Developmental checklists for one-to-one correspondence, classification, and seriation as teacher assessment and curriculum-planning tools¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Three appended checklists (Appendices I–III) trace staged development of matching and one-to-one correspondence, sets and classification, and order and seriation, with dated observation columns (Sept.–Oct., Dec.–Jan., April–May) and a key coding behavioral versus representational knowledge. "Laura used these checklists not to evaluate or determine mastery but to gather information that could be used for curriculum development," identifying each child's stage and planning experiences in the child's zone of proximal development.

Design Implications¶

Context¶

Requirements¶

• Periodic and systematic use; dating observations to record growth
• Teachers need deep knowledge of the developmental sequence of the concepts

Constraints¶

• Laura used them not to evaluate or determine mastery but to gather information for curriculum development

Target Learners¶

• preschool children

Target Learning Goals¶

• monitoring development of one-to-one correspondence, classification, and seriation

Affordances¶

• Zpd Social Constructivist Framework

Claims¶

• Preschool children demonstrate behavioral knowledge of classification, one-to-one correspondence, and seriation during everyday free play with everyday materials [+W]
• Preschool children seriated pinecones by size largely by trial and error, and seriating in reverse order was more challenging and needed extensive verbal cueing [+W]

Related Elements¶

• Selected-Response Assessment Items
• Building Blocks preschool mathematics curriculum

Examples¶

• Use mathematical language during play interactions and everyday routines to move children from behavioral to representational understanding
• Use progress monitoring to tailor math instruction to each child's position on a developmental progression

Key Sources¶

• Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html