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Assessing Young Children, 5/e by Mindes and Yung is the ideal resource for pre- and in-service teachers with a need to understand the broad range of assessment issues in early childhood and to deliver an effective educational program for all young children from birth through age eight. Grounded in research-based and recommended practices, it prepares teachers to assess young children in a variety of settings, including inclusive environments, blending early childhood and early childhood special education. Students learn about assessment practices from observation to the complexities of referring children for special education or early intervention evaluation. The focus throughout is on working with interdisciplinary teams to serve a diverse population of children. The new Fifth Edition features a “Cultural Connections” section in each chapter clarifying applications of the topic with children from diverse cultural backgrounds. Particular attention is paid to English learners. The Enhanced Pearson eText features embedded video and internet resources.
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Gayle Mindes is Professor of Education at DePaul University in Chicago. She teaches in the pre-service early childhood and elementary education programs there. Mindes, a life-long urban educator writes and speaks on the topics of assessment, social studies, and kindergarten. Recent books include: Bayat, M. & Mindes, G. (in preparation) Addressing Challenging Behaviors and Mental Health Issues in Early Childhood and Beyond: A Function-Based Approach; Social Studies for Young Children: Preschool and Primary Curriculum Anchor, 2nd edition. Lanham, MD: Rowman & Littlefield Publishers, Inc., 2014; Koralek, D. & Mindes, G. (2006) Spotlight on young children and social studies. Washington, DC: National Association for the Education of Young Children; Ornstein, A. C. & Lasley, T. & Mindes, G. (2005) Secondary and Middle School Methods, 2nd Ed. Boston: Pearson/Allyn & Bacon; Mindes, G. & Donavan, M. A. (2001) Building character: Five enduring themes for a stronger early childhood curriculum. Needham Heights, MA: Allyn & Bacon.
Mindes is a consulting editor for Young Children and she presents regularly at NAEYC Annual Conferences. She is project director for a professional development program for Head Start Teachers, funded by City of Chicago Department of Family Support Services.
Lee Ann Jung, PhD, has been on faculty in the University of Kentucky's College of Education since 2002 and has worked in the field of special education since 1994. She has served in the roles of teacher, administrator, researcher, and independent consultant. Lee Ann's consultation with programs, schools, and organizations around the world has spanned 15 years. Her experience as interventionist with hundreds of children with disabilities and their families provides a valuable lens for this work. Lee Ann regularly provides leadership to programs and school districts on topics of assessment, family support, IEP/IFSP development, inclusive practices/natural environments, standards-based grading for exceptional learners, planning and implementing intervention, and measuring progress. This ongoing connection to practice in real-world settings grounds the research-based foundation of her university teaching.
She coauthored, Answers to Essential Questions about Standards, Assessments, Grading, and Reporting, which was finalist for the Distinguished Achievement award from the Association of Educational Publishers. Lee Ann is also coauthor of the book, Grading Struggling and Exceptional Learners, which was a 2012 finalist for the same award in 2013. She is currently authoring the book, Planning Intervention and Measuring Progress, for Solution Tree Press. Lee Ann has written more than 35 journal articles and book chapters and has received in excess of 4 million dollars in funding to support personnel preparation and research. Lee Ann has served as associate editor for Young Exceptional Children (YEC), guest editor and editorial board member of Topics in Early Childhood Special Education, and is currently an editorial board member for YEC and Journal of Early Intervention.
Chapter 1 A Comprehensive Assessment System for Birth Through Age 8
Chapter 2 Developing Family Partnerships in Assessment
Chapter 3 Observation as the Key Method in the System
Chapter 4 Using Basic Concepts of Measurement
Chapter 5 Choosing and Using the Right Measure
Chapter 6 Assessment for Planning Intervention
Chapter 7 Conferencing, Grading and Reporting
Chapter 8 Building a Child Study
Chapter 9 Special Issues in Infant and Toddler Assessment
Chapter 10 Special Issues in Preschool Assessment
Chapter 11 Special Issues in Primary Grades
Appendix A Child Development Chart for Typical Development
Appendix B Selected Early Childhood Tests to Consider for Use in Educational and Child-Care Settings
Appendix C Test Evaluation Guidelines
Appendix D Choosing Technology and Software to Support Assessment
Appendix E Portfolio Template
Appendix F Websites That Address Assessment for Teachers of Young Children
Appendix G Assessment Bibliography for Kindergarten and Primary Teachers