Early Childhood Assessment: Why, What, and How

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Our program is designed to assess all aspects of early development and identify young children struggling with developmental challenges, including sensory integration or processing issues, speech and motor delays, or social, emotional or behavioral challenges. For example, a child may be having trouble communicating with words or behaving appropriately in large, noisy or highly stimulating environments.


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She may seem uninterested in her peers, or show interest but interact in inappropriate or awkward ways. The Early Childhood Evaluation program serves children ages one through five and involves a comprehensive neurodevelopmental evaluation with a pediatric neuropsychologist and, when needed, a speech-language pathologist.

In addition, we administer a specialized play and social skills assessment to help us understand how he relates to others and his personal strengths and weaknesses in this area. We help guide families toward needed treatments, which may include speech and language therapy, occupational, physical or behavioral therapy, social skills training, or other types of medical interventions. We provide certain treatment services here at the Child Mind Institute and can also connect you with reliable professionals in the community.

To make an appointment, call us at or request an appointment online.

Early Childhood Developmental Assessment – Gesell Institute

Join them. Follow ChildMindInst. Report of Committee on Early Childhood Pedagogy.

Organizing for Assessment in Early Care and Education

Proposes a fourth reason for assessment: accountability. Brassard, M. Preschool assessment: Principles and practices. Examines a range of topics in early childhood assessment, including purpose. Discusses appropriate measures and integrating data from a variety of sources, such as standardized testing, observations of children, parent and teacher interviews, and work samples. Practice guidelines and cases emphasize the importance of collaboration.

The Promise of Game-Based Assessment in Early Childhood Education

Drummond, M. London: David Fulton. Drummond considers assessment a critical aspect of providing quality education.


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  • Featherstone, S. Catching them at it: Assessment in the early years. Suggests teachers need to consider the purpose of assessment, and think about the audience and how to report assessment findings. Nagle, R. Issues in preschool assessment. In Psychoeducational assessment of preschool children. Edited by B. Bracken and R. Nagle, 29— Suggests assessments is used to make decisions about children and should be systematic, multidisciplinary, and regular activities.

    The scope should be comprehensive, including developmental areas of motor skills, temperament, language, cognition, and social-emotional development. Purposes include eligibility for special programs, placement, screening, and evaluation of programs. National Association for the Education of Young Children. Early childhood curriculum, assessment and program evaluation. Suggests three reasons why teachers should engage in assessment: to make sound decisions about teaching and learning, to identify concerns that may require focused intervention, and to improve curriculum planning and provision.

    Siraj-Blatchford, I. Educational disadvantage in the early years: How do we overcome it? Some lessons from research. DOI: Argues that effective early childhood provision cannot be achieved without the full participation of families, particularly in the case of boys. Involving families in assessment supports effective learning at home and in the early childhood setting and helps overcome disadvantage and the structural inequalities of SES, gender, and ethnicity.

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    Snow, C. Van Hemel, eds. Early childhood assessment: Why, what and how. Washington, DC: National Academies. Users without a subscription are not able to see the full content on this page.