ERIC Number: EJ954702
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
How Aligned Are We? Assessment Procedures and Practices between Early Childhood and Early Intervention
Caulcutt, Toia; Paki, Vanessa
Kairaranga, v12 n2 p36-41 2011
Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these differences and consider the possibility of addressing a possible alignment through the early childhood curriculum Te Whariki (Ministry of Education, 1996).
Descriptors: Early Intervention, Early Childhood Education, Foreign Countries, Educational Practices, Alignment (Education), Evaluation Methods, Measurement Objectives, Measurement Techniques, Developmentally Appropriate Practices, Correlation, Change Strategies, Educational Change
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A