Title
Using Assessment to Improve the Effectiveness of Early Childhood Education
Document Type
Editorial
Department or Administrative Unit
Psychology
Publication Date
8-25-2006
Abstract
The proliferation of early childhood education, early intervention, and early childhood special education programs (hereafter referred to as ECE/ECSE programs) has been accompanied and supported by a large and growing body of research illustrating the benefits accruing to children who attend them.
Despite the successes, there are concerns that ECE/ECSE programs are not as effective as they could be (Ramey & Ramey, 1998, 2004). It is our belief that maximizing the potential of such programs requires a rethinking of the relationship between assessment and intervention. The purpose of this paper is to examine that relationship by reviewing the different approaches to assessment within ECE/ECSE. Based on that review, we propose a framework for organizing assessment so that it may most effectively serve intervention.
Recommended Citation
Downs, A., & Strand, P. S. (2006). Using Assessment to Improve the Effectiveness of Early Childhood Education. Journal of Child and Family Studies, 15(6), 671–680. https://doi.org/10.1007/s10826-006-9080-7
Journal
Journal of Child and Family Studies
Rights
© Springer Science+Business Media, Inc. 2006
Comments
This article was originally published in Journal of Child and Family Studies. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.