Language Assessment : Observation, Examination, Diagnosis And Documentation In Early Childhood Learning

Qurrotul ‘Aini (Early childhood education study program, Faculty Of Teacher Training And Education, Muhammadiyah University Surabaya, Sutorejo Street Number.58- 60113 Surabaya, East Java, Indonesia)
Nabila Fikri Irfariani (Early childhood education study program, Faculty Of Teacher Training And Education, Muhammadiyah University Surabaya, Sutorejo Street Number.58- 60113 Surabaya, East Java, Indonesia)

Proceeding UMSurabaya
2020: Proceding International Webinar on Education 2020

The writing of this article aims to provide a format for the development of early childhood language assessment instruments. Which is still a problem for determining the development of early childhood language development assessment instruments. In addition, this article provides procedures for carrying out early childhood assessments that compile observations, examinations, diagnoses and documentation. The basic concept that needs to be emphasized in granting an assessment of age children is by observation using data checklists, anecdotal notes, and video or audio recordings. From the purpose of the assessment there are differences in the time of their implementation. The assessment is analyzed based on the child's language development when speaking in class, talking to his teacher or talking with his fellow peers. Knowledge assessment regarding assessment can also help teachers identify children who might need further development that refers to children's language development.Keywords: Assessment of language development, assessment of observationsbased on analysis of language development individually