8083 MD5 DIS2
8083 Mod.5 Dis2 – Colleague Responses
· Read a selection of your colleagues’ postings.
· Respond to two of your colleagues by comparing data and standards, similarities, and differences in your selected country and their selected country.
· Post a
in comparison of the two countries, and follow up with your thoughts on the best practices in the two countries.
For this discussion, I have chosen to look at early childhood assessment practices in China. Early childhood education includes public and private kindergartens, daycares, and early learning centers. Much like in the United States, early childhood education programs seek to provide high-quality learning environments for young children. More than half of the population in China live in rural areas and attend public kindergarten programs designed to get students ready for first grade. Unlike the United States, much of these early childhood programs occur for one year, which means children only receive a year of early childhood education before entering school. Private schools are also prevalent, but these schools do not receive government funding and are not obligated to be a part of quality rating systems. This is different then the United States because both public and private early childhood education programs are required to undergo quality ratings (Hu & Szente, 2009).
Many children in China start school. However, only 80% graduate from elementary school. In the 1980’s a law passed that gave all children the right to 9 years in school. This means that all children were allowed to go to school up to the ninth grade. However, most children in rural areas never make it that far in order to find work to help families. Schools in the cities are better than in the country because they have an easier time getting money, teachers, and textbooks. Schools in the city also usually have students whose parents and families have more money (Hays, n.d.).
In China the state publishes regulations for kindergarten. These regulations touch on what is developmentally appropriate and promote holistic development and that play should dominate activities in kindergarten. Unlike the current practices in the United States, play is not the primary expectation for kindergarten. Teaching in the United States requires standardized tests and looks more like first grade then kindergarten.
Hays, J. (n.d.). CHINESE SCHOOLS: EXAMS, CURRICULUM, COSTS AND IDEOLOGY | Facts and Details. Factsanddetails.com. Retrieved May 1, 2022, from https://factsanddetails.com/china/cat13/sub82/item338.html#chapter-6
Hu, B. Y., & Szente, J. (2009). Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education. Journal of Early Childhood Teacher Education, 30(3), 247–262. https://doi.org/10.1080/10901020903084330
International Perspectives on Assessment
Today’s world is made up of several educational systems with varying standards. The International Perspectives on Assessment Practices are therefore pertinent to the study of early childhood assessment. This implies most nations may compare their approaches and learn from others. This aids in the development of the educational system and makes teaching a success. It is simpler for youngsters to study and improve their learning background when they have a solid educational system with relevant courses (Nah & Kwak, 2011). Thus, such actions should be carried out both in institutional and residential areas.
Like any other nation, Canada looks to have solid assessment methods. This suggests their assessment processes are superior than certain nations. This means they can quickly enrol more kids and get them educated. Canada is a multicultural society; thus, schooling is wider. This makes the research more effective. Canada has fair and inclusive rules that benefit both teachers and students. Canada offers superb free early childhood education. This allows toddlers to begin learning on extremely sharp surfaces (Stairs & Bernhard, 2002). With a favourable indication on equality, the whole education system is secure.
With a solid early learning program. So, it is important to check at the country’s social blogs. Formative and formal assessments use facts to support their conclusions. Informal and informative assessment, on the other hand, is a process to obtain knowledge on children’s learning behaviour. Formal assessment is extensively utilized in Canada to assist students improve their memory abilities. This prepares students for the demands of higher education. Formative evaluation increases student progress, according to study (Southern Early Childhood Association, 2000). The requirements of assessment must meet the objective of assessment.
Summative evaluation is used to evaluate a student at the conclusion of a unit by comparing them to a standard. Summative assessments include written products, performance tasks, and standardized texts. This kind of evaluation is vital in determining a student’s future grades and academic trajectory. It also shows the instructor and the student what portions of the curriculum are well comprehended and which areas need further attention. Authentic assessment, on the other hand, goes beyond memory of conventional learning techniques like spelling exams.
Early childhood education is the most efficient and effective learning unit in both the USA and Canada. Canada is one of the top nations in the world for education. In both the USA and Canada, the government does not fund education. Local districts have elected boards. The two educational systems vary greatly. The teaching profession is tough to enter in Canada, but in the US, teachers are generally regarded and well treated. In the USA, education is more complex and distinct. However, the Canadian system is significantly more difficult than the American system, but they generate the greatest academics.
The number of 0–5-year-olds has climbed from 2,093,000 in 2009 to 2,230,000 in 2012. Since 2006, the 0-4 age group has grown 11%, the fastest in 50 years. The labour force participation rate of young moms is rising. In 2012, the labour force participation rate for moms with children aged 2 to 5 was 69.7%, 76.6 % for mothers with children aged 6 to 15 was 84.0 %. In 1995, 61 percent of moms had children aged 0-2 years, 68 percent had children aged 3-5 years, and 76 percent had children aged 6-15 years. Canada’s data suggest that there are around 15,500 schools. Most of these institutions educate both young children and older students.
Nah, K. O., & Kwak, J. I. (2011). Child assessment in early childhood education and care settings in South Korea. Asian Social Science, 7(6), 66.
Southern Early Childhood Association. (2000). assessing development and learning in young children: A position statement of the Southern Early Childhood Association. Retrieved November, 9, 2005.
Stairs, A. H., & Bernhard, J. K. (2002). Considerations for evaluating ‘good care’ in Canadian Aboriginal early childhood settings. McGill Journal of Education, 37(3),309.