When I Think of Child Development

Yes, I am unique. I am beauty and I am smart.

 I am loved beyond measure.

 I have hopes and dreams. I can accomplish anything.

 I have the ability and confidence to learn, engage in play, explore,

build relationships and face the world.

 I am secure and supported.

Yes, I believe in me because you taught me.

Written by Katrice Harris

Thanks You from the Bottom of My Heart

I have received great support, ideals, resources and feedback from a lot of my colleagues during this course. Even with the years of experience, there are times that I felt that I have tried every resource I have to reach a child. You have been a supportive colleague that has extended your hand to lift my hopes and gave me the strength to keep going by supplying me with your concern and suggestions. This experience to communicate and be social with fellow educators has been wonderful. It is expiring to hear all the glorious things we are during for children all around the world. Hats off to all my fellow classmates of 6160; I pray that this journey fills you life with wisdom, knowledge and a greater opportunity to affectively influence a positive change in every child and family you teach. Thank you all



Assessments: What is the right approach?

 All week we have been studying that children learn from exploration, experiences and maturity. I believe the problem is that our testes do not reflect any of these areas. Our tests only measure our knowledge of academics and not over all knowledge. Sometimes they are so complex. Most of our theories prove that children learn through play; yet, we have not designed a test that allows children to play while being tested. It is easy for children to follows rules to games and implement them without having to be reminded what the rules are. Children easily adapt to quick changes in rules of games and learn different strategies to win the game. Games keep children using and building their thinking and problem solving abilities while engaged in physical activities.

I believe if we revisit how testes are administered by making them active and engaging we may see better results. And if we provide questions that allow children to relate to their culture, beliefs, experiences, and surroundings while blending knowledge of academics, we may see the true measurement of the IQ’s of our children. No one child is the same, thinks the same, learn the same or test the same. We need a more diverse and active test. “Learning the tool skills of reading, writing, arithmetic and computers brings work to the forefront. But play and love are still important. Children make the most progress when all three dispositions (play, love, work) are involved in their learning and instruction” (Elkind, 2007, pg. 121).

Europe

In Europe, I found an article called Re-assessing the current assessment practice of children with special education needs in Europe. They are reviewing how their children are being assessed and if it is affective testing especially for the special need children. There tests were primarily used only to determine if a child should be placed in a special needs classroom or school. The test did not provide them with opportunities to follow up on areas that showed weakness. Europe used the same standardized test that we use in the United States. These results are very similar to the findings that our test revealed. Studies are being done to fine a more effective way to assess children in Europe.  

References

Elkind, D. P. (2007). The Power of Play. Cambridge: Da Capo Press.

Sage Journal s, Re-assessing the current assessment practice of children with special education needs in Europe. Retrieved 02/11/2012.@ http://spi.sagepub.com/content/early/2011/07/12/0143034311409975