Blog 5- Reflection

I have learned a great deal through this course.  Advocacy and early childhood education are vital links to each other and prior to this course I did not fully understand that.  I now see just how much of an impact I can have on the field of early childhood education.  My knowledge and passion combined with what I have gained through this course will ensure that my advocacy actions are met with success.  I really enjoyed both the process of writing my blog and reading my colleagues' blogs.  The ability to share our passions and experiences throughout this process gave it much more meaning.  I am eager for next quarter when I will be able to put my advocacy goals into action.

Assessment-Observing and Interacting with Families

As early childhood professionals we have a responsibility to support families’ efforts and connect to them to valuable resources.  For many parents, we are the only link to this information.  I spent time this module with several parents of students entering kindergarten in the fall.  The site where I am doing my field work has a large private kindergarten and receives the majority of its students from its own pre-k program.  This means that most of the families have a history with the center and are familiar with its philosophies.  The families I observed and spoke to were attending a kindergarten sign-up night.  This gave the parents an opportunity to meet the teachers, see the center-based classroom environment, and ask any questions they may have.  This large kindergarten has three teachers and the capacity for forty students spilt into two classrooms.  I observed one teacher that appeared to be uncomfortable when speaking with a family about the early entrance into kindergarten that their child would be participating in this fall.  The parent wanted to discuss the specifics of the child’s (outside) assessment that showed she was cognitively, physically, and socially on level with peers in kindergarten.   They had some concerns about one of the areas assessed and wanted the teacher’s input.  This interaction showed me just how valuable my advocacy efforts with regard to assessment could be for this center and the children and families that attend. 

Another insight I have gained is the staff’s lack of comfort with assessment.  They are not required to utilize any assessment in their classrooms and therefore many are unfamiliar with even the basics of assessment in early childhood education.  I am sure that my efforts here will assist both staff and families in forming better relationships and understanding the students’ individual development, leading to increased quality experiences for all students.  I am truly excited by what lies ahead.

Observing and Interacting With Professionals/Colleagues in Your Setting

The center where I am conducting my field work for this course is located in Washington.  It is a large center with approximately three hundred students enrolled between the ages of twelve months and twelve years.  Approximately one hundred and seventy-five of these students are either preschoolers or kindergarten students; this is the age group I am focusing most on with regard to my topic-assessment.  I began by speaking with director to form an understanding of any assessment that currently occurs at the center.  She directed me to speak with the program supervisor whose duties include training teachers, purchasing supplies, and maintaining the quality of curriculum in each classroom.  She explained to me that the preschoolers use a science-based inquiry curriculum that helps them to better understand the world around them.  She informed me that the teachers are not required nor trained to do assessments on their students.  She told me that she expects teachers to informally assess their students to aid them in the creation of tray materials and changing out materials in the block and dramatic play areas.  The preschoolers have access to Montessori –like trays in their classrooms that relate to curriculum or fine motor development as well as, writing and math.  The program supervisor told me that these, as well as materials and toys in the block and dramatic play centers should be changed out at least every two weeks and the teachers should use the student’s interests and abilities to guide in them in deciding what materials to bring in their classroom.  I asked the program supervisor if she is aware of the types of assessments her teachers could be utilizing and their benefits.  She explained that while valuable she does not deem it necessary to require her teachers to use these tools at this time.

After speaking with the program supervisor I went around and quickly surveyed the preschool teachers asking if they used any type of formal or informal assessment with their students.  I was surprised to find that all most all of the teachers quickly responded with “no”, and some seemed defensive and ready to defend their answer.  After a few moments thought several of the teachers told me that they do use informal assessments such as observations.  One preschool teacher told me she utilizes play-based assessments in her classroom but usually doesn’t record her observations.  Almost all teachers brought up the Kindering Center, which is a service provided to centers in the area.  If a teacher has concerns about a child’s development, Kindering will come out and assess the student and make recommendations if necessary.  I was surprised to find that most teachers down-played the informal assessment they conduct and only focused on the students who stand out as “different” and in need of assessment.  It made me excited to bring my knowledge about how useful assessment is for all students regardless of developmental level.  I am looking forward to validating the informal assessment being utilized by these teachers and bringing to light the benefits of assessment for teachers, students, and their families.

Next I went to the Kindergarten room to speak with the teachers about the kinds of assessments they utilize.  There are thirty-eight students and three teachers in this private Kindergarten classroom.  The classroom is quite large and has an adjoining classroom one group of students use.  The teacher I spoke with was very helpful and told me that each student is assessed one-on-one at the beginning of the year to determine the skills they have, mainly in the areas of math and language arts.  These assessment results are used to determine what each child can do and what level they are working at.  The students are divided into groups for instruction based on these results so that they receive instruction tailored to meet their needs.  The students are then assessed on a daily basis throughout the year on their ability to learn concepts; this information aids in the teacher’s planning of curriculum.  At the end of each quarter, assessments are undertaken for all concepts learned to inform parents of progress either at a conference or on the report card.  At the end of the year the formal and informal assessment information is gathered and teachers use this information to determine if the students have met the requirements for kindergarten.  All this information was very exciting for me as I am used to my own experience in preschool.  It was nice to get an inside view of assessment for primary students. 

The time I spent with teachers this module helped me greatly in focusing my research in the area of assessment.  While a little disappointed with the knowledge most preschool teachers had with regard to assessment, I am excited to advocate for this essential component of an early childhood classroom.

 

Module 1- Interview Two Early Childhood Professionals

I interviewed two early childhood professionals, one a pre-k teacher where I am completing my field work and the second, a Washington state employee working to implement a Quality Rating and Improvement Scale (QRIS) in the state.  The topic for my research paper is assessment and I was excited to hear what the professionals had to share with me about this topic.

The pre-k teacher told me that assessment is an important aspect of her role and she assesses her students at the beginning of the year and then every three months throughout the year.  She told me that she individualizes her instruction whenever possible and this assessment assists her in determining what needs each individual child has.  She shared with me the challenges she faces; mainly time constraints when attempting to assess all twenty students.  She shared with me that she wishes the administration at her center gave more time for this and perhaps that they did not find it as valuable as she did.

The person I interviewed that is closely linked with the QRIS currently being implemented in my state brought some interesting issues to light during our interview.  Her biggest concern in the field of early childhood education is the equality gap.  She believes that the children who are most in need of high quality early childhood programs are the children who often end up in the lowest quality programs.  The QRIS is one way that Washington is attempting to address this issue.  She believes that the QRIS is an effective way to affect broad changes in the state. 

These two interviews have helped me to see that assessment is an important issue to advocate for in early childhood education.  Following these interviews my related topics are- individual assessments to inform instruction and classroom/ center assessments to inform parents and improve overall quality of care in the state.  I am still figuring out my third topic and would love input from my colleagues.  Thanks everyone!

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