ILM ECED 9 - MODULE 2

MODULE 2 – RELATED LAWS ON ASSESSMENT OF YOUNG

CHILDREN
Overview:
The fundamental bases, guidelines and policies relevant to assessment of young
children will be tackled in this module
Intended Learning Outcomes:
1. Explain developmentally appropriate principles in assessing young children
2. Discuss issues related to early childhood testing and evaluation
3.. Discuss the ethical professional behavior related to early childhood testing and
evaluation
4.. Analyze position statements and policies on early childhood testing and evaluation
Time Allotment Week 3 – 4, February 8 – 19, 2021
Lesson 3 - Policies Related to Assessment of Young Children
Topics:
1. Principles of Child Development and Learning
2. Developmentally Appropriate Practices in the Assessment of Young Children
Time Allotment Week 3 , February 8 – 12, 2021
Student Learning Outcomes Expected Output/s
1. Explain the principles of 1. Do APPLY and NUTSHELL
development and learning;
2. Analyze the developmentally
appropriate principles in assessing
young children; and
3. Discuss the ethical professional
behavior related to early childhood
testing and evaluation
Learning Activities
I. UNCOVER: Activity: Compare a 5-year old child with an 8- year old one in
terms of physical, social, emotional, mental or cognitive characteristic. If you
are a pre-school teacher, how are you going to teach them?
II. BRAINSTORM: Each student is tasked to explain one of the principles during
the synchronous session.

A. Developmentally Appropriate Practice Principles of Child Development and

Learning
1. All the domains of development and learning (physical, social, emotional, and
cognitive) are important, and they are closely interrelated.
2. Many aspects of children’s learning and development follow well documented

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
 sequences, with later abilities building on earlier ones.
3. Development and learning proceed at varying rates from child to child and in
uneven rates in different areas for individuals.
4. Development and learning result from a dynamic interaction of biological
maturation and experience.
5. Early experiences have profound effects and optimal periods exist for certain
types of development and learning to occur.
6. Developments proceeds toward greater complexity, self-regulation, and the
symbolic representational capacities.
7. Children develop best when they have secure, consistent relationships with
responsive adults and positive relationships with peers.
8. Development and learning are influenced by multiple social and cultural
contexts.
9. Children learn in a variety of ways; a wide range of teaching strategies are
effective in supporting all these kinds of learning.
10. Play is an important vehicle for developing self-regulation and promoting
language, cognition, and social competencies.
11. Development and learning advance when children are challenged to achieve
at a level just beyond their current mastery.
12. Children’s experiences shape their motivation and approaches to learning,
such as persistence, initiative and flexibility. (Janice Beaty. (2019) Preschool
Appropriate Practice. Cengage

B. Applying developmentally appropriate practice

The overall goal for using Developmentally Appropriate Practice (DAP) is to support
excellence in early childhood education through decision-making based on knowledge
about individual children and child development principles combined with knowledge of
effective early learning practices.

To effectively apply developmentally appropriate practices in teaching and make

decisions about children’s learning and development, a practitioner should:

 Have a strong knowledge and understanding of child development. (What can

you expect a child to do?)
 Know individual children. (What interests a child? What in their life may be
affecting their learning?)
 Be knowledgeable about the cultural and social expectations of the community
that the children live in. (What skills and characteristics are valued by the
community or are needed to fit into the community?)
 Be intentional in planning and practice. (Why do you do what you do?)

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
  Use effective teaching approaches and practices.(What are “best” practices?
What regulations and standards must be met?)
 Scaffold children’s learning. (What is the learning sequence for skills and
concepts? How can you build on experiences?)
 Use a variety of teaching methods. (What are the learning styles of the children?
How can you present concepts for varied styles?)
 Recognize that approaches will vary and will change. (What works with your
current group may not work with your next group or as the group grows. How can
you change or adapt activities, the environment, and teaching?)
 Be a lifelong learner. (What inspires you? What do you want to know more
about?)
Applying DAP is an ongoing process and an evolving approach to teaching. Here are
some ideas for continuing to learn about DAP and strategies and approaches for using
DAP in your program.

DAP: Continuous learning

Learning about DAP is an ongoing process. As an early learning practitioner, you will
benefit from exploring the breadth of DAP in nurturing children’s overall development
(social/emotional, physical, cognitive/intellectual, and cultural) and its role in guiding
approaches to teaching. This means embracing continuous professional development
through discussions with other professionals, professional reading, and attending
professional development opportunities. It also requires time spent reviewing
curriculum, activities, and environments – all programming – to assess whether or not
what was offered truly is DAP. Using reflection in combination with DAP components –
child development appropriateness, individual appropriateness, social/cultural
appropriateness – provides many tools to make good decisions for each child.

C. Strategies and approaches for applying developmentally appropriate

practices
For DAP, the five key areas of early learning practices are often shown as a star, with
each point representing one key area. All areas are interrelated and all are important in
helping children learn and develop successfully. As an early childhood professional,
making decisions about each aspect is a major responsibility.

Community of learners
 Provide nurturing, loving, responsive, joyous, and safe care.
 Build consistent and caring relationships among children, families, and co-
workers.

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
  Value and respect all members of the community.
 Celebrate and embrace diversity, reflecting children’s cultures in the classroom
and activities.
 Develop open positive collaborations with families and colleagues to support
children’s learning and development.
 Focus on building self-confidence, self-regulation, and problem-solving skills
Teaching
 Offer both child initiated and teacher-directed learning experiences.
 Be responsive to children’s ideas by offering materials, documentation (samples
of their work, photographs, etc), and thoughtful conversation that builds on their
ideas, skills, and knowledge.
 Plan for hands on experiences where children learn by doing.
 Plan enough time for children to explore and fully engage (as well as revisit) their
interests.
 Build children’s learning by adding activities that challenge children and expand
on what they can do.
Curriculum
 Identify and define core learning goals for individual children and the program.
 Develop a curriculum framework based on child development, individual learning,
and cultures of the children in your group and that reflects learning goals.
 Use the framework for planning activities, experiences, and routines.
 Present rich content, focused work/center areas, and both indoor and outdoor
environments that have meaningful connections to children’s interests, curiosities,
and development.
 Allow for flexibility in programming.
Assessment
 Assess what is appropriate for children developmentally, individually, and
culturally.
 Use assessment tools that allow you to assess children in an authentic,
ongoing, and intentional manner.
 Develop a system for collecting and compiling assessment information.
 Use results for planning, decision-making, communicating with families
and other colleagues, and to identify children who may need additional
learning support.
 Gather information from multiple sources, including families, children, and
other teachers.

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
Families
 Welcome all families into the program and invite them to participate in a variety of
ways.
 Work in partnership with families.
 Communicate regularly with families in an open, positive, two-way manner.
 Respect and acknowledge family goals and choices for their child.
 Involve families in planning for their children.
 Be responsive to family concerns.
 Be familiar with community programs and support families by referring them to
additional services as needed.
To make effective decisions regarding practices for each area, practitioners need to be
reflective and intentional. Take time to reflect on the children, your teaching, and your
interactions. Think about what happened, what worked, what didn’t, and any surprises.
Be intentional in your planning for children, in developing policies and procedures, in
designing the environment, and in your approach. Think about why you do what you do,
keeping your vision and goals for children in mind. Effective decision-making will guide
you in choosing the best strategies for meeting the needs of the children and families.

https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-
developmentally-appropriate-practice

III. INSTILL: Questions for discussion:

1. What are the principles of developmentally appropriate practice in the
development and learning of young children.
2. How should pre-school teachers utilize these principles?
3. In terms of assessment, what developmentally appropriate practices
should be applied.
4. Why should preschool teachers be guided by these principles?

IV. APPLY: Guided by the developmentally appropriate practice in assessing

young children, what unethical practice/s can be observed among pre-school
teachers.
Should teachers give a failing grades to pre-school children? Write a
position paper on this issue. Submit this at the Comment section in your
LMS.

V. NUTSHELL: What is the most important insight that you get from this topic?
Get a quote showing this.

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
References:
https://extension.psu.edu/programs/betterkidcare/early-care/tip-pages/all/applying-
developmentally-appropriate-practice

Beaty, Janice. (2019) Preschool Appropriate Practice. Cengage

Lesson 4 – Related Laws and Policies on Assessing Young Children
Topics:
1. DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program
2. NAEYC Position Statement on Assessing Young Children (DAP
3. National Early Learning Framework (NELF)
4. Omnibus Policy on Kindergarten Curriculum
Time Allotment Week 4 – Feb. 15 – 19, 2021
Student Learning Outcomes: Expected Output/s
1. Identify the laws and policies
related to assessment of young
children
2. Justify the importance of these
policies
3. Discuss the contents of these
issuances
Learning Activities:

I. UNCOVER:

II. BRAINSTORM: The topics in these links will be discussed:

https://www.slideshare.net/RhodaMadrid/deped-order-no-8-s-2015
https://www.naeyc.org/resources/position-statements/dap/principles
https://www.naeyc.org/resources/position-statements/dap/assessing-development
A. Review of the content of DepEd Order No.8. s. 2015
B. NAEYC (National Association for the Education of Young Children

DEVELOPMENTALLY APPROPRIATE PRACTICES IN OBSERVING,

DOCUMENTING, AND ASSESSING YOUNG CHILDREN

Observing, documenting, and assessing each child’s development and learning are
essential processes for educators and programs to plan, implement, and evaluate the
effectiveness of the experiences they provide to children. Assessment includes both
formal and informal measures as tools for monitoring children’s progress toward a
program’s desired goals. Educators can be intentional about helping children to
progress when they know where each child is with respect to learning goals. Formative

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
assessment (measuring progress toward goals) and summative assessment
(measuring achievement at the end of a defined period or experience) are important.
Both need to be conducted in ways that are developmentally, culturally, and
linguistically responsive to authentically assess children’s learning. This means that not
only must the methods of assessment, both formal and informal, be developmentally,
culturally, and linguistically sensitive, but also the assessor must be aware of and work
against the possibility of implicit and explicit bias, for example through training,
reflection, and regular reviews of collected data.

Effective assessment of young children is challenging. The complexity of children’s

development and learning—including the uneven nature of development and the
likelihood of children fully demonstrating their knowledge and skills in different contexts
—makes accurate and comprehensive assessment difficult. For example, authentic
assessment takes into consideration such factors as a child’s facility in each language
they speak and uses assessors and settings that are familiar and comfortable for the
child. When standardized assessments are used for screening or evaluative purposes,
the measures should meet standards of reliability and validity based on the
characteristics of the child being assessed. When these standards are not met, these
limitations must be carefully considered before using the results. Using assessments in
ways that do not support enhancing the child’s education is not developmentally
appropriate practice. Yet, decisions regarding assessment practices are often outside of
the control of individual educators (also see Recommendations for research, page 31).
When educators are aware of inappropriate assessment practices, they have a
professional ethical responsibility to make their concerns known, to advocate for more
appropriate practices, and, within their learning environment, to minimize the adverse
impact of inappropriate assessments on young children and on instructional practices.

The following practices for observation, documentation, and assessment are

developmentally appropriate for children from birth through the primary grades.

1.Observation, documentation, and assessment of young children’s progress and

achievements is ongoing, strategic, reflective, and purposeful.

2. Observing, documenting, and assessing each child’s development and learning are
essential processes for educators and programs to plan, implement, and evaluate the
effectiveness of the experiences they provide to children. Assessment includes both
formal and informal measures as tools for monitoring children’s progress toward a
program’s desired goals. Educators can be intentional about helping children to
progress when they know where each child is with respect to learning goals. Formative
assessment (measuring progress toward goals) and summative assessment

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
(measuring achievement at the end of a defined period or experience) are important.
Both need to be conducted in ways that are developmentally, culturally, and
linguistically responsive to authentically assess children’s learning. This means that not
only must the methods of assessment, both formal and informal, be developmentally,
culturally, and linguistically sensitive, but also the assessor must be aware of and work
against the possibility of implicit and explicit bias, for example through training,
reflection, and regular reviews of collected data.

Effective assessment of young children is challenging. The complexity of children’s

development and learning—including the uneven nature of development and the
likelihood of children fully demonstrating their knowledge and skills in different contexts
—makes accurate and comprehensive assessment difficult. For example, authentic
assessment takes into consideration such factors as a child’s facility in each language
they speak and uses assessors and settings that are familiar and comfortable for the
child. When standardized assessments are used for screening or evaluative purposes,
the measures should meet standards of reliability and validity based on the
characteristics of the child being assessed. When these standards are not met, these
limitations must be carefully considered before using the results. Using assessments in
ways that do not support enhancing the child’s education is not developmentally
appropriate practice. Yet, decisions regarding assessment practices are often outside of
the control of individual educators (also see Recommendations for research, page 31).
When educators are aware of inappropriate assessment practices, they have a
professional ethical responsibility to make their concerns known, to advocate for more
appropriate practices, and, within their learning environment, to minimize the adverse
impact of inappropriate assessments on young children and on instructional practices.

The following practices for observation, documentation, and assessment are

developmentally appropriate for children from birth through the primary grades.

1. Observation, documentation, and assessment of young children’s progress and

achievements is ongoing, strategic, reflective, and purposeful.

2. Assessment focuses on children’s progress toward developmental and educational

goals. Such goals should reflect families’ input as well as children’s background
knowledge and experiences.

3. A system is in place to collect, make sense of, and use observations, documentation,
and assessment information to guide what goes on in the early learning setting

4. The methods of assessment are responsive to the current developmental

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
accomplishments, language(s), and experiences of young children. They recognize
individual variation in learners and allow children to demonstrate their competencies in
different ways.

5. Assessments are used only for the populations and purposes for which they have
been demonstrated to produce reliable, valid information.

6. Decisions that have a major impact on children, such as enrollment or placement, are
made in consultation with families.

7. When a screening assessment identifies a child who may have a disability or

individualized learning or developmental needs, there is appropriate follow-up,
evaluation, and, if needed, referral.

C. National Early Learning Framework (NELF)

The National Early Learning Framework is a policy document that consolidates and
unifies the various early learning programs of government and non-government
organizations. It contains appropriate early learning experiences which various ECCD
practitioners can use as anchor to ensure the delivery of a full range of health, nutrition,
social, and early learning services for the child at all levels of development.

Resolution No. 10-01

Resolution Approving the National Early Learning Framework ECCD Council Governing
Board Meeting: 24 September 2010

Philosophical Bases

 The NELF views the child as the most important asset of the nation.

 It recognizes the Filipino child as a distinct person with infinite potentials.

 It acknowledges that the Filipino child enjoys the benefits of belonging to a

unique social, linguistic, and cultural heritage.

 It underscores the critical importance of a secure and supportive environment in

the development of the child.

 It celebrates diversity in the many strengths and capabilities of the child to reach

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
 his or her fullest potentials.

Goal

The goal of NELF is to provide Filipino childrenwith early learning and development
programs that are age=appropriate (developmentally appropriate) gender-fair, sensitive
to diverse cultures (culturally appropriate) and where he/she may be seltered with love
and care of family and community.

Domains of Development

1. Physical Health, Well-Being and Motor Development It refers to a child’s physical

growth, health and safety, and the development of skills related to the use of large and
small muscle groups.

2. Social-Emotional Development It refers to the child's ability to know one's self,

express and understand feelings, and relate to others

3. Character and Values Development It refers to a developing understanding of

justice and fairness, right and wrong, love and respect for different arenas of the child's
life.

4. Cognitive Development/ Intellectual Development It refers to a child's ability to

abstract, understand concepts and their logical relations, and to manipulate them to
arrive at new ideas or conclusions.

5. Language Development It refers to a child's ability to understand and use language

to communicate ideas, learn to acquire language skills in preparation for reading,
writing, and counting.

6. Creative-Aesthetic Development It refers to a child's awareness of and

development of their innate talent and creative skills. The domain includes music, visul
arts, drama, dance, and creative movements.

D. The Omnibus Policy on Kindergarten Curriculum

Department Order No. 17, s. 2016 entitled Omnibus Policy on Kindergarten Education
sets the standards for an efficient and effective Kindergarten Education Program for
both public and private schools nationwide, serves as the basis for accreditation and/or

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph
recognition of those intending to put up early learning centers.

This DO further provides a comprehensive Kindergarten Education policy covering the

following different components of Implementing Kindergarten Education Program:

a. Curriculum

b. Instruction, such as teaching methodologies and strategies

c. Assessment

d. Learning resources and instructional materials

e. Learning space and environment, and

f. Monitoring and evaluation for the standard delivery of

kindergarten services

III. INSTILL:

1.Explain the different provisions on assessment as reflected in DepEd Order No. 8

s. 2015

2. Discuss NAEYC’s statements related to assessment of young children.

3. What are common in all these policies related to the education of young children?

IV. APPLY:

1. What in NAEYC’s position statements are difficult to achieve? Why?

2. In what statements do you agree or disagree? Explain

V. NUTSHELL: 3 – 2 – 1 assignment

Module test
References:
https://www.slideshare.net/RhodaMadrid/deped-order-no-8-s-2015
https://www.naeyc.org/resources/position-statements/dap/principles
https://www.naeyc.org/resources/position-statements/dap/assessing-development

Address: Governor Feliciano Leviste Road, Lipa City 4217, Batangas, Philippines
Telephone Numbers: +63 43 757 5277
Website: www.ub.edu.ph