Reflective Analysis of Portfolio Artifact

Rationale/Reflection
NAEYC Standard:
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
YOUNG CHILDREN AND FAMILIES

Candidates prepared in early childhood degree programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all early childhood professionals.
They a) know about and understand the goals, benefits, and uses of assessment. They b) know about and use
systematic observations, documentation, and other effective assessment strategies c) in a responsible way,
d) in partnership with families and other professionals, to positively influence the development of every child.

Brief Description of Evidence:
During the spring semester of 2014 during my ECED 100- Introduction to Early Childhood Education, I
was expected to complete one hour observations of a child between the age of 3 and 8. After observing the
child, I was to assess them by using a checklist for Developmental Domains, Anecdotal observations, and a
Running Record.

Analysis of What I Learned:
Making observations and completing assessments of the children allowed me to create and implement an
individualized curriculum when necessary. Children learn through different styles. In Howard Gardners
theory of Multiple Intelligence, he suggests there are eight different ways in which individuals learn. It is
imperative that each child be observed to identify both their strengths and weakness in the classroom and build
upon them accordingly with curriculum, exercises, and opportunities for play. Assessments compliment the
observations in showing where each child is in comparison with other children their age. This information tells
the instructor how to adjust teaching styles to accommodate the learning intelligence, which in turn allows
children to meet milestones required of each age group.

How This Artifact Demonstrates my Competence on the NAEYC Standard:
During this process I observed a child, analyzed their ability to meet developmental milestones for their
age and made a record of the assessment and observation. Completing the anecdotal report, I was able to
complete an unbiased, true documentation of the childs interaction with peers for 15 minutes of free time.
Once completed, I was able to use the observation to assess where this child is for his age with communication
skills, critical thinking, cause and effect, and problem solving. Using the assessment to create curriculum to
strengthen these areas shows I understand, the use, goals, and benefits of using assessments properly.