Once you have all your observations and other assessment data gathered and organized, the next step is to draw conclusions. For your interpretations to be valid, they should be as objective as possible. Below are recommendations that may help.
Development is a continuum. When assessing data, remember young children’s development is typically uneven, and continuously evolving. While developmental milestones are important indicators, development is individual. The progression and sequence of children’s growth and learning are most important. An example of sequence is how children learn to use scissors, first holding correctly, then snipping, then cutting a straight line, and so on. If a child is not progressing in skill development, further screening and referral are needed. When you are unsure about whether your expectations are age appropriate, check with child development texts or other resources.
Assess for patterns. Looking for trends can be helpful in reaching conclusions about children’s behavior and/or program issues. Is this new behavior, or part of a pattern observed in the past? Have there been any significant changes for the child? Ongoing observation recordings enable you to see the bigger picture over time.
Use details. The more information your observations contain, the easier it is to reach legitimate conclusions. Looking beyond quantitative data at children’s expressions, reactions, gestures, and contextual detail helps with interpretation validity.
Look to theories. When deciding on meaning, consider developmental theories or approaches that may help explain development or behavior. For example, looking at behavioralism could show that a child’s misbehavior is continuing because of reinforcement from teacher attention.
Consider socio-cultural context. It is essential to be sensitive to diversity issues when evaluating and assessing. Self-knowledge about your personal prejudices is important, as is the instrument’s appropriateness for a particular child. For example, testing a non- English speaker in English can’t accurately measure ability. Research clearly shows multiple negative effects of inappropriate assessment practices for children of linguistically or cultural diverse families. When interpreting data, always consider cultural explanations for behavior. For example, lack of eye contact is usually a red flag, but may not be if the child is from a culture that discourages looking elders in the eye. There are several useful guides and websites, such as the Early Childhood Institute on Culturally and Linguistically Appropriate Services (CLAS).
Seek help. Be sure that you have multiple sources of information and ask for help. Observational information can be difficult to interpret, and other perspectives may offer insight. When conclusions are not clear-cut, consult parents, other staff, managers, and specialists who may add clarity. Including other viewpoints or “windows” increases assessment accuracy and utility.