The Importance and Assessment of Early Childhood Development
Journal Title: Eğitim Kuram ve Uygulama Araştırmaları Dergisi - Year 2017, Vol 3, Issue 3
Abstract
Early childhood covers the ages between 0 and 8 of human life, and children cover half of the distance they will make in many developmental areas during their lifetime. The development of children should be supported in the correct and appropriate ways during early childhood, which is emphasized by the studies conducted for the human life. Within the scope of this support, it is necessary to collect regular and continuous data on children's learning and development; and to organize and interpret - in other words evaluate the data obtained in order to make the right decisions about teaching. During the evaluation of children, along with the progress of children's development, it should be aimed to evaluate the partaker elements involved in the children's education process and to make necessary arrangements and interventions as a result of the evaluations. State institutions, private institutions, and non-governmental organizations engaged in the subject conduct multi-faceted studies on the evaluation of early childhood. The primary objective of these studies is to ensure that disadvantaged children have equal opportunities with their peers by overcoming their shortcomings. Individual differences among children, characteristics of their families, cultural and experiential backgrounds will not be enough to try to determine needs through uniform assessments. In order to be able to make effective evaluations in early childhood, it is important to remember that children learn through practices, interactions, and experiences, rather than by using paper or pencil, or by abstract thinking, and therefore while evaluating them, the methods used should be different from those used in evaluating older children. Disadvantages arise in terms of time since the methods to be used in the evaluation of children in this period are different, the attention period of the child is too short and evaluations should be carried out by individual studies with the children. Each of the evaluation types of children influences how and when the evaluation is carried out in different ways. There are many measurement tools in the world and in our country to evaluate and screen the general development of children. The application and scoring processes and scopes of these measurement tools differ from each other. As a result, it is difficult to determine the most appropriate evaluation method and tool for children in this period.
Authors and Affiliations
Hilal İlknur TUNÇELİ, Rengin ZEMBAT
Keywords
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