Review

Ongoing Observation and Documentation: The curriculum provides a process for ongoing observation and documentation: observing the child; selecting "Experiences" based on the child's interests, strengths, development, needs, and concerns; offering "Experiences;" and documenting the child's responses. In addition, the curriculum includes a "Goals Sheet," which can be used as a tool to support teachers in the ongoing process of observation and documentation. Many "Experiences" include prompts for teachers to observe children's engagement in the activities (e.g., "Watch him carefully to see how he handles the problem." "Make a mental note of the motions she does today so you can introduce others later.").

Standardized and Structured Assessment Instruments: The curriculum describes the importance of using the Ages & Stages Questionnaires® (ASQ®) screening instrument. However, it does not address standardized and structured assessment instruments to assess children's developmental progress.

Ongoing Observation and Documentation: The HighScope Infant-Toddler Curriculum emphasizes the role of the teacher as an observer throughout all of its materials. It provides guidance on how to observe children as well as strategies for taking daily anecdotal notes, discussing observations with others, and using the information to plan for and scaffold children's learning. In addition, Lesson Plans for a Strong Start includes prompts with information about what teachers should be looking for during a given day (e.g., observing how children communicate with the teacher, verbally or non-verbally, to let the teacher know what they need or want).

Standardized and Structured Assessment Instruments: Tender Care and Early Learning discusses the importance of authentic assessments being valid and reliable, as well as individually, culturally, and linguistically appropriate. The HighScope Infant-Toddler Curriculum encourages programs to use the publisher's Child Observation Record (COR) Advantage.

Ongoing Observation and Documentation: Welcome to Frog Street Infant describes how ongoing assessment is a process of observing and documenting children's development for the purposes of planning activities to support the growth and development of an individual infant. It includes brief descriptions of written observations, anecdotal records, and work samples. The Planning and Assessment CD provides forms for written observations and anecdotal records. However, the curriculum does not provide specific guidance embedded throughout curriculum materials on how teachers can engage in this process.

Standardized and Structured Assessment Instruments: The curriculum describes and provides a structured assessment tool, the Frog Street Infant Developmental Checklist, that aligns with the curriculum's learning goals. However, the curriculum lacks guidance on how to choose a standardized and structured assessment instrument that is valid, reliable, and individually, culturally, and linguistically appropriate.

Ongoing Observation and Documentation: The curriculum describes how ongoing assessment is a process used to understand children's developmental progress, plan individualized activities, and guide instruction. It includes brief descriptions of observation, anecdotal records, and work samples. The Assessment and Planning CD offers specific tools that can be used to support teachers in observation and documentation, such as Anecdotal Observation Record forms. At the end of each week, the Activity Guides prompt teachers to engage in the assessment process, such as by inviting teachers to select one to two children to observe specific skills during activities from the week. Depending on the particular skills observed, the curriculum may suggest teachers record a written anecdotal observation, take a photograph, place a work sample in a portfolio, or add a dated entry to a developmental checklist.

Standardized and Structured Assessment Instruments: Frog Street Toddler describes and provides a structured assessment tool, the Frog Street Toddler Developmental Checklist, that aligns with the curriculum's learning goals. However, the curriculum lacks guidance on how to choose a standardized and structured assessment instrument that is valid, reliable, and individually, culturally, and linguistically appropriate.

Ongoing Observation and Documentation: The curriculum provides specific guidance and tools for ongoing observation and documentation. It includes strategies for engaging in observation (e.g., keep tools handy, observe a single child for extended periods) as well as tools to support observation (e.g., the "Anecdotal Record" form). In addition, it integrates observation prompts into many of its learning experiences (e.g., "Observe children as they show interest in the barn and props. Watch for emerging play themes that can be supported with additional props."). The curriculum encourages teachers to use their observations to discuss children's development with families and plan experiences based on children's interests and development.

Standardized and Structured Assessment Instruments: Innovations: The Comprehensive Infant and Toddler Curriculum provides structured "Observation/Assessment Instruments" that align with the curriculum's learning goals. However, it offers no evidence that establishes its validity or reliability. The curriculum encourages programs to rely on systematic observations, anecdotal notes, or normative checklists rather than use standardized child development assessment instruments.

Ongoing Observation and Documentation: The curriculum offers a four-step process for ongoing observation and documentation: 1) Observing and Collecting Facts, 2) Analyzing and Responding, 3) Evaluating, and 4) Summarizing, Planning, and Communicating. In addition, the curriculum includes specific tools to support teachers in the ongoing observation and documentation process. The Intentional Teaching Cards include "Questions to Guide Observations" (e.g., How did the child hold and manipulate the ball? How did the child separate from their family member?). The "Child Planning Form" provides a template for teachers to record observations and future plans based on the documentation.

Standardized and Structured Assessment Instruments: The curriculum encourages programs to use the publisher's Teaching Strategies GOLD Assessment System (TS GOLD), which is aligned with The Creative Curriculum^® objectives. The online platform, MyTeachingStrategies™, features resources related to TS GOLD that describe how assessment instruments should be valid and reliable, as well as individually, culturally, and linguistically appropriate. The curriculum also stresses the importance of regularly assessing children's development and using this information to plan instruction.