This compendium was developed to provide a consistent framework with which to review the existing measures of the quality of early care and education settings. It includes information on child outcome measures in the following domains: approaches to learning, general cognitive skills, language, literacy, math, ongoing observations, social-emotional functioning, and Early Head Start.
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language.
This compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools and translates this information into user-friendly language. The compendium also aims to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose for which it will be used.
An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices
This 2006 Microsoft PowerPoint presents background information on the issue of measuring early childhood professional development. A "common core" of items for State data collection is being developed. A distinction is made between formal education and training. How this distinction can be adopted in data collection and reporting is discussed. Some of the components of professional development include: (1) format, (2) auspice, (3) mode of delivery, (4) content, (5) recency or time frame, and (6) extent of training.
This brief explores areas for refining, extending, and developing measures of quality for early childhood education and school-age care settings. It focuses on identifying the practices and aspects of the environment that support specific domains of children’s school readiness as well as two specific contexts of development (families and culture).
This brief reviews previous research regarding the importance of identifying the purposes of measurement, distinguishes among different purposes for conducting assessments ofquality in early childhood settings, discusses the need for precaution when assessments seek to address multiple purposes at once, and raises implications for developing future measures.