PRESCHOOL CURRICULUM AND PROGRAMME DELIVERY

Annex D. The Early Childhood Developmental Checklist Teacher’s Guide (2015) Ministry of & Human Resource Development

Early Childhood Developmental Checklist

Teacher’s Guide

• Mathematics • Language, Literacy and Communication • Social and Emotional Development • Physical Development and Health

Early Childhood Unit 26/8/2015 Table of

Foreword 3

Acknowledgements 4

Purpose 5

Content Categories of the Checklist 6

How to Use the Checklist 8

Scoring 11

Guiding Instructional Planning 12

Glossary of Terms 13

Bibliography 14 Contents

2 Foreword

The publication of the Early Childhood developmental Checklist is another significant milestone in Early Childhood Education in Grenada. Based on consultation with Early Childhood practitioners, in-depth review of the existing checklist, as well as the implementation of a new curriculum, it was clear that an updated checklist was needed to gather information about children’s academic, social emotional and physical progress. As a result of this, the Ministry of Education and Human Resource Development embarked on a project to develop this Early Childhood Developmental Checklist to monitor student performance in an ongoing manner.

It is important that teachers should use this checklist to document and assess children’s skills, knowledge and behaviours in content categories on a daily basis. In addition, this checklist will inform teachers and supervisors of the appropriate intervention needed to enhance learning.

I therefore urge all practitioners to use the checklists and maximize the true potential of our children.

Pauleen Finlay (Mrs.) Permanent Secretary (AG.) Ministry of Education and Human Resource Development

3 Acknowledgements

The development of this checklist could not have been completed without the expertise, and hard work of a number of people. The Early Childhood Unit would like to express particular gratitude for the contribution of the following individuals: • Early Childhood Education Officers: Pearl Belfon, Yolande Noel, Bernadette John, Susan Parke, Cynthia Isaac, Theresa Fletcher, Charmaine Christopher and Carla St. Louis for their expertise, hard work and commitment in creating this document; • Mrs. Astra Frank McKenzie, District Education Officer, for tireless, efficient and competent editorial assistance; • District Education Officers, Curriculum and Officers for providing insightful comments and suggestions. • Dr. Sheilah M. Paul, Chairperson, Education Department Medgar Evers College of The City of New York (CUNY) and Mrs. Pauleen Finlay, Permanent Secretary, Ministry of Education and Human Resource Development for their assistance and support in completing the checklist; • Early Childhood Practitioners from our and the teachers who participated in the piloting of the instruments and gave valuable feedback: Karen Worme………………… Green Street Pre School Jessril Welsh……………..……. St. Peter’s R.C Pre School Shantel Collins……………..…. Victoria Pre School Fabianne Lalitte……………….. Byelands Pre School Tracy Lalsee……………………. St. Matthew’s R.C Pre School Denise Keens Douglas………… Mileage Pre School Rhonda Wilson-Rodney……….. Paradise Pre School Cathy Ann Antoine……….…… Marquis Pre School Glenda Bowen…………………. Snell Hall Pre School Deonne Lewis………………….. Sauteurs S.D.A Pre School Desere Peterkin……………….... La Borie Pre School Carlene Byam Williams……....… Brizan Pre School

4 Purpose

This Early Developmental Checklist is based on four content categories of classroom learning and curriculum. It includes benchmarks which are aligned with the Highscope Key Developmental Indicators and the Learning Outcomes for Early Childhood Development in the Caribbean. These benchmarks identify and describe a set of developmentally appropriate skills, knowledge, and behaviours for children 3 – 5 yrs. old.

These criteria provide developmental expectations for what preschoolers should know and be able to do. The Early Developmental Checklist will enable teachers of preschoolers to: • determine the strengths and challenges of students in the attainment of basic competencies. • inform educators of the appropriate interventions that will be required in order to maximize students’ potential.

In using this checklist, teachers will ensure that children are not being overlooked or missing out on important instructional opportunities and/ or early intervention.

The basic competencies listed should be mastered by the time the child gets to the end of years. Data collected from the instrument can be used by the teachers to inform instruction during the transition process from pre-primary to kindergarten.

5 Content Categories of the Checklist

The checklist is divided into four content categories which are broad areas of a child’s development. The four content categories covered in the checklist are: - Language, Literacy and Communication - Mathematics - Physical Development and Health - Social and Emotional Development

The Language, Literacy and Communication

In this content category, the focus is on building skills and knowledge through experiences with language, print, and literature in a variety of contexts. The Language, Literacy and Communication area is sub-divided into nine components, namely: - Listening and Speaking - Comprehension - Vocabulary - Phonological Awareness - Alphabetic Knowledge - Reading - Concept of Print and Book Knowledge - Writing - Attitudes and Interest

Mathematics

This content category presents the benchmarks for early mathematical development that children should attain at the end of their preschool years. The focus in this domain is on children’s approaches to mathematical thinking and problem solving. As children construct mathematical concepts and use them to solve problems, they are learning about the following: - Number words and symbols - Counting 6 - Part-whole relations - Shapes - Spatial Awareness - Measurement - Unit - Patterns (sorting and categorizing) - Data Analysis

Physical Development and Health

The emphasis in this content category is on growth of the body as well as its abilities. It involves children’s ability to move their bodies and objects in ways that are purposeful and with confidence. Focus is placed on four components: - Motor Skills - Body Awareness - Personal Care - Healthy Behavior

Social and Emotional Development

This content category focuses on social and emotional competence. It involves the child’s ability to regulate feelings and behaviors. In addition, it focuses on the child’s ability to relate to others. This category includes five areas: - Cooperation - Task Involvement - Knowledge of Self, Family and Community - Interaction - Moral Development

7 How to Use the Checklist

Using the checklist requires continuous observation throughout the daily routine; all geared towards making observations and recordings an integral part of data collection, during teaching and learning. However, at the end of each term the checklist should be completed. The steps in using the checklist require: 1. Familiarizing yourself with the checklist 2. Planning for Observation 3. Observing and keeping records 4. Reviewing Checklists Periodically, Making Pencil Ratings 5. Completing Checklist for each child

Familiarizing yourself with the checklist

Familiarizing yourself with the checklist is the first step to integrating this observational assessment into the daily activities of your classroom. As you observe the child, knowing the developmental expectations for what preschoolers should know and be able to do will make it easier to decide what to look for and pay attention to. This will lead to greater consistency in your observations and evaluation of the child.

Planning for Observation

It is important to develop specific concrete plans for observation. This will enable you to incorporate observation and documentation effectively into teaching. However, it is important to note that data can also be collected during your unplanned observation time. ▶▶ Decide What to Observe

As you plan activities decide how you will focus your observations. This means recognizing the questions you are trying to answer about children in your classroom. You may want to break down the task of observing all students in all four content categories into manageable parts. You may focus on a group of students each day of the week. You can also use one category, a few components, or a particular group of performance indicators, and observe all children in relation to that focus for a week. Keep in mind the 8 learning environment will provide opportunities for data collection. ▶▶ Identify when and Where to Observe

Once you have identified a focus, decide the component of the daily routine, and activities that are most likely to reveal information that answers your questions or presents information in the child’s development. It is important to note that finding several opportunities to observe for brief periods of time is more manageable, realistic, and productive than trying to collect all the data in one period.

Observing and Keeping Records

Ways that you can observe students to learn more about them: ▶▶ Ask questions that encourage them to describe their thinking ▶▶ Listen to them as they describe how they made decisions and solve problems ▶▶ Watch them as they play and work on tasks independently ▶▶ Watch them as they play and work with materials and other children ▶▶ Hold conversations with them about their work ▶▶ Listen as they talk with others informally and during group discussions ▶▶ Study their work (writing, drawing, work sample)

How to Record Observational Information

There are many ways to record observational data in the classroom. Deciding upon the methods to use depends on the type of information you are trying to capture and the amount of observation time you have during classroom activities. Descriptions of two different recording methods follow (this list is not exhaustive): ▶▶ Brief notes: there are quick written records that serve as a reminder of observed events. ▶▶ Anecdotal notes are detailed narrative accounts that describe a particular event factually. They are created by jotting down brief notes and adding details later.

9 Review Checklists

Observe children continuously during the daily routine and regularly document what you see. Periodically, review the checklist and make preliminary ratings based on the documentation you have collected using pencil.

Complete Checklist for Each Child

For each child, check observational notes, samples of the student’s work and reflect on your general knowledge about the child. Take note of all the information and then decide whether the tentative ratings made in pencil on the checklist still stand or if some ratings have changed based on more recently acquired information. Make the final ratings on the checklist in pen.

10 Scoring

Language, Literacy and Communication Mathematics Physical Development and Health

Scoring in the areas above requires ticking through items mastered on a termly basis. Each item is scored based on the rating scale provided. Rating Scale

M- Mastered- indicates that the skill or knowledge is firmly within the child’s range of performance IP- In Process – indicates that the skill or knowledge is emergent, and is not demonstrated consistently NY- Not Yet – indicates that the skill or knowledge has not been demonstrated NT – Not Taught – indicates skill has not been taught or an opportunity to acquire the knowledge has not been available

Social and Emotional Development

Use this key to score this content category:

VO - Very Often S - Sometimes N - Never

In the remarks section, teachers can also factors that may be contributing to the student’s developmental delays since the information can inform intervention strategies.

11 Reporting

Each teacher is expected to report on the strengths and challenges of the students in the class. As you review the checklist, highlight specific strengths and challenges. The information is for use by the school and should be shared with parents. You might use the space at the back to note students’ strengths and challenges.

Guiding Instructional Planning

As you review observations and ratings, you gain insight that can help you individualize instruction. Decide on how to meet the needs of your students and whether your classroom practices address the entire span of the curriculum.

12 Glossary of Terms Benchmark– the specific component of the knowledge or skill identified by an operational standard.

Content categories - broad areas of the early childhood curriculum.

Key developmental indicators – series of statements that form a curriculum for social, cognitive, and physical development of children from the ages of 3 to 5 years.

Developmental checklist – list of performance indicators for each level that are organized by curriculum content categories and are used to collect, organize, and record teacher’s observations.

Mastered – a checklist rating that shows that the skill or knowledge described by the performance indicator is demonstrated consistently, and is firmly within the child’s repertoire.

In process – checklist rating that indicates that the skill or knowledge is emergent but is not demonstrated consistently by the child.

Not Yet – a checklist rating that shows that the child cannot demonstrate the skill or knowledge presented by a performance indicator.

Developmental delay – a delay in a child’s development, when the child does not achieve developmental milestones within the normal age range.

Individualized instruction - an instructional method in which content, instructional materials and pace of learning are based upon the needs, interests and learning style of each learner. 13 Bibliography

The following documents informed the development of the Developmental Checklist:

Ministry of Education & Human Resource Development, Sports, Youth Affairs, (Revised 2015). Early Identification Checklist: Teachers’ Manual, Common Wealth of Dominica.

Highscope Foundation (2008). Pre-school teacher: Introduction to the HighScope Curriculum. Ypsilanti, Michigan: Highscope Presss.

The University of West Indies (2010). Learning outcomes for early childhood development in the Caribbean: A handbook for practitioners. Mona, Kingston 7: Chalkboard Press.

Dichtelmiller, M., Jablon, J., Meisels, S., Marsden, D., Dorfman, A. (2001). Using work sampling guidelines and checklist: An observational assessment. New York: Pearson Education.

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