I decided to analyze and compare
the standards of the state of Michigan. The state I am originally from. The
state of Michigan takes pride in early learning program standards as it
addresses the needs in family care settings such as learning centers and
classroom programs (MSBE, 2013). There standards are intended to help early
childhood programs providing quality in settings to help children and families.
The state of Michigan’s approach to
learning is to outline areas of development in areas such as intellectual,
social, emotional and physical development (MBSE, 2013). These approaches to
learning is to demonstrate how children think, learn, and act.
Their views on child assessment and
program evaluations are influenced by the child’s growth and development. The
state of Michigan believes that the younger the child, the more difficult it
can be to withhold reliable assessment data (MSBE, 2013). There seems to be many
limitations when assessing. I can definitely agree with this. In my experience
of assessing a child in the early years teachers are limited on tools to assess
and the environment we are in does not make the results as valid. I have had to
assess students in a classroom full of other shouting kids which caused many
distractions. In this case it has been difficult to obtain reliable information
(MSBE, 2013).
As of this day and age new models
of assessment have been considered and emerged. There is authentic assessment,
curriculum assessment, curriculum alignment with early learning standards and
outcomes, functional objectives and outcomes, and individual targets for
instruction in inclusive, natural environments ( Bagnato, S., eta al, 2011).
All elements are essential parts of assessing and development. I would say The
state of Michigan could benefit from some of these key elements.
Policies stated by (MSBE) are
similar to National Association for
the Education of Young Children (NAEYC). Both aid in supporting children’s
health, growth and development by their approaches to learning and they also implement
their standards in learning centers and schools. It was also nice to see that
they both support inclusion classrooms, this ensures equality amongst all
students so diversity is encouraged and implemented.
Both The National Association for the Education of Young
Children (NAEYC) and the National Association of Early Childhood Specialists in
State Departments of Education (NBPTS) shares a responsibility of:
·
Implementing a well thought out planned
curriculum
·
A comprehensive system of curriculum and
assessment guided by ECE practices
·
Conducts valid and reliable assessments a focal
point of early childhood programs
·
Program evaluations and goals
·
Support professional development and provide
other resources for teachers to help them meet tasks in ECE to be successful
for early learners
As of 2003, other states have been
developing appropriate standards for preschool age children (NBPTS, 2012). Standards have been commonly put into place
for k-12 students however, a survey was done on 39 states that had begun a frameworks
for preschool standards (NBPTS,2012).
Questions to
consider:
How to assess
appropriately to gain reliable results?
What does a
quality program look like?
Should the state
reconsider their approach to assessments and program evaluations?
References
Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T.
(2011). Identifying Instructional Targets for Early
Childhood via Authentic Assessment:
Alignment of Professional Standards and Practice-Based
Evidence. Journal
Of Early Intervention, 33(4), 243-253.
doi:10.1177/1053815111427565
National Association for the Education of Young Children (NAEYC).
(2003). Early Childhood
Curriculum, Assessment, and Program Evaluation Building an
Effective, Accountable System in Programs for Children Birth through Age 8.
Retrieved on August 28, 2017 from: https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf
National Board for professional teaching
Standards (NBPTS). (2012). Early childhood
generalist standards (3rd.ed.).
Retrieved
Michigan State Board of Education. (2013). Early Childhood Standards of Quality for
Infant
And Toddler
programs. Retrieved
from
http://www.michigan.gov/documents/mde/ECSQ_IT_approved_422341_7.pdf
Michigan State Board of Education. (2013). Early Childhood Standards of Quality
Prekindergarten
programs. Retrieved
from
http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
