Running Head: Standard 3

Sheila Su

ECED 401 Standard 3

Professor Emily

Brandman University

Spring 2019
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Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families

3a: Understanding the goals, benefits, and uses of assessment.

3b: Knowing about and using observation, documentation, and other appropriate

Assessment tools and approaches.

3c: Understanding and practicing responsible assessment to promote positive outcomes

For each child.

3d: Knowing about assessment partnerships with families and with professional

Colleagues.

Artifact 1

Title of the Artifact:​ The Child Study Assignment

Description:​ This artifact is from my ECED 398 The Intentional, Reflective Teacher Class,

Child Study Assignment. During this assignment, I was able to learn a lot about assessment

tools, and I used these assessments tools to develop specific goals for the child. Aside from that,

I also worked with families and teachers to build age-appropriate learning (indoor and outdoor)

environments.

Key Element 3a:​ Understanding the goals, benefits, and uses of assessment

How does this artifact demonstrate your competence in this area?

During this Child Study assignment, I chose to watch over a child named L.C., who had

language delay. In the eight weeks I worked with him, I used the Anecdotal Note, Classroom

Activity Assessment Checklist, formal assessment Age and Stage Questionnaires Social

Emotional (ASQ-SE2), and child’s works in the study. For the dates and notes, the assessment is
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an ongoing process to provide the developmental progress of the child overtime​.​ I also utilized

the formal assessment methods to collect data about literacy and mathematics development. To

support children’s learning, I will be using a variety of assessment methods, such as daily

observations and rating scales/screening tools. Assessment methods are appropriate for each

child’s age and level of all developmental domain skills and knowledge.

According to the collected data, I learned that L.C. is a very happy, energetic and

motivated learner. He likes to play with his peers, but he does not know how. I want to help L.C.,

so I develop an appropriate goal for him, in hopes that L.C can improve his language skills by

participating in my plan. I talked to the director and mentioned my plan for L.C., and I also asked

for some advice on what would be beneficial for L.C.

Title of the Artifact: ​The Child Study assignment skill assessment checklist.

Description:​ This artifact is from my ECED 398 The Intentional, Reflective Teacher class,

Child Study assignment. During this assignment, I have learn a lot about the assessment tools,

and used these assessments tools to developing the goals for the child. Besides that, I worked

with families, and teachers to build age appropriate learning (indoor and outdoor) environment.

Key Element 3d: ​Knowing about assessment partnerships with families and with professional

colleagues.

How does this artifact demonstrate your competence in this area?

Based​ ​on the observations and ongoing conversations with speech patologic, and

developmental/occupational patologic, how is L.C. doing at home at the time when special

education professionals are present? L.C.’s parents only speak Chinese, and L.C. understands
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and speaks some Chinese, too. This allows me to partner with L.C.’s mom, where I invite his

mom to come to school during circle time. L.C.’s mom can read and sing songs in Chinese to the

children. I spoke with others teachers, and I was able to share my idea that L.C.’s mom can write

down some pinyin Chinese words. From there, I can translate it into English and post it on the

wall at children’s eye level. Teachers can say the words with L.C. during the day. I learned that

other children can benefit from the PinYin Chinese words as well, and the children can learn and

speak some PinYin while the teacher reads. I observed that L.C. pretends to read the PinYin, and

he uses his right hand to point to the words.

During my observation, I learned that L.C. likes to draw with color pencils. I would cut

the color paper and match the color pencils, so I could put them into separate pencil holders.

Each time L.C. comes to pick a color, I ask him to say the name of the color. I also ask L.C.’s

mom to bring some of L.C.’s favorite Chinese picture books to display in the library area for

children to read. I went to the library to borrow the same books but in English to display in the

library area, so children can see the same book but in different languages.

The key point of analyzing data is timing and the assessment method that educators use.

Also, team collaboration among “educators, teachers, parents, pathologist” is one of the most

crucial parts in this case study. Everyone has to work together to produce a successful outcome

for their study. In addition to that, making data-based decisions to guide children’s learning will

help educators receive a more efficient, measurable, and reliable outcome.

Attachment

Child_Case_Study__SS_.docx
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Artifact 2

Title of Artifact:​ Final Case Study

Description: ​This artifact is from my ECED 301 Support for Children with Exceptional Needs

class at Brandman University, during the Fall term in 2018. This was a case study on a

34-months old girl with an IFSP for a development delay in speech. There were two interviews,

one with her parents in her home, and other one was with her primary teacher at school. I also

had the opportunity to observe this child during her morning routine, meal time with family at

home, and her school time with teachers and peers. After the observations and interactions, I had

to determine how to embed a goal. In my opinion, it was to to have children with a

developmental disability be able to break that barrier and have a short-term and long-term goals.

Key Element:​ 3b: Knowing about and using observation, documentation, and other appropriate

assessment tools and approaches, including the use of technology in documentation, assessment

and data collection.

How this artifact demonstrates my competence in this area:

This artifact demonstrated my competence in this area because I had to get the child’s

IFSP information from Word Works speech-language pathologists ins, so I could learn and

understand more about this child’s history and background. This also allowed me to learn what

special services she was receiving, and how she was doing in reaching her goals in school

progress. After I completed all the information, I recorded an interview with the child’s mom,

then recorded another interview with her primary teacher later. During the interviews I had to ask

ten initial questions from the child’s mom and teacher. Moreover, I have ten hours to do
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observations on the child using anecdotal notes. These notes were based on her different daily

routine that included mornings when she just woke up, lunch time with parents, before school,

after school, in the classroom, and outside time. After all of the data was collected, I had some

ideas on how to embed her IFSP goals in the home environment and classroom environment.

Some examples included are: an environmental arrangement, in my opinion, is when a teacher or

parent makes special accommodation to fit a child’s learning. When a child is asking for ice

cream, the teachers can place the ice cream at the top of the freezer so the child can ask for it.

This is similar to how I define environmental arrangement, and that there needs to be change so a

child that is learning can take the time to adjust and be taught successfully. In addition, I

suggested parents can read together and have the child repeat a sentence after her mom or dad

says it. This can improve her speech skills. During my observation, I can tell that the child likes

to interact with her teacher and parents more than the peers, so I suggested to the teacher and

parents to interact with the child to make sure the child has eye contact. They should also use

their warm and calm voices to provide a full attention while playing with her.

Title of Artifact​: Final Case Study

Description: ​This artifact is from my ECED 301 Support for Children with Exceptional Needs

class at Brandman University, during the Fall term in 2018. This was a case study on a

34-months old girl with an IFSP for a development delay in speech. There were two interviews,

one with parents in her home, and other one was with her primary teacher at school. I also had

the opportunity to observe this child during her morning routine, meal time with family at home,

and her school time with her teachers and peers. After the observations and interactions, I had to
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determine how to embed a goal. In my opinion, it is to have children with a developmental

disability be able to break that barrier and have a short-term and long-term goal.

Key Element: 3c: ​Understanding and practicing responsible assessment to promote positive

outcomes for each child, including the use of assistive technology for children with disabilities.

How this artifact demonstrates my competence in this area:

As a result of doing this assignment, I was able to learn more about how parents interact

with their child if their child has a disability and the way they choose to make accommodations

their household. There are embedded goals, accommodations to a lifestyle, and environmental

arrangements that a parent has to make in order for their children to be safe and learn properly. It

is extremely important for early childhood educators to learn about these terms and factors for a

child that has a disability, because they can learn different ways to help that child improve. I am

so grateful to have had the opportunity to observe and exchange ideas with the speech

pathologist from the Word Works Speech-Language Pathologists Ins. I also learned that it is

always better to understand and practice responsible assessments to promote positive outcomes

for each child, that will help a child improve.

Attachment

Su_Final_Case_Study.docx