Child Assessment

     In considering a holistic approach to assessing young children, the focus should be on the learning progress of the child.  Children develop at different rates  physically, socially, emotionally, and cognitively.  They also have different family, cultural and experiential backgrounds (Guddemi M., Case B., 2004). These variables need to be taken into consideration when assessing children. There are several ways to track the progress of a child including student portfolios, observations, running records,  photos, and videos. Portfolios are an excellent way to keep samples of a child's work such as art, writing, or photos of cooperative work the child has participated in (Grace C., 2001).  It is an ongoing assessment and the authentic work samples reflect real situations.  Observations or anecdotal records should also be used as these provide factual data from the learning environment.  These all show progression as the child improves in all the developmental domains.  Another thing to consider is that people have muliple intelligences.  The academic intelligence is what is measured in IQ tests and achievement tests.  Creative intelligence is measured by the imaginative endeavors of the child.  Practical intelligence is measured through everyday problem solving (Berger, 2009).  All of these combined need to be considered to accurately assess a child. 
     Developmental milestones can be impacted by the cultural background of child assessments as most assessments are done with Western tests.  This is not culturally appropriate for African countries (Wellcome Trust, 2010).  Children in these countries may not recognize items such as a car or a book in pictures that are used in Western tests.  Researchers from the College of Medicine in Blantyre, Malawi produced a developmental assessment tool that features more culturally appropriate items as compared to Western assessment tools.  Their design, the Malawi Developmental Assessment Tool (MDAT), appears to be an effective and reliable method of testing.  It correctly identified most children with a known neurodisability or delayed development (Wellcome Trust, 2010). It also identified children who did not have a known disability as normal.    
     I agree with NAEYC's position on assessment in that they should rely heavily on demonstration or expression of skills and knowledge (NAEYC, 1987).  They also need to be age appropriate and be individually administered in order to obtain accurate information. 
References

Berger, K. (2009). The Developing Person Through Childhood. New York, NY: Worth Publishers.
Grace, C. (2001). Assessing Young Children. Retrieved from 
       http://www.pbs.org/teachers/earlychildhood/articles/assessing.html.


Guddemi, M.P., Case, B. (2004). Assesing Young Children. Pearson Education, Inc.

      Retrieved   from http://www.pearsonassessments.com/NR/rdonlyres/FD21F054-A5AD-42AE-  

          9A00-43878827FD76/0/AssessingYoungChildren.pdf

National Association for the Education of Young Children. (1987). Standardized testing of young
      children 3 through 8 years of age. (Position Statement),  Washington, DC:  NAEYC. Retrieved
      from:  http://www.naeyc.org/resources/position_statements/pscuras.htm.

Wellcome Trust (2010, August 11).  Refining the milestones:  assessing child development in Africa
      Retrieved from http://wellcometrust.wordpress.com/2010/08/11refining-the-milestones-assessing-
      child-development