I can realistically discuss what our local program use to measure the children’s assessment. TSG is used as an ongoing assessment that’s done quarterly, which shows growth compared to the individual, a class, and a whole group. It also formulates a conference form which is derived from teacher observations per what the child actually does or can do as opposed to what a teacher thinks a child can do. The “Domain of Development” are:

            -Cognitive

            -Literacy and Math

            -Social/Emotional

            -Physical

            -Language

Something to remember when selecting as assessment to use with young children, the most important consideration is the validity and reliability of the measurement. My main focus would be “Social-Emotional.” This would be so because I would be concerned about the interaction of the children in large and small groups, how they parallel play and get along with others their age in the learning environment.

 

In Africa

Uwezo, meaning ‘capability’ in Kiswahili, is a four year initiative to improve competencies in literacy and numeracy among children aged 6-16 years in Kenya, Tanzania and Uganda through an innovative, citizen driven and public accountability approach to social change. Uwezo enables policy makers as well as ordinary

citizens – parents, students, local communities and the public at large – to become aware of actual levels of children’s literacy and numeracy, and build on that awareness to stimulate practical community and policy change across East Africa.

 

Consequences of Stress on Children’s Development

 

Many families across the United States undergo many stressors when one or both parents have a responsibility to the arm forces. A soldier’s obligation to the military can put a strain on the relationship that they are building with their children, especially of young ages. It can become a challenge to help a small child to understand why one of their parents will not be home for an extended period of time. Although a child may begin to understand their soldier will eventually arrive home one day, it still does not fill that void in which that child is experiencing.

Chloe and Courtland’s father has been deployed since September of 2013. For the first few months of the deployment, the children spent their time wondering where their father was. As time progressed, Chloe and Courtland’s question changed to, “When will daddy make it home?” They completely understood that their father is away servicing the country, but they are beginning to feel that void in their lives.

Along with the children experiencing the void of their father being in Afghanistan, they are beginning to express this void through their actions. The children often say, “I want to see my daddy”. There are many times when Chloe and Courtland see their father’s car and they begin think that their soldier has arrived, but he hasn’t.  Courtland frequently express his void through anger and acting out. Courtland say, “I want my daddy” when the other fathers are picking up his classmates from childcare.

The children are still in the beginning stages of coping with their void. At least twice a week, Chloe and Courtland get a chance to talk to their father on the telephone or via face time. For different holidays, the children get a chance the make something special for their father and mail it to him. Chloe and Courtland take plenty of pictures throughout the week to send to their father. All of these things have been very therapeutic for the children. 

Pictured to the right are:

Courtland, Chloe, and Sergeant First Class Cedric J. G.