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Observations, documentations, and the results of other formal and informal assessments are used to inform the planning and implementing of daily curriculum and experiences, to communicate with the child's family, and to evaluate and improve educators' and the program's effectiveness.

ELECT helps clarify these developmental markers for each age group and shows the approximate skills they should be learning at each age group. The domains are Social, Emotional, Communication, language, and literacy, Cognitive, and Physical.

The three discrete components of a well-designed early childhood environment?the temporal, social, and physical environments?really do not stand alone. They're like ingredients in a well-designed recipe. You don't want too much of one, but the absence of another could potentially ruin the whole recipe.

Objective, factual written observations include the following: Descriptions of actions. Descriptions of children's vocalizations. Direct quotes of children's language. Descriptions of facial expressions and gestures. Descriptions of creations (e.g., stacked blocks, scribble drawings, finger-painted pictures)

Documenting student learning is something you can (and should) do every day and won't take more than three minutes (when done correctly). Write a reflection? snap a photo?record an audio response?or record a video. These simple reflections are tremendously useful for you and your students.

Services may use different methods to document children's progress, some examples include reflective journals, photographs, videos, post-it notes, children's work samples, recording children's ideas and suggestions, portfolios, narratives, floor books or learning stories, digital stories or reflections.

Methods of child assessment can be informal (conducting natural observations, collecting data and children's work for portfolios, using educator and teacher ratings) and formal (using assessment tools such as questionnaires and standardized testing).

Some ideas: ? enrolment information and input from families ? details on children's strengths, ideas, abilities and interests along with ongoing evidence of children's engagement and participation in the program ? learning stories or narratives of key events ? photographs with captions, photographic sequences, video or ...