Assessment is … a Systematic Procedure for gathering information that can be used to understand children or programs. We do it all the time. Appropriate Assessment is Authentic… based on real world situations, the child applying her knowledge in a real-world situation. Sample Assessment… DRDP 2010 required by the California Department of Education Child Development Division Domain: Self and Social Development Measure: Identity of self in relation to others Definition: Child shows awareness that self is distinct from and also conencted to others Levels: Responding, Expandng, Acting, Discovering, Developing. Descriptor of Level: Communicates own name and names of familiar people and things. Examples of behaviors… Examples of behaviors o Communicates, Mommy, Daddy, blankie… o Refers to teacher by name or gesture o Points to peer and says his or her name. o Points to self and says name o Pats doll and says, “Baby Tory..” Observation Assessment Screening—early intervention The W‟s Who is involved What Happened When did the Behavior Occur Where did the Behavior take place? Why did the Child Behave that Way? If you cannot answer these questions, you are not prepared. Why We Observe… To Plan We don't always know what we think we know… To Assess To Focus our Attention Five parts of Observation… 1. Choose a Tool 2. Use your observations 3. Develop a Plan 4. Put the Plan in place 5. If the plan doesn‟t work… If the plan works…1. Choose a „Tool‟ and Observe a. Anecdotal Record b. Running Account c. Time Sampling d. Event Sampling 2. Use your Observations a. for enjoyment and relationships b. to prevent problems by determining developmentally appropriate activities. c. to lead our problem solving i. interpret the observations using 1. what we know about development 2. what we know about individual development 3. what we know about the child‟s experience. 3. Develop a plan based on your Observations a. Interpret what you have seen… b. Remedy i. Change the environment ii. Change the schedule iii. Work with the family iv. Get a shadow… 4. What if the plan doesn‟t work????? a. Be sure you are using it. b. Give it time… c. Focus (because it show that we care…) d. Appreciate the importance of having a plan. e. Learn form mistakes… f. Return to evaluating observations 5. What if the plan does work? How can we tell? a. Evaluate! b. Observe again! c. Document and go on… Anecdotal Records “It appeared that…” “Quickly, holding hands…” “He was angry.” “She was being very naughty” Running Account (Nail Biting) Monday 9:00 am: Jane bit her nails on her right hand while waiting for …. Monday 10:15 am: After finishing her noodles… Time Sampling Checklist 15 minute Susie Whining…Group Activity 1:00 ------------------Free Play after lunch 1:15 Sue/Annie pushing----Transition to outside 1:30 -----------------Outside Play 1:45 -----------------Outside Play 2:00 George/Henry leaving materials on sidewalk Transition to insideEvent Sampling (Biting/Hitting) Monday Tuesday Wednesday Thursday Friday Biting    Hitting    Direct Guidance and Indirect Guidance Direct Guidance is when we use specific strategies for guiding children. Indirect Guidance is when we use classroom management techniques to indirectly guide children. The Aspects of Discipline Socialization Encounters Strategies Page 81 Positive and Negative Discipline Positive and Negative Discipline Strategies Positive Strategies: Explanation Redirection Instruction Problem Solving Negative Strategies Isolation Physical Punishment Sarcasm Withdrawing Love Nagging Do not encourage Self Discipline. Standards of Behavior (from the DCDC Parent Handbook) We are interested in working with our parents in fostering self-discipline and problem solving skills in our students. We want to help the child to control their own behavior and to learn the consequences of that behavior. Discipline is a way for the child to learn appropriate social behavior and develop self-control. We use problem-solving techniques that encourage the child to work out problems constructively, and develop respect for self, others and the environment. Our preschool is child-centered, which means that it is set up with the child‟s interests and abilities in mind. Another way in which we eliminate frustration and boredom (which contribute to discipline problems) is to keep the child active and busy, and to offer an age-appropriate environment.Natural Consequences Logical Consequences Illogical Consequences There are two main rules that the child must follow at Discovery Child Development Center. The child may not hurt or inappropriately touch another child or animal; and they may not intentionally destroy property. We consistently help the child handle their differences by talking it over. They often need support in expressing their wants and needs, and our staff is aware and trained in methods to help communicate those needs. We recognize and reinforce positive behavior by honest praise and encouragement. Occasionally a child may need to have some time to think about his/her behavior and to receive help in problem solving. Parents will be informed about any serious concerns and we will work as a team to help the child toward the goal of self-control and a positive self-image. If a child exhibits behavior that infringes on another person‟s rights or property, one or more of the actions below will occur. The child will experience the logical consequences of his/her actions. The child will be reminded of the rules. The child will be redirected to another activity. The child will be required to remain with the teacher until control of his/her behavior changes. The parent will be contacted and a conference regarding the child‟s behavior will be requested. Guidance All about Reasonable Limits All about Teaching All about the Environment Setting Appropriate Limits! Limits! Four parts at the bottom of page 81… Develop Reasonable Limits State Limits Effectively Help Children Accept Limits Communicate Limits to Others Teach Appropriate Behaviors Children are not born knowing how to