| The end of the Assessment class, independent study, ECED 2070, Fall 2006 |
| Chapter 11 -- Using Technology to Look at Sociodramatic Play 1. Read the chapter. 2. Add technology to your assessment types. Add advantages and disadvantages. 3. Look up these definitions and add them to your notebook: technology audio recorders video recorder digital video cameras informed consent 4. yeah. That's all for this chapter. It is pretty self-explanatory. ____________________________________________________________________________________________________ Chapter 12 -- Using Documentation for Child Abuse Suspicions and Looking at Self-Concept 1. Read the chapter. 2. Add documentation to your assessment types. Add advantages and disadvantages. 3. This chapter is more about abuse than assessment, but it is still important to always take note of the things that you should do in suspected child abuse cases in your classroom. New laws say that each person should report abuse directly, instead of going through channels at your workplace (i.e., not going to the principal or program director, but reporting yourself). But I still recommend that even though you report, you still inform your boss. It will cover your rear. 4. Look at the behavioral and physical indicators of abuse and how you can document them. Make a note of these in your notebook. 5. Take extra care to go over the tables on pages 292 and 293. Make notes if you need to, in your notebook. Sometimes rewriting things make them more solidly in our memory. This is why I sometimes have you do "busy- work" such as definitions. 6. Answer: If a child shows 2 or 3 of these symptoms, do you think that it will always indicate child abuse or neglect? 7. Look at the self-esteem stuff. It is pretty interesting. ____________________________________________________________________________________________________ Chapter 13 -- Using Program Assessments to Look at Children in Groups 1. Read the chapter. 2. Add Program Assessments to your assessment types and add advantages and disadvantages. 3. Do the exercise on page 314 (not the first one, but the second one right above the box "It Happened to ME". It continues on page 316. 4. Look at the box "Choosing a Tool" on page 315. Make notes if you want. This is just to get you aware of the things that may be evaluated in a program assessment. 5. Do the Program Assessment exercise on page 316. 6. Define these terms: program evaluation accreditation performance standards license requirements 7. Look at the chart on page 324 about caretaker-child ratio. How does our state do in comparison to others? Are we proud or ashamed? Do you think that our state has a reasonable ratio? _____________________________________________________________________________________________________________________________________ Chapter 14 -- Using the Portfolio to Conference with Families and Looking at the Child's Interactions with Adults 1. Read the chapter. 2. Add portfolios to your assessment types and add advantages and disadvantages. 3. Good chapter. Hope you paid attention. It is quite important. _____________________________________________________________________________________________________________________________________ You should also read chapter 15, which is basically 3 1/2 pages, and then also peruse the appendixes. (appendices??) (appendi?) Oh well. _____________________________________________________________________________________________________________________________________ |
| Final exam. Turn this and all of the above stuff in to me by December 10. I will grade them, and give you a final grade. Then I will put your stuff back in the box and you can pick it up whenever it is convenient for you. Thanks for being my students. I am sorry it was so hard for everyone. I meant for it to be a learning experience. MATCH THESE TERMS TO THEIR DEFINITIONS: acceptance accreditation active listening adjustment anecdotal recording associative play audio recorders case study or child study checklist class list log competence consultants conversations (informal) cooperative play diagnostic interview digital video cameras disclosure documentation panels dramatic play emotional maltreatment final report frequency count gender inclusion informed consent integration least restrictive environment liberation teaching license requirements mainstreaming mandated reporters mixed age groups morality neglect observations onlooker play parallel play performance standards photography physical abuse portfolio power program evaluation progress report rating scale reflective journal running record self-concept self-esteem sex-role or gender identity sexual abuse socialized sociodramatic play solitary play story dictation story play support groups teacher's stories technology time sample transitions unconditional positive regard unfounded video recorder work sampling 1. __________________________ tools used to perform a task 2. __________________________ devices that make a taped reproduction of sound. 3. __________________________ device that makes a taped reproduction of image and sound 4. __________________________ devices that record images electronically. 5. __________________________ ethical practice of obtaining permission before using a person as the subject of a study, or in photos, audio, or video recordings; the permission of parents or guardians to formally assess their child or to provide interventions for that child. 6. __________________________ fantasy play episode with others involved 7. __________________________ an assessment method that catches moments in pictures, which can be then used in portfolios, documentation, room decoration, to support curriculum events, and to aid memory. 8. __________________________ watch others play; may talk or ask questions 9. __________________________ Play that is independent and with toys that are different from those used by other children within the immediate play area. 10. _________________________ A form of play in which children are side by side but do not interact. 11. _________________________ a form of social play in which children sometimes share toys, but each child plays independently without mutually accepted goals or rules. 12. _________________________ Form of play in which children share toys and use mutually accepted goals and rules. 13. _________________________ pretend play which includes taking the roles of others. 14. _________________________ a type of creative play inspired by a book or a fingerplay. 15. _________________________ children write and produce a story or episode 16. __________________________ the withholding of basic survival needs: food, water, shelter, clothing, medical care; constitutes maltreatment. 17. __________________________ A type of child maltreatment. An assault on a youngster designed to cause physical injury or harm to the child. 18. __________________________ A form of child maltreatment in which developmentally immature individuals unwillingly engage in sexual activities, which they do not fully comprehend or unable to give informed consent. Sexual abuse also includes sexual exploitation. 19. __________________________ psychological damage from blaming, belittling, or rejecting a child 20. __________________________ a statement that indicates the speaker has been a victim of abuse or maltreatment. 21. __________________________ those individuals who by law must report suspicions of child abuse to specified agencies; in Tennessee, everyone is considered a mandated reporter of child abuse. 22. __________________________ child abuse reports that upon investigation lack evidence for criminal or civil charges 23. __________________________ the qualities one attributes to one's self, self-identity 24. __________________________ the valuing of that knowledge based on self and social comparisons 25. __________________________ the feeling of being loved and appreciated, contributes to self esteem. 26. __________________________ the ability to control one's actions and destiny, rather than depending on outside agents. 27. __________________________ characteristic of making choices based on a set of standards set by a social group. 28. __________________________ the feeling of capability, independence, and autonomy; contributes to self-esteem. 29. __________________________ general term for the biological differences in the two sexes, male and female 30. __________________________ socialized preference of behavior identified with one gender or the other 31. __________________________ behavior learned to adapt to the expectations of the social group 32. __________________________ A process that addresses a program's progress in achieving overall outcomes and effectiveness. 33. __________________________ voluntary submission to a standard through a review process, usually consisting of a self-study and a verification. 34. __________________________ state how well a child should demonstrate knowledge and skills. They gauge the degree to which children have met the content standards. 35. __________________________ required standards, usually set by the individual states. 36. __________________________ the ability of a child to adapt socially and emotionally 37. __________________________ also known as heterogeneous, multi-age, vertical, ungraded, nongraded, and family grouping; groups of children not separated by chronological age. 38. __________________________ a period when a person makes a change from one setting to another. Going to a new placement can be traumatic and should be carefully planned, coordinated, and monitored. Transition for young children with disabilities occurs for infants and toddlers at age 3 and for preschoolers at age 5 or 6. 39. __________________________ The government's first attempt at providing a free and appropriate education for all children in the least restrictive environment -- passe term for "inclusion." 40. __________________________ Another term sometimes used to describe inclusion. 41. __________________________ Children with special needs attend preschool, child-care, and recreational programs with typically developing peers; belief system shared by every member of a school as a learning community; often based on a mission statement or vision, emphasizing the commitment to educate ALL students so that they can reach their full potential; including children with disabilities or developmental delays in the educational setting where they would have been if they did not have a disability or delay. 42. __________________________ Setting most like the one in which other students are educated and in which a student with a disability can succeed. The presumption in current law is that the LRE for most students is general education. 43. __________________________ specialists who are enlisted, and paid, for their advice. 44. __________________________ groups with like concerns who formally or informally band together to discuss, seek answers, commiserate, and give advice to one another. 45. __________________________ comprehensive written overview of a child; it may be documented by written evidence and the child's work; a detailed description of a person or a family that illustrates a specific idea, concept, or principle of family science 46. ___________________________ a periodic written overview of short-term goals the child has achieved 47. ___________________________ the relating of classroom experiences to child development or professional practice principles; may be related orally or in written form. 48. ___________________________ feelings a teacher should have for a student 49. ___________________________ technique for clarifying the message and the feelings. 50. ___________________________ theory that the teacher does not give up on any child by seeking to meet the child's needs 51. ___________________________ displays of children's work that show the process of their thinking and planning and the resulting product. 52. ___________________________ method of gathering a specific piece of information on every child in the group. 53. ___________________________ detailed account of a segment of time; recording all behaviors and quotes during that time 54. ___________________________ recording method to measure how often a specified event occurs 55. ___________________________ a method of documenting the presence or absence of a skill or behavior in a developmental sequence. 56. ___________________________ method of recording where children are by choice at a certain time, measuring attention span and interests 57. ___________________________ measuring a specific behavior, skill, or attribute by choosing from three or more descriptors 58. ___________________________ method that preserves the child's work as a documentation of development. Ex. Drawrings, writings, constructions, media-preserved work, such as audio or video recordings or photographs 59. ___________________________ factual narrative of an incident. 60. ___________________________ spontaneous conversations between adult and child that yield information 61. ___________________________ conversations designed to yield developmental information about a child 62. ___________________________ watching children to know more about their development. 63. ___________________________ The format followed during the assessment process which includes specific skill areas, skills, and/or behaviors to be observed and measured; ongoing; work samples; a purposeful collection of children's work and other indicators of learning, collected over time, that demonstrates to the student and others the student's efforts, progress, or achievement in particular developmental or subject area(s). 64. __________________________ a reflection on the accomplishments, difficulties, and resolutions for each child over the school year. 65. __________________________ a private, written record in which to express feelings; not a part of child's record, but property of the writer |
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