NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906021
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1090-1027
Assessing, Teaming, and Reflecting: Student Outcomes from Participating in a Play-Based Assessment
Bruns, Deborah A.; Cooley, Marissa
Journal of Early Childhood Teacher Education, v31 n4 p344-359 2010
Preparing early childhood education (ECE) and early childhood special education (ECSE) professionals to work with young children with and without disabilities entails the acquisition of content, its application, and opportunities for reflection. This article describes a component of an ECSE assessment course focusing on the logistics and process to conduct a play-based assessment (PBA). Demographic characteristics are provided for participating students, children and, parents. The components of assessing, teaming, and reflecting as related to preparing, conducting, and writing the results are presented within the context of preservice student outcomes with corresponding student comments. Possible PBA difficulties and solutions are also described. Implications for teacher preparation in ECE and ECSE are also offered. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A