Get Online Survey On Monitoring Quality In Early Learning And Development

We can discover what new skills and abilities emerge over time through observation. For example, when a baby is able to sit up steadily, or a young child can pour their own drink, think about somebody else's feelings, assign meanings to the marks they have made on paper, or ride a bicycle without stabilisers.

ECE quality in LMICs has been primarily studied using three widely applied observational assessments: Early Childhood Education Rating System (ECERS), Classroom Assessment Scoring System (CLASS), and Measuring Early Learning Environments (MELE).

The cycle is as follows: Instruct. Observe. Observe children in various situations. Document, Reflect. Record while observing or as soon as possible. Analyze, Evaluate. Study the data with assessment tools. ... Summarize, Plan, and Communicate. This informs a child's specific needs and future curriculum. Instruct.

When you take your child to a well visit, your doctor or nurse will also do developmental monitoring. The doctor or nurse might ask you questions about your child's development or will talk and play with your child to see if he or she is developing and meeting milestones.

Written observations about infants and toddlers should be factual and objective to be useful and meaningful1. This means education staff should write only what they see and hear (e.g., the facts) and avoid using words that: Communicate judgment about a child's feelings, intentions, and motivations.

Plan to observe children at various times of day. Record exactly what is observed to remain objective. Write as many details as possible. Develop a system for taking observational notes, filing them, and retrieving them.

When educators record their observations in an objective way, it means that they are making an effort to write down only what they have observed directly. The educator takes on the role of a recording “machine,” relying on their eyes (or “camera”) and ears (or “microphone”) to gather information.