Using Assessment to Improve the Effectiveness of Early Childhood Education
Department or Administrative Unit
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.
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 of Child and Family Studies
© Springer Science+Business Media, Inc. 2006