Spotlight on Young Children: Observation and Assessment, Volume 2

Hilary Seitz, PhD, is director for educator and leadership programs in the California State University system. She advocates and supports statewide efforts to support early childhood education and the new California PK–3 Early Childhood Education Specialist Instruction Credential. Dr. Seitz is professor emerita in early childhood education at the University of Alaska Anchorage. Her research areas have been in early literacy development, collaborative practices between families and schools including culturally responsive pedagogies, emergent curriculum development, documentation, authentic assessment, and social constructivist learning theories inspired by Reggio Emilia practices.

• Introduction    Hilary Seitz  Part 1:Purposes of Observation and Assessment  Foundationsof Assessment for Preschool Settings   CatherineScott-Little, with Kathy L. Reschke   <br>MeaningfulAssessment and Documentation: How Directors Can Support Teaching and Learning  <br> Debbie LeeKeenan and Iris Chin Ponte  <br>AssessingAgency in Learning Contexts: A First, Critical Step to Assessing Children Natacha Ndabahagamye Jones, Amber T. Fowler, and JenniferKeys Adair  <br> Part 2:Strategies for Observing and Assessing  <br>Authentic Assessment: A Strengths-BasedApproach to Making Thinking, Learning, and Development Visible  <br> Hilary Seitz  <br>Anecdotal Records: Practical Strategies forTaking Meaningful Notes  <br>Celeste C. Bates, Stephanie M. Madison, andHayley J. Hoover <br>Bringing Observation and Documentation to Lifein Infant and Toddler Settings  <br>Rebecca Parlakian   <br>Unlocking the Potential of Data-DrivenCoaching: Child Assessment Evidence as a Guide for Informing InstructionalPractices  <br>Christine M. Snyder and Holly P. Delgado  <br>Effective Kindergarten Readiness Assessments:Influencing Policy, Informing Instruction, and Creating Joyful Classrooms  <br>Elliot Regenstein, Maia C. Connors, RioRomero-Jurado, and Joyce Weiner  <br>Photographs and Learning Progressions:Supports for Intentional Assessment and Instruction in Mathematics <br>Sarah Roller Dyess, Elizabeth PetitCunningham, and Katherine Ariemma Marin <br>Part 3: Assessment Practices to SupportInclusion <br>Assessing Opportunities to Support Each Child:12 Practices for Quality Inclusion <br>Camille Catlett and Elena P. Soukakou <br>Embedded Learning Opportunities for Children with and Without Disabilities <br>Christan G. Coogle, Emily M. Rose, Jennifer R.Ottley, Jennifer A. Brown, and Mollie K. Romano  <br>Authentic and Meaningful Developmental Screening in Early Childhood  <br>Marisa Macy and Stefano J. Bagnato    Enhancing Toddlers’ Communication Skills: Partnerships with Speech-Language Pathologists  Janet L. Gooch

In a time when assessment is frequently associated with formal testing that takes precious time away from instruction, the authors demonstrate how authentic assessment can shape teachers’ decisions about creating optimal learning environments for young learners. Aligned with the principles and guidelines of the fourth edition of Developmentally Appropriate Practice, this book is a valuable resource in the toolbox of novice and experienced early childhood educators.  —Elena Bodrova, Cofounder and Knowledge Advisor, Tools of the Mind  Navigating the challenges of assessment in education is no easy task. This new volume manages to address the anxiety around the topic by offering actionable insights that educators across the early childhood continuum can utilize to benefit children.  —Vincent J. Costanza, Principal, Campbell Elementary School  Full of research-based information, strategies, and examples, this highly readable book is a must for students, teachers, and directors seeking to better understand the whats, whys,  and hows of authentic, data-driven, individualized, and equitable assessment for all children.  —Mary Benson McMullen, Professor of Early Childhood Education, Indiana University Bloomington