33 Monitoring, Screening and Evaluating

Introduction

It is essential that Early Childhood Educators be able to recognize typical from atypical development. With typical development, there are certain behavioural expectations and developmental milestones that children should master within certain age ranges. Any behaviour and development that falls outside of the standard norms would be considered a-typical. As early care providers, how do we know whether a child’s development is happening at a normal, excelled or delayed pace? How can we be certain that we are providing an optimal learning space for each child? As intentional teachers our goal is to accommodate all the varied skill levels and diverse needs of the children in our classrooms. Additionally, we must provide a safe, nurturing and culturally respectful environment that promotes inclusion so that all children can thrive. In this chapter we will examine the purpose, process and practice of monitoring, screening and evaluating young children. If we are to effectively support the children and families in our care, we must be able to identify a child’s capabilities and strengths early on, as well as recognize any developmental delays or developmental areas that may need additional support. Additionally, we must be aware of the resources and services that are available to support children and families.

The Purpose of Monitoring, Screening and Evaluating Young Children

Because many parents are not familiar with developmental milestones, they might not recognize that their child has a developmental delay or disability.

Developmental disability (DD) is a common type of disability, defined as an impairment in cognitive function that presents prior to adulthood and persists throughout a person’s life^[1]. The number of individuals impacted by DD in Canada is large. Estimates of the percentage of children in Canada with DD have ranged from 6.5 to 8.3% and many people with DD experience lifelong limitations that impact their quality of life^[2].^[3]

What’s more concerning is that many children are not being identified as having a delay or disability until they are in elementary school. Subsequently, they will not receive the appropriate support and services they need early on to be successful at school. It has been well-documented, in both educational and medical professional literature, that developmental outcomes for young children with delays and disabilities can be greatly improved with early identification and intervention.^[4] While some parents might be in denial and struggling with the uncertainty of having a child with special needs, some parents might not be aware that there are support services available for young children and they may not know how to advocate for their child. Thus, as early child educators we have an obligation to help families navigate through the process of monitoring, as well as provide information and resources if a screening or evaluation is necessary.

The Process of Monitoring

Who can monitor a child’s development? Parents, grandparents, early caregivers, providers and teachers can monitor the children in their care. One of the tasks of an intentional teacher is to gather baseline data within the first 60 days of a child starting their program. With each observation, teachers are listening to how a child speaks and if they can communicate effectively; they are watching to see how the child plays and interacts with their peers; and they are recording how the child processes information and problem solves. By monitoring a child closely, not only can we observe how a child grows and develops, we can track changes over time. More importantly, we can identify children who fall outside the parameters of what is considered normal or “typical” development.

When teachers monitor children, they are observing and documenting whether children are mastering “typical” developmental milestones in the physical, cognitive, language, emotional and social domains of development. In particular, teachers are tracking a child’s speech and language development, problem-solving skills, fine and gross motor skills, social skills and behaviours, so that they can be more responsive to each child’s individual needs. Even more so, teachers are trying to figure out what a child can do, and if there are any “red flags” or developmental areas that need further support. As early caregivers and teachers, we are not qualified to formally screen and evaluate children. We can however monitor children’s actions, ask questions that can guide our observations, track developmental milestones, and record our observations. With this vital information we can make more informed decisions on what is in the child’s best interest.

What is this Child Trying to Tell Me?

With 12-24 busy children in a classroom, there are bound to be occasional outbursts and challenging behaviours to contend with. In fact, a portion of a teacher’s day is typically spent guiding challenging behaviours. With all the numerous duties and responsibilities that a teacher performs daily, dealing with challenging behaviours can be taxing. When a child repeats a challenging behaviour, we might be bothered, frustrated, or even confused by their actions. We might find ourselves asking questions like:

• “Why does she keep pinching her classmate?”
• “Why does he put his snack in his hair?”
• “Why does he cry when it’s clean up time or when he has to put his shoes on?”
• “Why does she fidget so much during group time?”

Without taking the time to observe the potential causes and outcomes associated with the challenging behaviour, we may only be putting on band-aids to fix a problem, rather than trying to solve the problem. Without understanding the why, we cannot properly guide the child or support the whole-child’s development. As intentional teachers we are taught to observe, document, and analyze a child’s actions so we can better understand what the child is trying to “tell” us through their behaviour. Behaviour is a form of communication. Any challenging behaviour that occurs over and over, is happening for a reason. If you can find the “pattern” in the behaviour, you can figure out how to redirect or even stop the challenging behaviour.

Finding Patterns

To be most effective, it is vital that we record what we see and hear as accurately and objectively as possible. No matter which observation method, tool or technique is used (e.g. Event Sampling, Frequency Counts, Checklists or Technology), once we have gathered a considerable amount of data we will need to interpret and reflect on the observation evidence so that we can plan for the next step. Finding the patterns can be instrumental in planning curriculum, setting up the environment with appropriate materials, and creating social situations that are suitable for the child’s temperament.

Ideas for Wyatt

To create programming encourage the child to go into the art center, knowing that he likes dinosaurs, lay down some butcher paint on a table, put a variety of dinosaurs out on the table, and add some trays with various colors of paint.

To arrange the environment add books and pictures about dinosaurs, and materials that could be used in conjunction with dinosaurs.

To support social development: I noticed Wyatt played by himself on several observations. I may need to do some follow up observations to see if Wyatt is initiating conversations, taking turns, joining in play with others or playing alone.

As you can see these are just a few suggestions. What ideas did you come up with? As we monitor children in our class, we are gathering information so that we can create a space where each child’s individual personality, learning strengths, needs, and interests are all taken into account. Whether the child has a disability, delay or impairment or is developing at a typical pace, finding their unique pattern will help us provide suitable accommodations

What is a Red Flag?

If, while monitoring a child’s development, a “red flag” is identified, it is the teacher’s responsibility to inform the family, in a timely manner, about their child’s developmental progress. First, the teacher and family would arrange a meeting to discuss what has been observed and documented. At the meeting, the teacher and family would share their perspectives about the child’s behaviour, practices, mannerisms, routines and skill sets. There would be time to ask questions and clarify concerns, and a plan of action would be developed. It is likely that various adjustments to the environment would be suggested to meet the individual child’s needs, and ideas on how to tailor social interactions with peers would be discussed. With a plan in place, the teacher would continue to monitor the child. If after a few weeks there was no significant change or improvement, the teacher may then recommend that the child be formally screened and evaluated by a professional (e.g. a pediatrician, behavioural psychologist or a speech pathologist).

The Process of Screening and Evaluating

Who can screen and evaluate children? Doctors, pediatricians, speech pathologists, behaviourists, Screenings and evaluations are more formal than monitoring. Developmental screening takes a closer look at how a child is developing using brief tests. Your child will get a brief test, or you will complete a questionnaire about your child. The tools used for developmental and behavioural screening are formal questionnaires or checklists based on research that ask questions about a child’s development, including language, movement, thinking, behaviour, and emotions.

Developmental screenings are cost effective and can be used to assess a large number of children in a relatively short period of time. There are screenings to assess a child’s hearing and vision, and to detect notable developmental delays. Screenings can also address some common questions and concerns that teachers, and parents alike, may have regarding a child’s academic progress. For example, when a teacher wonders why a child is behaving in such a way, they will want to observe a child’s social interactions and document how often certain behaviours occur. Similarly, when a parent voices a concern that their child is not talking in complete sentences the way their older child did at that same age. The teacher will want to listen and record the child’s conversations and track their language development.

Developmental Delays – is the condition of a child being less developed mentally or physically than is normal for their age.

Developmental Disabilities[footnote]Centers for Disease Control and Prevention [CDC]. (n.d.). Facts About Developmental Disabilities. https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html[/footnote] — developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behaviour areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Some noted disabilities include:

• ADHD
• Autism Spectrum Disorder
• Cerebral Palsy
• Hearing Loss
• Vision Impairment
• Learning Disability
• Intellectual Disability

Screening Young Children

To quickly capture a snapshot of a child’s overall development, early caregivers and teachers can select from several observation tools to observe and document a child’s play, learning, growth and development. Systematic and routine observations, made by knowledgeable and responsive teachers, ensure that children are receiving the quality care and support they deserve. Several observation tools and techniques can be used by teachers to screen a child’s development. Because each technique and tool provides limited observation data, it is suggested that teachers use a combination of tools and techniques to gather a full panoramic perspective of a child’s development. Here are some guidelines:

• Monitoring cannot capture the complete developmental range and capabilities of children, but can provide a general overview
• Monitoring can only indicate the possible presence of a developmental delay and cannot definitively identify the nature or extent of a disability
• Not all children with or at risk for delays can be identified
• Some children who are red-flagged may not have any actual delays or disabilities; they may be considered “exceptional” or “gifted”
• Children develop at different paces and may achieve milestones at various rates

Developmental Milestone Checklists and Charts

There are many factors that can influence a child’s development: genetics, gender, social interactions, personal experiences, temperaments and the environment. It is critical that educators understand what is “typical” before they can consider what is “atypical.” Developmental Milestones provide a clear guideline as to what children should be able to do at set age ranges. However, it is important to note that each child in your classroom develops at their own individualized pace, and they will reach certain milestones at various times within the age range.

Developmental Milestone Charts are essential when setting up your classroom environments. Once you know what skills children should be able to do at specific ages, you can then plan developmentally appropriate learning goals, and you can set up your classroom environment with age appropriate materials. Developmental Milestone Charts are also extremely useful to teachers and parents when guiding behaviours. In order to set realistic expectations for children, it is suggested that teachers and parents review all ages and stages of development to understand how milestones evolve. Not only do skills build upon each other, they lay a foundation for the next milestone that’s to come. Developmental Milestone Charts are usually organized into 4 Domains: Physical, Cognitive, Language, and Social-Emotional.

Time Sampling or Frequency Counts

When a teacher wants to know how often or how infrequent a behaviour is occurring, they will use a Frequency Count to track a child’s behaviour during a specific timeframe. This technique can help teachers track a child’s social interactions, play preferences, temperamental traits, aggressive behaviours, and activity interests.

Checklists

When a teacher wants to look at a child’s overall development, checklists can be a very useful tool to determine the presence or absence of a particular skill, milestone or behaviour. Teachers will observe children during play times, circle times and centers, and will check-off the skills and behaviours as they are observed. Checklists help to determine which developmental skills have been mastered, which skills are emerging, and which skills have yet to be learned.

Technology

Teachers can use video recorders, cameras and tape recorders to record children while they are actively playing. This is an ideal method for capturing authentic quotes and work samples. Information gathered by way of technology can also be used with other screening tools and techniques as supporting evidence. (Note: it is important to be aware of center policies and procedures regarding proper consent before photographing or taping a child).

Event Sampling and the ABC Technique

When an incident occurs, we may wonder what triggered that behaviour. The Event Sampling or ABC technique helps us to identify the social interactions and environmental situations that may cause children to react in certain ways. If we are to reinforce someone’s positive behaviour, or change someone’s negative behaviour, we must first try to understand what might be causing that particular behaviour. With an ABC Analysis, the observer is looking for and tracking a specific behaviour. More than the behaviour itself, the observer wants to understand what is causing the behaviour – this is antecedent. The antecedent happens before the behaviour. It is believed that if the observer can find the “triggers” that might be leading up to or causing the challenging behaviour, then potential strategies can be planned to alter, redirect or end the challenging behaviour. In addition to uncovering the antecedent, what happens after the behaviour is just as important, this is the “consequence.” How a child is treated after the incident or challenging behaviour can create a positive or negative reinforcement pattern. In short, the ABC technique tells a brief story of what is happening before, during, and after a noted behaviour.

The ABC observation method requires some training and practice. The observer must practice being neutral and free of bias, judgement and assumption in order to collect and record objective evidence and to portray an accurate picture. Although it may be uncomfortable to admit, certain behaviours can frustrate a teacher. If the teacher observes a child while feeling frustrated or annoyed, this can possibly taint the observation data. It is important to record just the facts. And to review the whole situation before making any premature assumptions.

Collecting your data

If you have a concern about a child’s behaviour or if you have noticed a time when a child’s behaviour has been rather disruptive, you will schedule a planned observation. For this type of observation, you can either video record the child in classroom environment, or you can take observation notes using a Running Record or Anecdotal Record technique. To find a consistent pattern, it is best to tape or write down your observations for several days to find a true and consistent pattern. To document your observations, include the child’s name, date, time, setting, and context. Observe and write down everything you see and hear before, during and after the noted behaviour.

Organizing your data

Divide a piece of paper into 3 sections: A – for Antecedent; B – for Behaviour; and C – for Consequence. Using your observation notes you will organize the information you collected into the proper sections. As you record the observation evidence, remember to report just the facts as objectively as possible. Afterwards, you will interpret the information and look for patterns. For example, did you find any “triggers” before the behaviour occurred? What kind of “reinforcement” did the child receive after the behaviour? What are some possible strategies you can try to minimize or redirect the challenging behaviour? Do you need to make environmental changes? Are their social interactions that need to be further monitored? With challenging behaviours, there is not a quick fix or an easy answer. You must follow through and continue to observe the child to see if your strategies are working.

Antecedent Behavior Consequence: ABC Charts & Model by Teachings in Education^[6]

The Practice of Screening and Evaluating

Beyond monitoring, once a child has been “red-flagged” they will need to be assessed by a professional who will use a formal diagnostic tool to evaluate the child’s development. Families can request that a formal screening be conducted at the local elementary school if their child is 3 to 5 years old. Depending upon the nature of the red flag, there are a battery of tools that can be used to evaluate a child’s development. Here are some guidelines:

• Screenings are designed to be brief (30 minutes or less)
• A more comprehensive assessment and formal evaluation must be conducted by a professional in order to confirm or disconfirm any red flags that were raised during the initial monitoring or screening process
• Families must be treated with dignity, sensitivity and compassion while their child is going through the screening process
• Use a screening tool from a reputable publishing company

Screening Instruments and Evaluation Tests

The instruments listed below are merely a sample of some of the developmental and academic screening tests that are widely used.

• Ages and Stages Questionnaires (ASQ®-3), Brookes Publishing Company
• Battelle Developmental Inventory Screening Test (BDI-3®), Riverside Publishing
• Developmental Indicators for Assessment of Learning (DIAL-4), Pearson Assessments
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS®), University of Oregon Center on Teaching and Learning
• Early Screening Inventory-Revised (ESI-R), Pearson Assessments (includes separate scoring for preschool and kindergarten)^[7]

Children with Special Needs

Throughout the past 40 years there have been some significant changes in public policy and social attitudes towards integrating children with special needs and learning disabilities into typical classroom settings. Stigmas from the past have dissipated and more inclusive practices are in place.

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.^[8]

When early caregivers and preschool teachers practice monitoring as part of their regular routines, they demonstrate accountability and responsive caregiving. Nearly 65% of children are identified as having a special need, disability, delay or impairment, and will require some special services or intervention. As early educators our role is twofold:

1. Provide an environment where children feel safe, secure and cared for
2. Help children develop coping skills to decrease stress and promote learning and development

Individualized Education Plans

Some children may need more individualized support and might benefit from specialized services or individual accommodations.  The child care team plans appropriately accommodations, modifications and makes recommendations that will help the child meet their developmental goals.

While everyone on the team has a role, the teacher’s role is to integrate approaches that can best support the child while in class. For example, if the plan notes that the child needs support with language development, the teacher would consider finding someone in class who could provide peer to peer scaffolding. The teacher would want to find someone who has strong language skills, and who is cooperative and kind to others. She would then partner the two children up throughout the day so that the typical child could model ideal language skills. The teacher would also provide regular updates to parents, continue observing and monitoring the child’s development, and would provide access to alternative resources and materials as much as possible.

Creating Inclusive Learning Environments

To ensure that all children feel safe, secure and nurtured, teachers must strive to create a climate of cooperation, mutual respect and tolerance. To support healthy development, teachers must offer multiple opportunities for children to absorb learning experiences, as well as process information, at their own pace. While one child may be comfortable with simple verbal instructions to complete a particular task, another child may benefit from a more direct approach such as watching another child or adult complete the requested task first. Teachers who are devoted to observing their children are motivated to provide experiences that children will enjoy and be challenged by. The classroom is not a stagnant environment – it is ever-changing. In order to maintain a high-quality classroom setting, it is essential to utilize your daily observations of children and the environment to monitor the experiences and interactions to ensure there is a good fit.^[9]

Conclusion

Monitoring, screening and evaluating children is both necessary and takes time and practice. Rather than waiting until there is a major concern, intentional teachers should conduct observations on a regular basis to closely monitor each child’s development. By watching children, we can find patterns. Once we understand the patterns, we can better understand why children do what they do, and ideally, we can create an inclusive learning environment that meets the needs of all our children. Understanding that over half of the children in your classroom may potentially have some special need, disability, delay or impairment is crucial. Recognizing that unless we observe regularly, we won’t be able to refer families in a timely manner to get the support services and professional help that they need is essential. Research tells us that children who receive early intervention are more likely to master age-appropriate developmental milestones, have increased academic readiness and are more apt to socialize with their peers. It is important to remember that everyone in the classroom, including teachers, assistants and directors and supervisors, should be involved with monitoring a child’s development. As you continue to read this text, you will discover how observations are essential in planning effective curriculum, documenting children’s learning, assessing development and communicating with families.^[10]

Image Credits

Spiske M. (2017, January 19). Unsplash. https://unsplash.com/photos/OO89_95aUC0

Chapter Attribution

Adapted from Chapter 10: The Purpose, Process and Practice of Monitoring, Screening and Evaluating by Gina Peterson and Emily Elam in Infant & Toddler Development published by Northeast Wisconsin Technical College under a CC BY License.