Review of the Conners Early Childhood by Kiera M. Hill, Graduate Student of Counselor Education, Mississippi State University, Mississippi State, United States of America:
DESCRIPTION. The Conners Early Childhood (Conners EC) asses a variety of issues like behavior, social, emotional, and development through a rating scale. The Conners EC is designed for children in early childhood, particularly between the ages of 2 to 6 years of age. The purpose of the assessment is to be able to identify disorders and developmental delays early. The Conner’s EC can be implemented in designing an intervention as well as the screening and monitoring. The assessment can be administered individually as well as in a group. It is administered in a hard copy or online. The assessment can be scored online or by using the scoring software and both generate detailed reports. The Conner’s EC includes a parent report and a teacher/caregiver report forms.
DEVELOPMENT. The Conners EC was created to address various issues applicable to the development of preschool aged children. The
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The two main categories are behavioral and development milestones. The behavior items on the assessment have a purpose of assessing behavioral, emotional, and social issues among preschool aged children. The purposes of the developmental items were to assess the child’s mastery of numerous skills. Items from Conners EC item pool were produced from clinical experiences, research literature, and from the Diagnostic and Statistical Manual of Mental Disorders 4th Edition-Text Revision (DSM IV-TR). During the initial review phase, items were revised and some were discontinued. The results were two item sets for the pilot study. The items were then randomized and the pilot data collects were constructed. The Conners EC pilot data was used for final item selections and created the preliminary
Ideally, early intervention starts with a comprehensive assessment of the child's and the family's strengths and needs and extends through the delivery of appropriate supports and services to active monitoring and reevaluation as the child develops (Ramey, S.L., & Ramey, C.T.,
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
The Behavioral Assessment System for Children, Second Edition was written by Cecil R. Reynolds and Randy W. Kamphaus. The BASC-2 was published in 2004 by Pearson. The manual is currently priced at $102 and can be purchased online. The BASC-2 is qualified under level B. This means that it may be purchased by an individual with a master’s degree in psychology, education, occupational therapy, social work, or any field closely related to assessment and formal training it the ethical administration, scoring, and interpretation. AN individual who has certification in a professional organization that requires training and experience in the area of assessment. An individual who has a degree or license to practice in the healthcare field. Lastly an individual with formal, supervised training specific to assessing children.
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
The National Association for Education of Young Children (NAEYC) (1985) states they have changed professionalism over the past 60 years by working to promote high-quality early childhood programs for all young children and their families by working towards two major strands of activity to support this specific goal, which are: one, to facilitate the professional development of individuals working for and with young children birth through age eight and two, improving public understanding and support for high-quality early childhood programs”. The NAEYC has also made entrances available for individuals who want to receive either a, two- and four-year degree, by offering professional development training sessions, seminars and course work for student-teacher early childhood education professionals who are working an intern training position, under the leadership and guidance of both a mentor-teacher and their early childhood teacher education specialists; in which this type of training is based on the age and grade level of the children the mentor wants to teac...
Retrieved April 21, 2003, from http://earlylearning.org/KC/Parents.htm#care. Zill, Nicholas. A. (1995) The 'Secondary' of the 'Secondary' of the 'Secondary' of the ' School Readiness and Children’s Development Status. Eric Digest.
Lots of observations were collected whilst the children were making their maps and working together to find the word treasure, so I have highlighted just a few to address the overall understandings of the findings.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
The Infant and Toddler Rating Scale is just one of the four scales that share the same format and use a scoring system. All the scales have different requirements because they assess different age groups and different settings. These tests are checking on the organization of space, interactions, activities, schedules and provisions of staff and parents. This scale is specifically setup for children from birth to 30 months of age; this group is most vulnerable physically, emotionally and mentally. This scale assesses the environment for the children’s health and safety, appropriate stimulation through language and activities with warm interactions.
Childhood studies is a disciplinary that looks at childhood from birth to 18 years as this is the age range that the United Nations Convention has placed on childhood. Although there are many sub-categories within childhood studies such as early years, middle years and youth, the lines between when one stops and the next one starts are vague, it depends on a number of different things such as area for the end of early years, places vary for instance, early years in Sweden is 7 and in Wales is 8 according to Montgomery (Farrington-Flint and Hammersley, 2016) and puberty, which ends the middle years but this depends on the child’s age that they reach puberty, as all children develop differently. Childhood studies is interdisciplinary, which means that they take several perspectives and look back on work from other academic sources such as; psychology, anthropology, education, health and social
Snow, C. E. (2008). Early childhood assessment why, what, and how. Washington, D.C.: National Academies Press.
Every choice made during the early development of a child has the potential of affecting the rest of their life. If every parent, educator, or caretaker raised a child with this statement in mind, children would be given the best chance at developing to their fullest potential. Early childhood development has many aspects to it, but the three main developmental areas are physical, cognitive, and socio-emotional. Each developmental stage is just as important as the next and becoming aware of how they work can help parents and caregivers better understand how to raise a child most effectively.
Before learning about early childhood in this class I never realized all the way children at such a young age are developing. From the second part of this course I learned how much children are developing at the early childhood stage. I never realized children learn how about their emotions, having empathy, and self-concept at such a young age. I thought children had it easy. They play with friends, start school, and just be kids. One important thing that stood out to me in this chapter is that children’s self-esteem starts at this stage. According to Berk (2012), “self-esteem is the judgments we make about our own worth and the feelings associated with those judgments (p. 366)”. Self-esteem is very important for a child to have and it can
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
When a child is introduced to early childhood education, they can reap many benefits from it. The benefits that a child will encounter when set into an early education program are: they are less likely to be antisocial and repeat a grade, achieve higher levels of achievement, are more likely to graduate from high school, be more prepared to enter school, and have higher IQ’s (CPPP1999). Early education can help a child show their abilities from learning to their parent and teacher, which will help the parent and teacher have positive expectations for the child. In a personal interview with five year old Cochran (2003), she said, “I like showing my mom what I learn.