10/31/2024 5:31:31 PM	CHLD 90.2 Course Outline as of Fall 2022	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 90.2	Title:  OBSERVATION/ASSESS CHILD
Full Title:  Observation and Assessment of Young Children
Last Reviewed:2/28/2022

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		8 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 90.2

Catalog Description:

In this course, students will focus on the appropriate use of observation and assessment methods to document and promote young children's growth and development. Students will be introduced to and utilize a number of recording strategies (e.g., rating systems, portfolios, and multiple assessment tools, etc.) in designing culturally and developmentally appropriate curriculum to optimally support children and families.

Prerequisites/Corequisites:
Completion of CHLD 10 and CHLD 51; OR Completion of CHLD 110.1, 110.2 and CHLD 51

Recommended Preparation:
Eligibility for ENGL 1A or ESL 10

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course, students will focus on the appropriate use of observation and assessment methods to document and promote young children's growth and development. Students will be introduced to and utilize a number of recording strategies (e.g., rating systems, portfolios, and multiple assessment tools, etc.) in designing culturally and developmentally appropriate curriculum to optimally support children and families.

(Grade Only)
Prerequisites:Completion of CHLD 10 and CHLD 51; OR Completion of CHLD 110.1, 110.2 and CHLD 51
Recommended:Eligibility for ENGL 1A or ESL 10
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 2009	Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:
CID Descriptor: ECE 200	Observation and Assessment	SRJC Equivalent Course(s): CHLD90.2

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Apply skills for culturally and developmentally appropriate observations and assessments of young children in all domains of development.

2. Compare and contrast the characteristics, strengths, and limitations of commonly used observational and assessment tools for a variety of planning and assessment purposes.

3. Understand the professional, legal, and ethical uses of observation data when effectively collaborating with families and other professionals.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Describe the behavior of young children in all domains of development with sensitivity to developmental, cultural, and linguistic appropriateness.

2. Examine a variety of individual, social, cultural, and political factors that impact assessment practices in early childhood settings.

3. Describe the essential characteristics of a variety of widely used observation and assessment methods and tools.

4. Identify and evaluate logistical challenges, biases, and preconceptions related to the process of observing and assessing children.

5. Utilize observation and assessment tools and methods to assess children's interests, behaviors, and development.

6. Utilize observation and assessment tools and methods to identify quality characteristics and recommend changes in early childhood programs, including environment, curriculum, and care routines in a variety of early childhood settings.

7. Use objective observation and assessment strategies to effectively collaborate with families and other professionals.

8. Demonstrate knowledge of the legal and ethical responsibilities related to carrying out observations and assessments in early childhood settings.

Topics and Scope

I.  Authentic, Observation-based Assessment

    A.  The research and rationale supporting the use of authentic observation-based assessment

    B.  Basic assumptions about the role of assessment in learning and teaching

II.  Sociopolitical Influences on Assessment Practices

    A.  National and state educational goals for early childhood programs

    B.  School readiness

     C.  Standards-based curricula and assessment

    D. Cultural influences

    E.  Assessment to inform teaching practices and teacher accountability

    F.  Recommendations from professional organizations

III.  Developmental Considerations

     A.  Ages and stages of development

    B.  Atypical development

    C.  Early brain development

    D.  Learning styles and modalities

    E.  Dual language learners

IV.  Guidelines for Observing Children

    A.  Legal and ethical responsibilities

    B.  Objectivity and personal bias

    C.  Appropriate procedures for child observation

    D.  Key elements of observation

    E. Naturalistic setting

    F.  Methods of recording and documenting

         1. Anecdotal notes

         2. Running records

         3. Work samples

         4. Time sampling

         5. Event sampling

         6. Checklists and rating scales

         7. Photography, audio, and video recording

V.  Types of Assessment Tools Used in Early Childhood Programs

     A. Checklists and summaries: California Desired Results Developmental Profile (DRDP)

     B. Environmental Rating Scales

      C.  Other assessment methods

VI.  Portfolios

    A. Collecting and organizing observations and work samples

    B. Analyzing portfolio assessments

    C. Documentation

VII.  Interpreting Observation Data

    A.  Using a developmental continuum to interpret observational data

    B.  Summarizing and documenting assessment findings for individual children and groups

VIII.  Applying Observation Data to Support Children and Programs

    A.  Curriculum development and planning

    B.  Emergent curriculum based on observations

    C.  Adult-child interactions

    D.  Environmental changes and enhancements

    E. Early and ongoing intervention

IX.  Communicating and Collaborating with Parents and Other Professionals

    A.  Obtaining information from families about their children

    B.  The collaborative conference

    C.  Communicating children's needs to staff and other professionals

Assignments:

1. Reading and discussion of assigned text and/or articles. Approximately 25 pages per week.

2. Observation, documentation, and written analysis of children's development, interests, skills, and behaviors. Approximately 5-8 written observation of 750-1250 words each.

3. Written reflective responses. Approximately 3-5 essays of 750-1250 words.

4. Case study of one child resulting in a developmental summary with a family communication plan and recommendations for curriculum, environment, and professional responses as appropriate to findings. Approximately 1000-1500 words.

5. Final Essay Exam.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 50 - 65%
Written reflective responses, Written analysis of observational data, Case study
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 35%
Observation and documentation of children using various tools and methods
Exams: All forms of formal testing, other than skill performance exams.		Exams 10 - 15%
Final Exam
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 5 - 10%
Participation and in-class discussions

Representative Textbooks and Materials:

The Art of Awareness: How Observation Can Transform Your Teaching, 2nd edition. Curtis, Deb and Carter, Margie. Redleaf Press:  2012 (classic)

Week by Week: Plans for Documenting Children's Development, 7th edition. Nilsen, Barbara Ann. Cengage Learning: 2015 (classic)

Instructor prepared materials

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