CE320 Unit 7 Seminar: Language AssessmentLanguage Development in the Young Child

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• In this Seminar, we will discuss the purpose in using a checklist, an anecdotal record, and a Story Based Language Observation chart when working with children. Tonight we will…

•Review Reading Material•Language Use Inventory Assessment•Screening and its purpose•Steps to take when meeting with parents about assessments•Jump Ahead to the Unit 9 Project and Rubric•Questions and planning schedule to complete project

UPDATES AND REMINDERS

Unit Outcomes and Expectations

At the end of this unit you should be able to:

1.Explain the considerations that should be made when selecting screening instruments

2.Summarize the results of a decision made by a screening instrument such as those used by Child Find

3.Analyze how diagnostic testing can be used by an early childhood professional to make decisions about curriculum or remediation needed

4.Relate your own theoretical perspective to assessment practices

Review tonight’s readingPlease make sure you have completed this unit’s readings before coming to Seminar, especially the article, “The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18-47 month old children” by O’Neil. Please take about ten minutes to review your findings on the following areas from reading:

•Language Use Inventory Assessment•Screening and its purpose•Steps to take when meeting with parents about assessments

Please do not share your answer until each question is asked upon your return.

LANGUAGE USE INVENTORY

1. What is the Language Use Inventory? What is its purpose?

• A parent-report measure designed to assess pragmatic language development in 18–47-month-olds.

• This is unique because up to this point most assessment for children this young only focus on semantics and grammatical skills

• This assessment focuses on pragmatic language

SCREENING AND ITS PURPOSE

2. How does screening link to follow up assessments?

• the results of the studies presented in this article suggest a very good potential for the LUI to serve as a screening measure to detect delay in language use in toddlers and preschoolers

PARENTS AND ASSESSMENTS

3. Explain the steps that you would take to prepare for a meeting with a parent to discuss the results of a recent assessment.

A parent-teacher conferenceis a face-to-face meeting between one teacher and one or both parents (or guardians) of a student. It is an opportunity to discuss a student's academic progress and social behavior. Many schools schedule these in both the fall and spring.

Read more on TeacherVision:http://www.teachervision.fen.com/new-teacher/teaching-methods/48464.html#ixzz1uD7fQNdc

BEFORE YOU MEET• Send a personal letter to each parent to confirm the day, time, and place of the conference. • Inform parents ahead of time about the purpose of the conference. • Gather file folders or portfolios of each student's work. • Be sure your schedule is coordinated with other teachers in the school. Many parents will have more

than one child in school and need sufficient time with each teacher.• Make arrangements for an interpreter for non-English-speaking parents. • Review notes on each student's behavior, academic progress, and interactions with peers. • Establish no more than two or three concerns or issues. More than that will discourage most parents. • Clarify ahead of time who, exactly, will be attending each conference.• Invite parents to bring a list of questions, issues, or concerns. Have sample textbooks readily

available. Establish a waiting area outside your classroom. For reasons of confidentiality, you only want to meet with one set of parents at a time.

• conduct your conferences at a table. Don't sit across from parents; instead, sit on the same side of the table as your guests. You will discover heightened levels of conversation and “comfortableness” on the part of parents this way.

Read more on TeacherVision:http://www.teachervision.fen.com/new-teacher/teaching-methods/48464.html#ixzz1uD96ZLeK

ETHICAL PRINCIPLES

The Core Values are “deeply rooted in the history of our field” such as: • Appreciating childhood as a unique and valuable stage of the human life cycle • Basing our work with children on knowledge of child development • Appreciating and supporting the close ties between the child and family • Recognizing that children are best understood and supported in the context of family, culture, community, and society • Respecting the dignity, worth, and uniqueness of each individual (child, family member, and colleague).

THE IDEALS GUIDE ACTIONS.

Conscientious practitioners: • Are familiar with the knowledge base of early childhood care and education and keep •current through continuing education and in-service training • Recognize and respect the uniqueness and the potential of each child • Respect the dignity of each family and it’s culture, language, customs, and beliefs. • Establish and maintain relationships of respect, trust, and cooperation with coworkers. • Create a climate of trust and candor that will enable staff to speak and act in the best interest of children, families, and the field of early childhood care and education

Above all, we shall not harm children. We shall not participate

in practices that are disrespectful, degrading, dangerous,

exploitative, intimidating, emotionally damaging or physically

harmful to children.

National Association for the Education of Young Children, 1998

A teacher may feel the employer is not following the state licensing standards for child to adult ratio. If he/she reports the situation, he may be fired, even though he is trying to improve the learning environment and he loves and needs his job.

What does he do?

A JUMP AHEAD: UNIT 9 PROJECT DIRECTIONS

•Assessment and Theoretical Perspectives

•Your Unit 9 Project has two parts. In Part I, you will be watching videos of children participating in reading activities, and you will document and assess the behavior you witness. You will use this information in Part II of the project, in which you will write a paper and use theoretical perspectives to explain the language development you witnessed.

•The template provided in the course has been set up in the correct format to complete both parts of this project.

UNIT 9 PROJECT: PART I•Part I: Observation and Documentation•  Watch the three videos provided in the course and document your observations using the assessment forms provided in the template.

•Video 1: Story Time:  Complete a Checklist on your observation of the reading behaviors one of the more vocal children in the group.

•Video 2: Sam Reading Books:  Complete an Anecdotal Record on the vocabulary level of Sam. After clicking this link, scroll until you get to Sam Reading Books.

•Video 3: Shared Reading:  Complete Story Book Language Observation of one of the children in the video.

•The documentation you create will be submitted as appendices to Part II of this project.

PROJECT 9: PART II

•Part II: Paper

•Once you have completed your observations and assessment documentation, write a 1- to 2-page paper explaining the typical language development you observed and outlining the theoretical perspectives observed in the students in the videos. You will also provide a summary of the assessments you used during your observation.

UNIT 9 PROJECT FORMATTING GUIDELINES

Suggested format of your paper including title, reference, and appendix A, B, C:

- A title page- An introduction to the role that assessments have in language development and a

summary of the points you will make in your paper.- An explanation of the purpose of each of your assessments.- A discussion of where you observed application of theory and DAP principles in at least

one of the videos.- A conclusion and short summary of your documentation and analysis experience. You

should also reflect upon how this experience will prepare you for your career goals as an early childhood professional.

- A Reference page followed by appendices with the three assessment forms

UNIT 9 PROJECT FORMATTING GUIDELINES•Be sure to use specific information from your readings in your paper, and be sure to use APA formatting.

•Your writing should be organized, logical and unified, as well as original and insightful.

•Your work should display superior content, organization, style, and mechanics while demonstrating the ability to apply critical thinking skills to illustrate sound reasoning.

•Be sure to include citations for quotations and paraphrases with references in APA format and style.

•Avoid any practice that might constitute plagiarism. •Use the rubric as your guide to ensure that you include all the required contents.

Unit 9 Project RubricContent

    154 points

Part I: Observation and Documentation

Watch the three videos provided and document your observations using the assessment forms provided in the template The documentation you create will be submitted as appendices to Part II of this project.  

 Video 1: Story Time: Complete a Checklist on your observation of the reading behaviors of one of the more vocal children in the group.•Video 2: Sam Reading Books: Complete an Anecdotal Record on the vocabulary level of child in video.

•Video 3: Shared Reading: Complete Story Book Language Observation of one of the children in the video.

Part II: Paper

Once you have completed your observations and assessment documentation, write a 1- to 2-page paper explaining the typical language development you observed and outlining the theoretical perspectives observed in the students in the videos. You will also provide a summary of the assessments you used during your observation. 

         An introduction to the role that assessments have in language development and a summary of the points you will make in your paper.         An explanation of the purpose of each of your assessments.         A discussion of where you observed application of theory and DAP principles in at least one of the videos.         A conclusion and short summary of your documentation and analysis experience.  You should also reflect upon how this experience will prepare you for your career goals as an early childhood professional

Mechanics/Structure

      16 points

•Spelling, Grammar checked (Complete sentences with no sentence fragments, run-ons, subject/verb agreement, punctuation, capitalization, etc)•Clear writing, smooth transitions•.Appropriate Length (1-2 pages for Part I, plus 3 documentation forms for Part II in Appendix)•12 point font (Arial or Times New Roman)•Double-spaced•APA style for references/citations (see APA Quick Reference Guide & KU Writing Center)•All work from other authors is paraphrased or quoted using an in-text citation; No copied work/plagiarism•Inclusion of a title page/reference page

Time to Review: Questions?

Where are the templates for this project?When is this project due?How will you approach the work involved in this project?Have you planned enough time in your schedule? If not, what adjustments do you plan to make?

THANK YOU FOR COMING!

REFERENCES

Agbenyega, J. (2009). The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child?. Australasian Journal of Early Childhood, 34(2), 31-38.

O'Neill, D. K. (2007). The Language Use Inventory for Young Children: A Parent-Report Measure of Pragmatic Language Development for 18- to 47-Month-Old Children. Journal of Speech, Language & Hearing Research, 50(1), 214-228. doi:10.1044/1092-4388(2007/017)

Otto, B. (2010). Language Development in Early Childhood, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc.

Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.com