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| Preface | |
| Acknowledgments | |
| Background, Current Issues, and Interpretation of Assessments in Early Childhood | |
| History and Framework of Early Education and the Assessment of Young Children | |
| Issues and Current Practice for Assessing Young Children | |
| Understanding Early Childhood Assessment Scores | |
| Formative and Summative Assessments and Tests | |
| Informal Evaluation... MORE | |
| Teacher-Constructed Scales and Checklists | |
| Summative Measurements of Educational Outcomes | |
| Individual Screening Measures and Full Assessments | |
| Developmental Assessments of Infants, Toddlers, and Preschoolers | |
| Cognitive Assessment of Young Children | |
| Standardized Assessments of the Early Academic Skills of Young Children | |
| Parent Communication and Special Needs Children | |
| Evaluating, Grading, and Reporting to Parents | |
| Identification of Young Children With Special Needs | |
| Family Involvement and Engagement | |
| Evaluation of Early Childhood Programs and Schools | |
| Program Evaluation and Planning | |
| Glossary | |
| References | |
| Index | |
| About the Author | |
| Table of Contents provided by Ingram. All Rights Reserved. |