Childhood Learning: Assessment, Practice, Framework and Standards

This report delves into various aspects of childhood learning, beginning with primary sources for observing young children in early childhood settings, including the benefits of different assessment methods and tools. It explores the significance of gathering information over time and in diverse situations, highlighting the advantages of incorporating insights from educators, children, families, and specialists. The report defines inclusive assessment practices and discusses the impact of summative assessments. It outlines how information informs planning for children, emphasizing the importance of reflection on program evaluation and methods for collecting feedback. Furthermore, it addresses strategies for sharing information with families and the professional responsibilities involved in parent interactions. Finally, the report applies this information to educational practice, emphasizing the importance of frameworks and standards in the context of childhood learning.

Childhood learning 1

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
PART 1............................................................................................................................................1
1. Primary sources for observing young children in early childhood settings.......................1
2. Benefits of using various assessment methods and tools...................................................1
3. Reason behind gathering information over time in a variety of different places and
situations.................................................................................................................................2
4. Benefits of including information from educators, children, peers, families and specialist
professionals...........................................................................................................................2
5. What is an inclusive assessment practice...........................................................................2
PART 2............................................................................................................................................3
1. Summative assessment and its impact................................................................................3
2. How can information inform planning for children ..........................................................3
PART 3............................................................................................................................................4
1. Why is reflection on program evaluation useful................................................................4
2. How might we collect feedback.........................................................................................4
PART 4............................................................................................................................................4
1. How might we share information with families that has been collected on their child. .. .4
2. What must be professionals careful about when interacting with parents.........................5
PART 5............................................................................................................................................5
1. Applied information to educational practice......................................................................5
2. Knowledge of ways to access the learning about framework and standards.....................6
3. Interpret the relevance of framework and standards..........................................................6
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Childhood education is considered as section of education theory which directly linked
with the teaching of young children. It has been noticed that childhood education activities can
be accomplished in both formal and informal way (Mouza, 2015). Early childhood education is
considered as education provided to children from birth to age two. In present report, different
tools and elements that relates with childhood learning will be evaluated. It will also provide
learning about different sources that are used to promote childhood learning.
PART 1
1. Primary sources for observing young children in early childhood settings
As per the detailed study, observing and recording the behaviours of young children is
one of critical aspect. It is significant for teachers and professionals to have planned
communication with young kids so that needs can be analysed in appropriate manner. Along with
this, in order to have appropriate communication with young children the professionals can use
videos, images and other documents (Bruner, 2011). With an improved use of primary sources
the unfiltered access to child observation can be accomplished in appropriate manner. In addition
to this, records can be maintained in order to understand the artistic, social, scientific thought. It
also allows to have engagement with children's which is beneficial to observe associated factors.
However, formative and summative assessment are key sources that allows to have effective
observation of young children in childhood settings. Seeking information from families and
using jottings and notes of incidental events are two essential aspects that provide support in
observation (Fellowes and Oakley, 2011).
2. Benefits of using various assessment methods and tools
It has been noticed that there are number of benefits that can be attained by having use of
assessment methods and tools. It allows to have observation of child activities in easy manner.
According to in-depth analysis of methods, the observational records are most essential aspects
that helps in promotion of value of a curriculum activities as per children's needs. It allows to
gain the knowledge in regard to specific age group which is beneficial to design activities
according to need so that working of child care system can be improved (Coser, 2006). Showing
videos and asking children some key points is also one of key benefit because it allows to have
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better engagement with children. With an improved focus over assessment process the teachers
can easily encourage the active learning. It allows to have promotion of innovation and
engagement with children.
3. Reason behind gathering information over time in a variety of different places and situations
Information gathering at different places and situations is significant because it allows to
have proper understanding about child behaviour. With an assistance of this, children needs can
be identified in appropriate manner so that childhood learning activities can also be designed in
effective manner. Gathering of information is significant because it allows to have determination
of problems and resolve them in appropriate manner (Krogh, 2010). Another rational behind the
information gathering about children in different situations allows to understand the meaningful
opinion. Photography has become very popular in early learning settings because it allows to
judge the children experience during the activity. With an assistance of this, educator can
understand the feeling of kid during the activity, it also allows to have better designing of
activities.
4. Benefits of including information from educators, children, peers, families and specialist
professionals
In addition to this, it can be said that gathering an information about child from different
professionals, educators, families, etc are beneficial because it allows to have proper observation
of child activities. With an assistance of this, effective use of time can be taken into account
because families know where children like to spent more time (Dean, 2011). As teachers can also
provide scale of advancement in regard to understanding of child learning. By taking a feedback
from educators and children the parents can make effective decision in regard to future
curriculum activities. It will assist in sustainable development of children because it enables the
evidence of children learning. These kinds of information must be shared with families for better
future of child (Keith, 2005).
5. What is an inclusive assessment practice
As per the structured study, it can be said that inclusive assessment system is considered
as one of most critical factor that allows to accomplish fair assessment so that activities must be
designed as per needs. It has been noticed that needs can be diversified as per children behaviour
so by having improved focus on inclusive assessment the needs can be accomplished in
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appropriate manner (Belmaker, 2014). In addition to this, it can be said that assessment process
allows teachers to identify needs in equalized manner which is beneficial for effective
demonstration of equal opportunity. It also improves the level of learning and allows
professionals to consider the different means of demonstrating a particular learning outcome.
Ensuring that students have variety in assessment and some individual choice the professionals
can focus on inclusive assessment practice.
PART 2
1. Summative assessment and its impact
It has been noticed that summative assessment is a process that allows to have evaluation
of child needs. In this, professionals focuses on the bringing together a range of observations and
analysis that create a summary of children's learning. It means with an assistance of this, actual
summary childhood learning can be attained in appropriate manner. Summative assessments are
often high stakes, which means that they have a high point value (Arthur, 2003). In addition to
this, it can be said that by having use of summative assessment, various factors can be analysed
so that decisions in respect to action can be taken into account. It also influences the learning
behaviour because it mainly provides in depth learning about behavioural aspects. It should help
enhance the use of assessment as a tool to augment learning.
2. How can information inform planning for children
As per the detailed study, it can be said that there is wide range of information which can
be attained by assessment process. But this information is also beneficial for planning because it
allows to have better understanding of principles that may improve the overall process
effectiveness. It also provides information about the approaches that can be used in planning. It
means the information gathered inform the planning for children (Galarza, 2010). Along with
this, information gathered about child behaviour also helps in planning of activities so that
children needs can be accomplished in appropriate manner. Moreover, It also renders a strong
sense of well being which is beneficial for effective planning of activities. Record changes in the
child’s strengths, interests and levels of development information is also beneficial to have
effective selection of activities in planning (Cerry, L., 2008).
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PART 3
1. Why is reflection on program evaluation useful
According to in-depth analysis, it can be said that reflection on program evaluation is
useful because it allows to share experience. Along with this, key points of activity can also be
understand in appropriate manner by having improved focus on reflection on program. It also
allow participant to understand the advantages and disadvantages of activities. In addition to this,
it can be said that reflective is form of sharing experience that means the applied activities
effectiveness can also be judged by having reflective reading (Sarama and Clements, 2009). It
indicates that the reflection on program evaluation is useful and it may provide support to
childhood learning. By having effective consideration of option the future strategies can be
designed in appropriate manner so that goals and objectives can be accomplished in desired way.
2. How might we collect feedback
There are different ways to have collection of feedback so professionals need to focus on
classified activities for understanding of children needs and behaviour. Before the start of
feedback program professionals must understand that they are looking for and which channel
will be suitable to have accomplishment of goals. Feedback can be taken from parents by using
email and other mode of communication (Childwelfare. 2012). Discussion and meeting with
parents is also beneficial for professionals because it helps on feedback collection. Few questions
can be asked to the children so that appropriate feedback can be taken into account. For example,
professionals may ask children what he like in food, does he is attracted towards art, etc. These
aspects will facilitate in meeting key standards of feedback collection.
PART 4
1. How might we share information with families that has been collected on their child.
In addition to this, it can be said hat there are number of methods that can be adopted by
professionals in order to share information with parents in regard to child. By having improved
focus on communication tools information can be shared with parents. Report on key
development and issues can be prepared and then professionals can sent it to parents inform of
card through courier (Childwelfare. 2012). Meeting and discussion can be conducted on monthly
basis so that information about child can be shared with parents. Along with this, it can be said
that information can also be shared with parents through verbal communication using telephone
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as a channel. It will allow parents to understand the key aspect that helps in development of
children.
2. What must be professionals careful about when interacting with parents
According to in-depth analysis the professionals need to ensure about diverse subjects in
order to have appropriate interaction with parents. It is necessary to have good communication
skills so that information about child can be shared with parents. Proper evidence and evaluation
of children activity must be present so that positive relationship can be built with parents.
Intention of communication must be declared effectively so that they can understand key aspects
in appropriate manner (Sarama and Clements, 2009). It is also necessary for professionals to
make sure that they are starting conversation with positive points so that goals and objectives can
be accomplished in appropriate manner. Along with this, few questions can also be asked with
parents about child behaviour so that they can feel that professional is interested in child
development. It will help in building better relationship with child and make sure that
development activities are being implied in appropriate manner.
PART 5
1. Applied information to educational practice
It is significant for every professional to have improved focus on key standards so that
they can provide better support to educational practice. Standards that are set out by national and
local agencies in regard to child development must be applied effectively in order to meet key
goals and objectives. Health and safety policy of Australia government also need to be followed
so that work effectiveness can be improved (Cerry, L., 2008). Monitoring system need to be
design in order to make sure that organisational policy is reflecting the standards.
It has been noticed that child transfer and adapt is a process that impacts the children
behaviour in both positive and negative manner. It is necessary for professionals to make sure
that they are well known of key facts and designed few activities so that environmental aspects
can be well maintained (Galarza, 2010). It is necessary to make sure that positive aspects are
being rendered. Discussion and engagement is one of the best way to make sure about the
standards.
It is also significant for professionals to ensure that cultural aspects around children are
properly maintained so that he or she can feel comfortable. Environment must be friendly so that
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better care can be provided to children. Professionals also need to adopt the key values and belief
that support child development.
2. Knowledge of ways to access the learning about framework and standards
As per the detailed study, it can be said that professionals need to ensure about the
frameworks and standards in appropriate manner so that better protection can be offered to
children. It has been noticed that training can be provided to professionals in respect to
guidelines and practical application (Arthur, 2003). It indicates that working of child
development can be improved by having access to information regarding frameworks and
standards. Audit can also be taken into account for sustainable development. It is also necessary
for professionals to offer services and activities as per children needs.
3. Interpret the relevance of framework and standards
It has been noticed that framework and standards must have relevance to the practice
because it helps in meeting objectives. It has been identified that standards indicates that accurate
services must be provided to children so professionals are focused towards quality aspects so that
framework can be followed in appropriate manner (Belmaker, 2014). Along with this, focus
towards need also enhances the level of relevance to framework and standards. Practical focus is
also beneficial for meeting the standards and provide better care to the children's. It has been
noticed that Noah is also focused towards effective development of children by offering
empowerment to educators. It is beneficial to meet goals and objectives.
CONCLUSION
As per detailed study, it can be concluded that childhood learning is one of most critical
aspect and professionals need to understand the key aspects effectively so that goals and
objectives can be accomplished. Child protection act and other legislation like education act must
be followed so that better services can be offered for children development. There are different
ways to have collection of feedback so professionals need to focus on classified activities for
understanding of children needs and behaviour. Feedback can be taken from parents by using
email and other mode of communication. Discussion and meeting with parents is also beneficial
for professionals because it helps on feedback collection.
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REFERENCES
Books and Journals
Mouza, C., 2015. Using technology to enhance early childhood learning: The 100 days of school
project. Educational Research and Evaluation. 11(6). pp.513-528.
Bruner, J. S., 2011. The act of discovery. Harvard educational review.
Fellowes, J. and Oakley, G., 2011. Language, Literacy and Early Childhood Education. Oxford
University Press.
Coser, R. S., 2006. The importance of neuropsychological assessment for the evaluation of
childhood learning disorders: NAN Policy and Planning Committee. Archives of Clinical
Neuropsychology. 21(7). pp.741-744.
Krogh, S., 2010.The Integrated Early Childhood Curriculum. Order Department, McGraw Hill
Publishing.
Dean, R. S., 2011. Cerebral dominance and childhood learning disorders: Theoretical
perspectives. School Psychology Review.
Keith, K., 2005. Childhood learning and the distribution of knowledge in foraging societies.
Archeological Papers of the American Anthropological Association. 15(1). pp.27-40.
Belmaker, R.H., 2014. A controlled trial of vasopressin treatment of childhood learning
disorder.Biological psychiatry.
Arthur, L., 2003. Programming and Planning in Early Childhood Settings. Harcourt Brace
Jovanovich, 30-52 Smidmore Street, Marrickville, New South Wales 2204, Australia.
Galarza, S.L., 2010. Picture this: Digital and instant photography activities for early childhood
learning. Corwin Press.
Cerry, L., 2008. Specificity of childhood learning experiences in relation to anxiety sensitivity
and illness/injury sensitivity: implications for health anxiety and pain. Journal of
Cognitive Psychotherapy. 22(2). pp.128-142.
Sarama, J. and Clements, D.H., 2009. Early childhood mathematics education research:
Learning trajectories for young children. Routledge.
Online
Childwelfare. 2012. Available through:
<https://www.childwelfare.gov/topics/preventing/promoting/>. [Accessed on: 29 Oct,
2016]
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