Assignment 3: Reflective Practice and Formative Assessment in Early Childhood Education
Course:
EDEC 5325 – Observation, Documentation, and Reflective Teaching in Early Learning
Assignment Context
Educators use observation and reflection to make informed decisions about children’s development and learning. The purpose of this task is to strengthen your ability to connect daily teaching experiences with developmental theory and formative assessment practices. The reflection should show how careful observation supports intentional teaching and helps children reach meaningful learning outcomes.
Assignment Instructions
- Overview: Write a 1,000–1,200-word reflective essay based on your recent practicum or classroom observation. Focus on how formative assessment and reflective teaching influenced your understanding of children’s needs and guided your instructional choices.
- Focus Areas:
- Describe the observation context, including the setting, age group, and purpose of observation.
- Explain how you collected and interpreted documentation to assess children’s development.
- Reflect on how formative assessment informed your instructional responses and interactions with children.
- Discuss how reflection enhanced your awareness of children’s social, emotional, and cognitive growth.
- Identify one area of your teaching practice that you plan to strengthen through continued reflection and assessment.
- Formatting and Submission:
- APA 7th edition formatting
- Times New Roman, 12-point font, double-spaced
- Include at least four recent scholarly references (2019–2026)
- Submit the essay as a Word or PDF document through the university LMS
Assessment Rubric (2026 Version)
| Criteria | Excellent (A) | Proficient (B) | Developing (C) | Needs Improvement (D/F) |
|---|---|---|---|---|
| Reflective Depth | Provides thoughtful and detailed reflection that connects experience with theory and demonstrates deep self-awareness. | Shows clear reflection with relevant theoretical connections and personal insights. | Offers general reflection with limited theoretical integration. | Lacks depth, personal engagement, or theoretical grounding. |
| Use of Observation and Assessment | Demonstrates a clear understanding of formative assessment through strong examples of observation and documentation. | Applies observation and assessment concepts appropriately with some supporting detail. | Shows partial understanding of assessment practices; examples are unclear or incomplete. | Fails to connect observation or assessment with learning outcomes. |
| Connection to Child Development | Links reflection and assessment practices to children’s developmental stages with accuracy and sensitivity. | Identifies relevant developmental connections with appropriate examples. | Mentions developmental aspects but lacks clear connection to reflection or teaching. | Shows minimal understanding of developmental relationships. |
| Organization and Academic Style | Essay is well-organized, fluent, and academically appropriate; transitions are smooth and coherent. | Generally organized with occasional lapses in clarity or flow. | Some disorganization or inconsistent academic tone. | Poorly structured; lacks clarity and academic consistency. |
| Use of Sources and APA Style | All sources are scholarly and correctly cited in APA 7th edition style. | Minor citation or formatting errors. | Some outdated or incorrectly formatted sources. | Few or no scholarly references; incorrect or missing citations. |
During a small group literacy activity, I observed that one child consistently hesitated to participate. Through ongoing documentation, I noticed a pattern of avoidance during phonemic awareness tasks. Reflecting on this observation, I realized the need for differentiated support and adjusted my instruction by integrating visual cues and peer modeling. Over time, the child’s engagement improved, which affirmed the value of using observation and reflection to guide responsive teaching.
Submission Length
1,000–1,200 words (approximately 3–4 pages)
References
-
Puckett, M. B., & Diffily, D. (2019). Teaching Young Children: An Introduction to the Early Childhood Profession. Pearson.
-
Jalongo, M. R., & Isenberg, J. P. (2020). Exploring Your Role: An Introduction to Early Childhood Education. Pearson.
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Helm, J. H., & Katz, L. G. (2021). Young Investigators: The Project Approach in the Early Years. Teachers College Press.
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McLachlan, C., & Fleer, M. (2022). Assessment and Planning in Early Childhood Education. Cambridge University Press. [DOI: 10.1017/9781009081733]
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