The author of Early Childhood Classroom Observation Measure is Deborah Stipek and Patricia Byler. They published in 2004. They practice this measure in 127 kindergarten classrooms. Early Childhood Classroom Observation Measure is to observe and assess a normal day in the classroom. (Stipek & Byler, 2004, 2005) are made using a three-column format along the following areas: (1) Child-Centered, (2) Teacher-Directed, and (3) Child Dominated.
These three areas are evaluated along the following three subscales: the Management subscale, in management includes four items such as Child Responsibility, Management, Choice of Activities, Discipline Strategies; the Climate subscale includes four items. They supported for Communication Skills, Support …show more content…
They assess independently to Child-centered and teacher-center instructional approaches are observed. This measure is appropriate for classrooms with young children ages between 4 to 7 years.
The measure focuses on the used for instruction rather than subject matter content. This was developed as a research tool. Stipek & Byler mentioned that “The ECCOM might also be used effectively to help teacher assess and adjust their own practices, or as a tool for principals and directors for assessing teachers”. So ECCOM may be used for research, as a professional development tools or a program development and evaluation …show more content…
Each observation session lasted one half day (about 3 hr) and began when the kindergarten program, their goals for Teachers were asked to rate the goals of the kindergarten curriculum on a 5-point scale. The assessment were based on the study by Stipek and Byler (2004), and the descriptions were form as described in the National Curriculum of Kindergarten Education in Finland (13 items) and in Estonia (34 items). Their assessment was to observe Academic Skills (e.g. the development of pre reading), Activity and Motivation (e.g. child interest and continue in learning situations), Social Skills (e.g. group work skills and positive relations), and Play and Motor Skills (e.g., play with other children and fine motor skills) of
These three areas are evaluated along the following three subscales: the Management subscale, in management includes four items such as Child Responsibility, Management, Choice of Activities, Discipline Strategies; the Climate subscale includes four items. They supported for Communication Skills, Support …show more content…
They assess independently to Child-centered and teacher-center instructional approaches are observed. This measure is appropriate for classrooms with young children ages between 4 to 7 years.
The measure focuses on the used for instruction rather than subject matter content. This was developed as a research tool. Stipek & Byler mentioned that “The ECCOM might also be used effectively to help teacher assess and adjust their own practices, or as a tool for principals and directors for assessing teachers”. So ECCOM may be used for research, as a professional development tools or a program development and evaluation …show more content…
Each observation session lasted one half day (about 3 hr) and began when the kindergarten program, their goals for Teachers were asked to rate the goals of the kindergarten curriculum on a 5-point scale. The assessment were based on the study by Stipek and Byler (2004), and the descriptions were form as described in the National Curriculum of Kindergarten Education in Finland (13 items) and in Estonia (34 items). Their assessment was to observe Academic Skills (e.g. the development of pre reading), Activity and Motivation (e.g. child interest and continue in learning situations), Social Skills (e.g. group work skills and positive relations), and Play and Motor Skills (e.g., play with other children and fine motor skills) of