Description

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Meaningful, developmentally appropriate
observation
and assessment are core components of every early learning setting. In today's
world of data collection, high-stakes testing, and accountability, it is
vitally important to understand how to effectively assess young children in
familiar settings; use this data to inform the curriculum; and communicate this
information with staff, families, and communities.

Carrying on the work of the first volume of Spotlight on Young Children:
Observation and Assessment, this book brings together
all-new articles curated by Hilary Seitz, director for educator and leadership
programs in the California State University system. Organized into three
distinct parts, the contributions

Discuss changing the landscape
of observation and assessment Emphasize the need for
assessment to be culturally and linguistically responsive Showcase a variety of
reasons why educators use observation and assessment, exploring information
about the foundations and meanings behind them Highlight different facets of the
authentic assessment process and how to capture thinking and learning moments Address reflecting on,
celebrating, and including all children by identifying their unique
strengths and needs and using a variety of supporting strategies

Each article in this collection is accompanied by questions to
prompt deeper thinking on the content. With this resource, continue to grow your
understanding of how observation and assessment can guide your instruction and
promote children's learning.

About the Author

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Hilary Seitz, PhD, is director for educator and leadership programs in the California State University system. She advocates and supports statewide efforts to support early childhood education and the new California PK-3 Early Childhood Education Specialist Instruction Credential. Dr. Seitz is professor emerita in early childhood education at the University of Alaska Anchorage. Her research areas have been in early literacy development, collaborative practices between families and schools including culturally responsive pedagogies, emergent curriculum development, documentation, authentic assessment, and social constructivist learning theories inspired by Reggio Emilia practices.