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ERIC Number: EJ913816
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0164-8527
Conducting Informal Developmental Assessments
Gibson, Craig; Jones, Sandra; Patrick, Tamika
Exchange: The Early Childhood Leaders' Magazine Since 1978, n193 p36-39 May-Jun 2010
Early childhood professionals take on numerous roles: They inspire; they nurture; they foster creativity in the young and impressionable minds of tomorrow. And while each one of these roles holds equal importance to the other, none is more important than the role of the observer. But when a teacher has 15, 20, or more children in his/her class, it is extremely difficult to focus one's attention on each of the five developmental domains per child: cognition, communication, social-emotional, physical, and adaptive. The "key," however, is to know exactly what to look for in each one of the students, so that a teacher can make an informed decision when determining whether or not there may be a "delay" in a given area of development. When assessing the "whole child," one is looking at a total of five developmental domains: (1) cognition development (thinking and learning skills); (2) communication development; (3) social/emotional development (interpersonal relationships); (4) physical development (fine motor and gross motor skills); and (5) adaptive behavior development (self-care skills). When an early childhood professional is familiar with each area of development, he/she can then conduct thorough and effective informal assessments within the daily activities and routines. (Contains 4 print resources and 4 online resources.)
Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A