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Essay / Research Paper Abstract
This 3 page paper is an analysis paper on the value of developmental checklist in early childhood education. This paper addresses how these checklists are designed and used and responds to the following questions: How are checklists used to assess young children including children with delays in development? How does this related to early intervention? What are the advantages and disadvantages of using checklists? Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHchecklis.doc
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Unformatted sample text from the term paper:
of physical capabilities and analytical skills. In most cases, checklists are developed to introduce specific competencies and objectives, define the parameters for completion of specific developmentally defined goals, and
provide multiple opportunities for assessment. Developmental checklists can be used in early childhood education to allow for a systematic approach to
assessing a childs development. Specifically, developmental checklists can assess learners in areas like personal understanding, social development, language and literacy, physical, and general skills development (Catron & Allen,
2007). The integration of a checklist assessment provides a more complete picture of a students progress over time. For example, a developmental checklist that relates to language
and early literacy skill development might include competencies that relate to receptive language, oral community and phonological and phonemic awareness, all of which are foundational components of language development and
correspond with developmental stages. A checklist could include objectives under each of these competencies, which can be assessed at three different periods over the course of an academic year
calendar. The comparative nature of scores that can be achieved through observation-based checklists are based on the use of the checklist
at different points in a school year. For example, use of the checklist at the onset of the academic year and subsequent assessments at the half year and at
the end of the year can allow for a comparison of performance and change over time (Catron & Allen, 2007). This kind of assessment provides enough information to
determine if a childs performance in any given category falls into a range viewed as normal, while also creating comparative data to define the impacts of educational initiatives for the
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