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Standard 3 Eced 260

This artifact reflects on a portfolio piece related to NAEYC Standard 3 on observing, documenting, and assessing children. During a 50-hour field experience, the author observed and assessed kindergarteners' language, literacy, cognitive, and motor skills. Through documentation and checklists, the author was able to identify individual learning styles, strengths, weaknesses, and developmental delays. This experience demonstrated the author's competence in using assessment to set goals and tailor instruction to support each child's learning as emphasized by Pestalozzi's learning theory.

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58 views1 page

Standard 3 Eced 260

This artifact reflects on a portfolio piece related to NAEYC Standard 3 on observing, documenting, and assessing children. During a 50-hour field experience, the author observed and assessed kindergarteners' language, literacy, cognitive, and motor skills. Through documentation and checklists, the author was able to identify individual learning styles, strengths, weaknesses, and developmental delays. This experience demonstrated the author's competence in using assessment to set goals and tailor instruction to support each child's learning as emphasized by Pestalozzi's learning theory.

Uploaded by

api-264573758
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 know
about and understand the goals, benefits, and uses of assessment. They know about and use systematic
observations, documentation, and other effective assessment strategies in a responsible way, in partnership
with families and other professionals, to positively influence the development of every child. (NAEYC, 2010)

Brief Description of Evidence:


During the fall semester of 2013 my EDUC 101 Introduction to Teaching course required us to complete fifty
hours of field experience in a pre-school and or public school. Throughout the semester, I observed and
assessed several kindergartners at Wes-Del elementary on their language development, letter and number
recognition, cognitive development, and gross/fine motor skills.

Analysis of What I Learned:


I realized the benefits of using assessments when having to help set goals for each student. Through
documentation and the use of a check list, I was able to observe each students style of learning, their
strengths and weaknesses, as well as check for any developmental delays, and or learning disabilities.

How This Artifact Demonstrates my Competence on the NAEYC Standard:


This artifact demonstrates that I am competent in my ability as a teacher to set goals, and expectations.
Through using different instructional strategies that help improve and support each students way of learning,
I would compare this to Pestalozzis theory that emphasized Children learn by doing. I feel my competence
from this standard is proven by my ability to document, and observe students progress, in addition to,
assisting them in achieving their goals.

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