Family Involvement

Respond by further enhancing their discussion regarding family involvement. Explain why family involvement in early intervention is important. In addition, visit the website Parent Participation in Early Intervention, and recommend at least one of the resources from the Resources for Parents section of the site. Explain the benefits of the resource and how it supports families being included in the assessment and early intervention processes.

Explain why it is necessary to approach assessment in early childhood differently than assessment with older children. In what ways are assessments similar, regardless of the age of the children? In what ways are assessments in early childhood different?

According to Howard & Aiken (2015), “Very young children and the services they are provided are different from older children and the services they receive; assessment must therefore be different as well” (p. 2.1). The approach of the assessment needs to fit the child’s age accordingly because young children a different than older children in many ways. They are different developmentally, neurologically, and demographically (Howard & Aiken, 2015). Assessment in early childhood education is very complex because it is impacted by so many elements that are unique to young children, such as: philosophy, pedagogy, service model, and children’s age are just a few examples (Howard & Aiken, 2015). Assessments are similar regardless of the age of the child because all assessments measure a child’s academic progress and/or development. The ultimate goal of an assessment, regardless of the age is to provide the proper services to children that is in their best interest so that they can learn and do well, because all children learn differently. Assessments for early childhood are different because these assessments are what measures a child’s academic progress and ultimate readiness for kindergarten as well as their social and emotional growth and development (Howard & Aiken, 2015).

Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.

Children learn a lot through play and through hands on activities. Children are very creative and have huge imaginations and this combination creates so many opportunities for children to learn! Play-based programs give children a variety of activities to choose from in which they engage in self-directed discovery (Howard & Aiken, 2015). Observing and documenting children in play-based learning allows the evaluation of many skills that cannot be easily assessed through conventional means, such as communication skills and cultural understandings (Howard & Aiken, 2015). Project-based learning is similar to play-based learning but with a bit more direction and instruction. Project-based learning allows children to learn through play and interaction but like stated, with instruction; the children know the purpose of what they are doing and that there is something to learn from it. Child-directed learning is driven by children’s individual needs and interests and is central to play-based, project-based, and language-based philosophies (Howard & Aiken, 2015).

Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? (Chapter 2)

Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process?