Samantha Ulloa

Week 9
Chapter 9: Using Standardized Measurement to Look at Cognitive Development
Using Standards & Tests as a Way of Knowing  I liked how the book incorporates ways
The Standards and Movement for the teacher to grab pieces from each
 With so many standards, it can be standard that fit their teaching style.
difficult to evaluate how to apply Usually most standards overlap, creating
and integrate them into a particular a one on you own can help to keep track
curriculum or program. of the standards they have meet from
different areas.
Early Childhood and the Common Core  Learning the reason as to why many are
 The curriculum content of the protesting the aspect of common core is
Common Core is rigorous and interesting. They believe there should be
results in a push-down of learning a more emphasize on teaching than
standards to public school early testing. Due to this, I have heard of high
childhood grades and into school students protesting on the day of
a state exam.
preschool and public PreK.
Teachers, parents, and many early
childhood experts are protesting
this aspect of the Common Core.
World of Tests  I do agree that tests are important to see
Standardized Tests where a child stands but I also think
 Tests are administered for specific there are other ways. This could be
purposes: to gain information on through a presentation, group project or
which to take action—such as a video.
medical tests, to certify a certain
level of competence to issue a
license, and to assess knowledge
and skills learned in a particular
environment
Recent History  After the implementation of the law, it is
 All of the nation’s children in interesting that the placing went down
grades 3–8 and again in high school by a lot.
were tested every year, and US
students went from 18th in the
world in math in 2000 to 31st place
in 2009, with 82 percent of
American Schools failing to meet
NCLB’s goal of 100% proficiency on
standardized tests by 2014.
Critic
 Preliterate (birth to age 8) children
cannot be accurately assessed
through written answers on a sheet
of paper.
Looking at Play and Cognitive Development
Play and Vygotsky
 The play has specific roles and
rules in which the child self-
regulates her behavior and
negotiates with others. Symbolic
thinking, the foundation for
literacy, is displayed by the
substitution of present objects for
imagined objects, and later
verbalizing the symbolism, “This
block is my phone.”
Cognitive Development: STEM
 Young children begin learning
about these areas by matching,
balancing blocks, seeing and
making patterns, knowing about
animals and rocks, applying logical
reasoning, and using computers.
Young children are curious,
inventive, and persistent.
Observing Developing Math. Concepts
Mathematics Standards in Common Core
 They may not understand the
mathematical concept behind the
words, but they know the idea they
are communicating. Everyday
activities such as setting the table,
doling out snack, looking at the
clock to see bedtime, and cooking
involve mathematics.
 The cons of testing a child under the age
of 8 can be difficult, so I agree there are
other methods to gather information by
doing a checklist.
 The child has a sense of freedom when it
comes to pay as they can be creative and
using their imagination. As mentioned by
Vygotsky, children learn through others
and play is the perfect opportunity to do
so.
 STEM over the years has been highly
important that scholarships have been
provided to stem majors, clubs have
been formed etc. The disposition of a
child can affect their liking of any STEM
subject therefore creating fun activities
surrounding this subject will only benefit
the child.
 Although many dread it, mathematics is
important and is important to
understand as many will come across in
the “real word”. Maybe learning
formulas to a algebraic questions may
not be necessary but it helps to have
that background knowledge. Such as
fraction, you will use those in cooking, or
percentage come across in stores.
Mathematics and Literacy
 In Kindergarten, instructional time
should focus on two critical
areas: representing and comparing
whole numbers, initially with sets
of objects: and describing shapes
and space.
Observing Developing Scientific Concepts
Science Concepts in the Curriculum
 They are drawn to exploring the
natural world around them, and
this curiosity can be maximized
through quality science learning in
the early years
Documenting Science Learning
 Frequency Counts of how often a
child participates in science
activities. Time samples of
children’s attention to science
activity.
Experiencing Science through Play
 That communication can be
written, drawn, acted out in a
drama, song, or dance
incorporating physical, social,
emotional, and cognitive
development.
Young Children and Technology
Technology in Early Childhood Classroom
 For those whose mission it is to
help prepare children to compete
in a global world, digital literacy is
as important as all the other
content domains of the curriculum.
Helping Children w/ Cognitive Development
Children with Cognitive Disabilities
 Both of these subjects do overlap
because the child needs a great
understanding of one to complete the
other. As for kindergarteners, these two
areas are critical so the child is able to
take this knowledge onto 1st grade and
so on.
 Whether it is physical, life or health
science, it does become a topic of
curiosity as it is something the child
encounters on the daily basis.
Experiments always seem to interest the
child.
 These two assessment tools were caught
my eye because you can observe which
child lacks interest in science.
Encouraging science learning can get the
child to participate in work samples or
having conversations with other children
 Giving children the opportunity to
experience science through experiments
or field trips brings a broader interest.
They could then reflect on they have
learned through dance or written.
 Although many teachers are hesitant
about how advanced technology has
been, it doesn’t have to be a negative in
the classroom. Soon it will become a skill
that all children should be familiar with.
 Children who have disabilities should not
feel left out. They should feel safe and
happy in an environment where they will
 This is true also for children with spend lots of time in. So I think it is
special needs. The curriculum, the important to eliminate any barriers and
indoor and outdoor physical space, work on the program to become
daily schedule, teaching methods, universal in any shape.
and discipline policies and
practices should be examined to
eliminate barriers so that the
program is universally accessible
and appropriate.