Home » Articles on Demand » Conducting Informal Developmental Assessments

Conducting Informal Developmental Assessments

by Craig Gibson, Sandra Jones, and Tamika Patrick
May/June 2010
Access over 3,000 practical Exchange articles written by the top experts in the field through our online database. Join Today!

Article Link: http://www.exchangepress.com/article/conducting-informal-developmental-assessments/5019336/

“The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.”
Maria Montessori

The early childhood professional takes on numerous roles: She inspires; she nurtures; she fosters creativity in the young and impressionable minds of tomorrow. And while each one of these roles holds equal importance to the other, none is more important than the role of the observer:

• You observe children’s cognitive abilities during floor play and group activities.
• Their social/emotional skills are assessed by observing their interactions with peers and adults throughout their daily routines.
• Fine motor skills are observed when they are engaged in tabletop activities (i.e., coloring, cutting, etc.) and at other times during the day when they are required to use the small muscles in their hands.
• Gross motor skills are observed out on the playground, when children run, jump, kick, throw, etc.
• And their adaptive (i.e., self-help) skills are assessed throughout the day when they are expected to perform various tasks (i.e., toileting, dressing, hygiene, feeding, etc.).

But ...

Want to finish reading Conducting Informal Developmental Assessments?

You have access to 5 free articles.
or an account to access full article.