MCCCD Program Description

Standards, Observation and Assessment of Typical/Atypical Behaviors of Young Children Birth to Age Eight

Course: EED280

First Term: 2008 Summer I

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S

Description: Standards, observation, and assessment of typical and atypical behaviors, overview of standards, observation and assessment methodologies for typical and atypical young children (birth to age eight). Includes ethics, referral and reporting procedures, and collaboration with families and other professionals

MCCCD Official Course Competencies
1. Describe and examine historical foundations and contemporary issues related to standards and assessment in Early Care and Education. (I) 2. Define and use relevant terminology. (I) 3. Explain how historical influences shape current issues and practices. (I) 4. Examine the ethical and legal ramifications of standards, observation, identification, inclusion and assessment of young children, birth to age eight. (I) 5. Compare and contrast Early Education standards and ongoing assessment procedures within varied program types of young children, birth to age eight. (II) 6. Identify the multiple purposes of observation and assessment in relation to specific job responsibilities. (III) 7. Demonstrate the ability to utilize formal and informal, direct and indirect, methods of observation appropriate for young children, birth to age eight. (III) 8. Explain the roles of screening and assessment of typical and atypical behaviors of young children, birth to age eight. (IV) 9. Identify criteria for selection of appropriate assessment instruments for young children, birth to age eight. (IV) 10. Describe the roles, responsibility and functions of a team approach within the context of assessment. (V) 11. Formulate a communication plan for reporting of ongoing assessment within the educational team. (V)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Historical Foundations and Contemporary Issues A. Terminology B. Historical influences on contemporary issues and practices C. Contemporary issues 1. Federal, state, and local involvement and expectations of Early Education 2. Involvement of the profession 3. Standards movement and accountability 4. Theoretical implications versus pragmatic issues D. Legal and ethical responsibilities and implications 1. Confidentiality of assessment information 2. Uses of assessment information II. Standards in the Early Education Field A. Program types B. Standard types 1. Best practice standards 2. Program quality standards 3. Professional performance standards 4. Developmental milestones standards 5. Environmental settings and application of standards III. Purposes, Skills and Techniques of Observing Children A. Purposes and application B. Formal 1. Standard-based instruments 2. Criterion-referenced instruments C. Informal 1. Needs based methods 2. Program specific D. Documentation methods E. Direct data collection F. Indirect data collection IV. Screening and Assessing of Typical and Atypical Behaviors A. Definitions and purpose B. Developmental history data collection C. Developmental domains 1. Cognitive 2. Motor 3. Communication/language 4. Social/play 5. Self-help/adaptive D. Analysis and consideration of programmatic needs E. Selection and application of instruments 1. Formal 2. Informal F. Referral responsibilities and procedures V. Assessment Teams A. Roles B. Responsibilities C. Functions D. Communication within an Early Educational team 1. Parents/Guardians 2. Paraprofessionals 3. Professionals

MCCCD Governing Board Approval Date: 6/24/2008

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.