and using the information to plan educational activities. Students will learn about different methods and procedures of child´s development evaluation. They will compare different approachesto assessment of schoolreadiness. They will also learn how to plan individualised support for child or group of children.

Literature

Last update: PaedDr. Eva Marádová, CSc. (07.09.2021)

Sue C. Wortham, Belinda J. Hardin. Assessment in Early ChildhoodEducation. 8th edition. Pearson. 2019

Catherine E. Snow and Susan B. Van Hemel, eds. Early ChildhoodAssessment: Why, What, and How.  TheNationalAcademiesPress, 2008.

Judy R. Jablon, Amy Laura Dombro&Margo L. Dichtelmiller. ThePowerofObservation: BirththroughEight (2^ndedition) TeachingStrategies Inc., 2007.

Stacie G. Goffin,Valora WashingtonReadyor Not: Leadership Choices in Early Care and Education(Early ChildhoodEducationSeries). TeachersCollegePress, 2007.

Syllabus

Last update: PaedDr. Eva Marádová, CSc. (07.09.2021)

Topics

1. Assessment methods and procedures suitable for early childhood assessment
2. Dynamic assessment
3. Assessment of growth in developmental areas: cognitive, physical/motor, language, social-emotional.
4. Identification of children who may need additional support and selection of intervention or support services.
5. Planning of individualized support for a child or for a group of children that are at the same stage of development. 
6. Communication between educators and parents or families and collaboration on a strategy to support child.