Standard 3 for Early Childhood Professional

Introduction

To be able to advocate the rights of young children and their families, it is important to be aware of the context of early childhood development. There are different standards within this area of expertise, but knowing the standard of observing, documenting and assessing to support young children and families is especially valuable for understanding the advantages and disadvantages that children and their families face.

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Summary of the Standard

The standard of observing, documenting and assessing to support young children and families

This standard is implemented in the work of early childhood professionals in the form of systematic observations to analyze and assess different aspects of children’s experiences and development (NAEYC, 2010). However, understanding this standard improves general ability, for example, to analyze various aspects of children’s behavior, to assess the learning environment, and to develop perseverance and patience in working with children (Colker, 2008).

Questions with Corresponding Rationales

How would the children and their families of a particular benefit from various assessments?

The understanding of potential benefits and risks for young children and their families is a key issue for being able to advocate for their best interests (Tarrant, Greenberg, Kagan, & Kauerz, 2009).

What are the goals and practical applications of providing assessment for young children and families?

Although the main goal of the standard is to provide the optimal environment for every child, it is important to understand how the interests of different children will be agreed in a wider learning environment.

What technological elements can improve the standards of assessment?

To advocate children’s and families’ best interests, it is crucial to realize what assistive technology can be used for children with disabilities or how different technological and interactive elements enhance the learning environment (Barbour & Lash, 2009).

What is the strategic role of observing, documenting and assessing in the practice of an early childhood professional?

Given the fact that the main strategic aim of the standard is to provide every child in the care of an early childhood professional with the environment in which he or she can have maximum opportunities for learning and development, it would be useful for advocating the children’s interests to learn how to use observation and assessment.

How can observations, documentation and other forms of assessment influence the development of a child and improve the learning environment?

Particular practices of applying observations, documentation and other forms of assessment in working with children are important in a broader perspective of children and families’ development. The process of advocating children’s interests includes knowing what forms of assessment should be used for them to use their abilities to the maximum.

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Explanation for the Request to Early Childhood Professional

Request for early childhood professional and contact information

Dr. Alison Lloyd is an early childhood consultant with a broad experience of working in different settings of childhood care.

The rationale and details of meeting with an early childhood professional

The extensive experience of Dr. Alison Lloyd would be extremely helpful for exploring what is the best way to advocate the interests of young children and their families. Dr. Alison Lloyd’s understanding of different environments of childhood care would be a great asset for discovering the patterns of how to protect and find agreement among the interests of all children in a particular learning environment.

Conclusion

Overall, exploring the standard of observing, documenting and assessing to support young children and families will help to advocate the optimal learning environment for every young child and to match the interest of children and their families.

References

Barbour, N., & Lash, M. (2009). The Professional Development of Teachers of Young Children. In S. Feeney, A. Galper, & C. Seefeldt (Eds.), Continuing Issues in Early Childhood Education. New York, NY: Merrill/Pearson. Web.

Colker, L.J. (2008). Twelve characteristics of early childhood teachers. Beyond the Journal: Young Children on the Web. Web.

NAEYC. (2010). 2010 Standards for initial early childhood professional preparation. Web.

Tarrant, K., Greenberg, E., Kagan, S.L., & Kauerz, K. (2009). The Early Childhood Education Workforce. In S. Feeney, A. Galper, & C. Seefeldt (Eds.), Continuing Issues in Early Childhood Education. New York, NY: Merrill/Pearson. Web.

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StudyCorgi. (2020, November 12). Standard 3 for Early Childhood Professional. Retrieved from https://studycorgi.com/standard-3-for-early-childhood-professional/

Work Cited

"Standard 3 for Early Childhood Professional." StudyCorgi, 12 Nov. 2020, studycorgi.com/standard-3-for-early-childhood-professional/.

1. StudyCorgi. "Standard 3 for Early Childhood Professional." November 12, 2020. https://studycorgi.com/standard-3-for-early-childhood-professional/.


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StudyCorgi. "Standard 3 for Early Childhood Professional." November 12, 2020. https://studycorgi.com/standard-3-for-early-childhood-professional/.

References

StudyCorgi. 2020. "Standard 3 for Early Childhood Professional." November 12, 2020. https://studycorgi.com/standard-3-for-early-childhood-professional/.

References

StudyCorgi. (2020) 'Standard 3 for Early Childhood Professional'. 12 November.

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