Child Development And Screening Analysis

The aim of a checklist is to assess to what a child can fulfill or complete in an age-appropriate skill. It records data on a child on how they finish tasks and how they go around their surroundings. (Darragh, 2010). This helps teachers to gather information and helps them to see what a child knows and can do about the outcome. This offers ways of gathering information about the child’s certain behavior’s their knowledge and their accomplishments. The intention is that it provides tools for coordinating and recording of the child’s observations. It helps provide the instruments for self-assessments in the child. It presents samples of things of the child before collecting and evaluating data of their work records and their developing of certain
skills, strategies, attitudes and their behaviors which show the child’s learning. It also helps to make clear the child’s instructional needs by giving a record of the child’s current accomplishments. (Stiggins, 2004). The checklist is used to record a child’s observation as an individual, in a group, or in a whole class. The purpose of developmental screening is to assess the child’s speech, language, problem-solving, fine, gross motor, and social skills of the child. Developmental screening helps to detect a child who may have a risk for problems with health and development.
(Darragh, 2010). The checklist for development and the screening tools can tell the child’s progress in development. These are to be made out by the parent and the early childhood professionals. (Darragh, 2010). There are checklist and screenings that are performed at a community level that identifies the child’s development that is not producing like it should. Screening is to occur regularly and should come about where the kid is comfortable. The screening and development checklist plays an important part in the determination of children and families in the need to take a part in a more formal assessment plan of action. (Darragh, 2010). When a screening is done, there can be several outcomes it can exhibit no further evaluation is needed or it can show more evaluation is called for. There is another that shows that a rescreen is needed. No matter the outcome the developmental screening it gives information on the child’s development. This data can be used to let families know the degree of functioning and they can understand the child’s growth. (Darragh,
2010). The early screening Inventory- Revised is a common screening and checklist Instrument that is a brief screening development tool. This screening test makes a quick assessment of a child’s visual-motor/ adaptive, cognitive, language, and their gross- motor skills and their abilities. A parent may ask, does this show how smart a child is? No, it is not an intelligence test and is not used to decide on school readiness.
This can accurately identify a child that might need special education services so they can do good in school.
It helps programs to find possible learning blocks like developmental delays, troubles with learning, or who are not ready for school. The ESI-R has two forms the preschool version which is the ESI-P which is aged three to four and a half years of age. They have the ESI-K which is the kindergarten version it is for ages 4 years, 5 months, 16 days to 6 years old. These tests are available in both English and Spanish language. The ESI does not score the child but it classifies if the child is OK, Rescreen, and Refer. A refer is a possible delay or disorder in the possibility of the child acquiring knowledge. A parent might ask how long the ESI takes? It takes about 15-20 min to administer the test. (Meisels, 2000). A parent might ask how reliable and valid is the screenings. The screening was done and validated on 6000 children, most of them enrolled at Head Start. Reliability data says the screening is highly stable and it is a consistent type of screening. The test identified 9 out of 10 children who were at risk for problems in school. And excluded children who were not at risk. (Meisels, 2000). Another screening and checklist instrument are the first step preschool screening tool which is aged and stages questionnaire of social and emotional and it is parent administered. This type of screening is to identify young children who may be at risk for social and
emotional problems, helps to identify behavior concerns, and to see if there is any need for more assessments. It screens self-regulation, interaction with others, behaviors, communication, conformity, and outcome. ( http://www.performwell.org). The results of the checklist and the developmental screening is that it can identify delays early, it facilitates the kid to have a safer future, which implies they will graduate high school, get a good job, and live independently. The words assessment and evaluation are applied in our daily language, but there is a difference in them. They are dissimilar in the term of scope, purpose, findings, and their functions. Evaluation is individualized performance, which consists of grading or rating. Evaluation is a bigger concept than assessment because it deals with performance. The appraisal is to examine a procedure that is linked with performance. Assessment is ongoing and it is directed at the betterment of the child’s performance over a full point. Diagnostic assessment is a formal tool that tells if a child takes on the criteria for developmental delay or impairment. It is a pre-assessment that presents a child’s strengths, weaknesses, knowledge and the child’s skills. It helps to understand the child where they struggle at and to help in lesson and curriculum provision. ( http://study.com). The elements of an IEP are a statement of a child’s present level of academic and public presentation. This is to tell how the child’s disabilities affect the child’s learning. Statement of reachable annual goals they are academic and the functional goals. Description of the child’s progress in getting the annual goals they are assessed and progress reports presented. A statement of the limited education and the services the child gets included supplemental aids that are provided to the child or on behalf. Statement of program improvements and support for school personnel that will help the child to advance accordingly in making their annual goals. To participate with other minors, disabled or not in and out of school activities. Explanation to any if the child will not be part of children who are not disabled in normal class and outside and inside class. Statement of individual adjustments that are significant in the measure the child’s achievements academically and in the functional performance in state and districtwide assessments.