This site continues to work out its mandate to unite and promote educators around the world.
One of the ways is by presenting an Institute for International Education Diplomacy, July 29 to August 2 this summer at the George Washington University in Washington, D. C. This gathering acknowledges that to make changes you must enlist the participation of the country and its people. To this end, presenters will inform in communicating across interpersonal, intercultural, political and cross-disciplinary borders. Having a great plan may not be enough if it does not fit the people it is designed to help or if hey cannot comprehend the rationale or motive involved.
This month also there is a report Social Policy Report. Quality of Early Childhood Development Programs in Global Contexts by Pia Rebello Britto, Hirokaza Yoshikawa and Kimberly Boller. Interestingly this report echoes what we have been reading about early education in the United States. Countries around the world are dealing with the same research, financial restraints and the constraints of levels of government and many children with many different needs to support. They too conclude that it must be more than the giving of money but there must be a commitment to quality that finds its way all the way to the community.
Norvell, Ratcliff and Hunt's article Give me a Break: The Argument for Recess. was timely for our discussion this week. They call for a grass roots research - in the classroom, conducted by the teachers and results given to parents. This voice needs to be raised so the humanity of early childhood is not forgotten or bull-dozed for the sake of economic growth.
In the Digest this week an article by Bi Ying and Judit Szente, The Care and Education of Orphan Children With Disabilities in China reminded that we have a way to go at caring for the disadvantaged in this country. The work of Philip Hayden, a true carer of humanity, was highlighted in his forming of the Shepherd's Field Children's Village in Tanjing.
This site has an international vision that cooperates with other international and national organizations to being to light early childhood issues throughout the world.
irokaza Yoshikowa and Kimberly Boller.
Friday, July 22, 2011
Saturday, July 16, 2011
Connecting to International Teacher - update
I have had more difficulty with these contacts than I imagined. My two original choices are on holidays and I certainly can understand their taking some time to get back to me.
To that end, I have started a chat with a Chinese teacher. During our chat this week she said that her experience has been like mine in international schools. However, her son attended public school and she has colleagues who are presently teaching in the public school system.
Her first area of interest is the migrant children who are numbering 400,000of primary school age. It is interesting she brought this topic up because this has been an area of interest of mine for some time. In fact, I considered volunteering at one of the schools set up for migrant children. However, the program needed a commitment of consecutive Saturdays that I felt I could not take on with my present work load. This teacher expressed how much this would be appreciated as these schools are hugely under-funded and teachers/conditions are often not up to national standards and some are not even licensed and therefore rely on donations.
I plan to visit her school next week and look forward to continuing this dialogue.
I have contacted another teacher who is presently in an international school but has experience in public schools. I will follow up with another email and hope to perhaps meet her this week as well.
One thing that came out of our conversation was that the government has policy for compulsory nine years of education. However, the schools are provided for the children who are registered as residents.This excludes the migrant children. There is a new policy as of last year that gives papers to these children and mandates that every child within the area of that school must be admitted. However, there is not enough room. I wish to look into this further, to see how it actually is working out.
Then there is the issue of the children who are left in the rural areas. They have resident permission to go to school but there may not be schools available and if there are, are not up to the national standards.
These are all issues that the government is addressing. It seems that every country has children that are left behind. It seems that what makes the difference is a driving force that keeps the needs of the child at the forefront. UNICEF-China seems to be one of those forces here with its Beijing representative, Kirsten Di Martino. She is a name that keeps showing up when issues about children's rights are brought up. She is a person of interest that I look forward to finding out more about in the days ahead.
An interesting aside.
I have just two weeks ago moved into a new apartment and the owner is wanting to move back to Beijing. In my search for another apartment, I got a picture of what it is like to be without legal representation. Thankfully, I am a person in good standing here and was able to obtain some assistance and I can always go to the Embassy. However, it is a different story for those who have not been brought up with the life of the city, or the rights that are afforded them or even access to information on what is available to them. This is a big job for the Chinese government but one that they have take on with determination and an aim to success.
To that end, I have started a chat with a Chinese teacher. During our chat this week she said that her experience has been like mine in international schools. However, her son attended public school and she has colleagues who are presently teaching in the public school system.
Her first area of interest is the migrant children who are numbering 400,000of primary school age. It is interesting she brought this topic up because this has been an area of interest of mine for some time. In fact, I considered volunteering at one of the schools set up for migrant children. However, the program needed a commitment of consecutive Saturdays that I felt I could not take on with my present work load. This teacher expressed how much this would be appreciated as these schools are hugely under-funded and teachers/conditions are often not up to national standards and some are not even licensed and therefore rely on donations.
I plan to visit her school next week and look forward to continuing this dialogue.
I have contacted another teacher who is presently in an international school but has experience in public schools. I will follow up with another email and hope to perhaps meet her this week as well.
One thing that came out of our conversation was that the government has policy for compulsory nine years of education. However, the schools are provided for the children who are registered as residents.This excludes the migrant children. There is a new policy as of last year that gives papers to these children and mandates that every child within the area of that school must be admitted. However, there is not enough room. I wish to look into this further, to see how it actually is working out.
Then there is the issue of the children who are left in the rural areas. They have resident permission to go to school but there may not be schools available and if there are, are not up to the national standards.
These are all issues that the government is addressing. It seems that every country has children that are left behind. It seems that what makes the difference is a driving force that keeps the needs of the child at the forefront. UNICEF-China seems to be one of those forces here with its Beijing representative, Kirsten Di Martino. She is a name that keeps showing up when issues about children's rights are brought up. She is a person of interest that I look forward to finding out more about in the days ahead.
An interesting aside.
I have just two weeks ago moved into a new apartment and the owner is wanting to move back to Beijing. In my search for another apartment, I got a picture of what it is like to be without legal representation. Thankfully, I am a person in good standing here and was able to obtain some assistance and I can always go to the Embassy. However, it is a different story for those who have not been brought up with the life of the city, or the rights that are afforded them or even access to information on what is available to them. This is a big job for the Chinese government but one that they have take on with determination and an aim to success.
Friday, July 8, 2011
International Focus
I am waiting responses from my educators. The one in England is on holiday, of course, but will probably reply this weekend. The lady from Peru is looking after her grand-children while the parents are away so she is a bit 'at wit's end' but I expect contact with her soon also.
I returned to the Association for Childhood Education International web site (www.acei.org) and read more about the Decade for Childhood - 2012-2022. This will be started off in March 28-30, 2012 in Washington, D.C. They are calling on papers from educators, researchers, health professionals, environmentalists, psychologist, sociologists, social workers and advocates for early childhood.
They are looking for responses from different sectors: universities, non-government organizations, research institutes from around the world. They want to address practice, policy and research as it pertains to the health and welfare of early childhood.
The intention of this summit and the decade is to facilitate an interdisciplinary dialogue, to explore the state of education worldwide and the mental and physical well being of the child. The approach is international, cross cultural and cross disciplinary. They are looking for best policies and best practices
This summit will be the start but the entire decade will be dedicated to making the world a safer and more nurturing place for a child. Seems to me this is an opportunity for collaboration cooperation and lasting aid to the children of the world.
Another item that was of interest is a delegation of educators that will travel to Cuba in an information exchange and to research the Cuban model of education.
I returned to the Association for Childhood Education International web site (www.acei.org) and read more about the Decade for Childhood - 2012-2022. This will be started off in March 28-30, 2012 in Washington, D.C. They are calling on papers from educators, researchers, health professionals, environmentalists, psychologist, sociologists, social workers and advocates for early childhood.
They are looking for responses from different sectors: universities, non-government organizations, research institutes from around the world. They want to address practice, policy and research as it pertains to the health and welfare of early childhood.
The intention of this summit and the decade is to facilitate an interdisciplinary dialogue, to explore the state of education worldwide and the mental and physical well being of the child. The approach is international, cross cultural and cross disciplinary. They are looking for best policies and best practices
This summit will be the start but the entire decade will be dedicated to making the world a safer and more nurturing place for a child. Seems to me this is an opportunity for collaboration cooperation and lasting aid to the children of the world.
Another item that was of interest is a delegation of educators that will travel to Cuba in an information exchange and to research the Cuban model of education.
Realtionship Reflection
I am now and have always been single.
I am not a parent.
I live literally half way around the world from my family.
This good grounds for a reflection on commitment to relationship.
My sister is the most important relationship I have. Even though we are separated by space, I remain aware of how she is and the events in her life. It is essential for me to keep that line open via available phone, travel home and encouraging her visit here. I am pretty certain I would do anything to maintain this relationship.
Then next most important relationship would be my friend, colleague,principal and her family. We are an unlikely twosome who acquainted as ESL teachers in GaungZhou. We bonded as neighbors next then over a conflict beyond our control and finally to her inviting me to Beijing to teach in her school. I am old enough to be her mother, we do not share countries of origin, she has the whole family package: husband, son, daughter, son, mother and father, etc; she has and maintains many friendships, she is adventuresome and has learned to speak both Cantonese and Mandarin. Totally opposite
Daily I wonder why we are friends. But we are. I absolutely know that she would always have my back and I am quite certain she knows that of me. As much as this relationship is undeserved, I cherish it and work hard to maintain and enrich it.
I belong to a large international church here. I have relationships in the Sunday School and a small group. These so far are more connected to what I can do or supply. These relationships could be severed by moving as so often happens here.
School relationships
Colleagues
These challenge, encourage and hold me accountable. I respect and work to keep these receptive, friendly, respectful and honoring. These relationships are essential to the quality and furthering my job as an early child educator. Since starting this Masters, these have helped me keep a realistic balance between the ideal and the reality.
Families
Because I am the first educator of their child and they entrust me with the care of their most precious person, this relationship is more service grounded. These will end as they leave Beijing and even when the children graduate to the next class. These are important and I strive to keep communication honest and open but only on a professional level.
Then there are my relationship with the employees at the Starbucks I frequent who keep my caffeine at necessary levels. They welcome me by name and however shallow, in this huge, foreign city it means something to be recognized as an individual out of the masses.
Then there is my computer guy, Charley. He has been my life line more than once especially since starting this course. He probably has no idea why I would even consider such a venture considering my technical ineptitude. However he continues to answer my calls and rescue me from yet the latest crisis.
I am not a parent.
I live literally half way around the world from my family.
This good grounds for a reflection on commitment to relationship.
My sister is the most important relationship I have. Even though we are separated by space, I remain aware of how she is and the events in her life. It is essential for me to keep that line open via available phone, travel home and encouraging her visit here. I am pretty certain I would do anything to maintain this relationship.
Then next most important relationship would be my friend, colleague,principal and her family. We are an unlikely twosome who acquainted as ESL teachers in GaungZhou. We bonded as neighbors next then over a conflict beyond our control and finally to her inviting me to Beijing to teach in her school. I am old enough to be her mother, we do not share countries of origin, she has the whole family package: husband, son, daughter, son, mother and father, etc; she has and maintains many friendships, she is adventuresome and has learned to speak both Cantonese and Mandarin. Totally opposite
Daily I wonder why we are friends. But we are. I absolutely know that she would always have my back and I am quite certain she knows that of me. As much as this relationship is undeserved, I cherish it and work hard to maintain and enrich it.
I belong to a large international church here. I have relationships in the Sunday School and a small group. These so far are more connected to what I can do or supply. These relationships could be severed by moving as so often happens here.
School relationships
Colleagues
These challenge, encourage and hold me accountable. I respect and work to keep these receptive, friendly, respectful and honoring. These relationships are essential to the quality and furthering my job as an early child educator. Since starting this Masters, these have helped me keep a realistic balance between the ideal and the reality.
Families
Because I am the first educator of their child and they entrust me with the care of their most precious person, this relationship is more service grounded. These will end as they leave Beijing and even when the children graduate to the next class. These are important and I strive to keep communication honest and open but only on a professional level.
Then there are my relationship with the employees at the Starbucks I frequent who keep my caffeine at necessary levels. They welcome me by name and however shallow, in this huge, foreign city it means something to be recognized as an individual out of the masses.
Then there is my computer guy, Charley. He has been my life line more than once especially since starting this course. He probably has no idea why I would even consider such a venture considering my technical ineptitude. However he continues to answer my calls and rescue me from yet the latest crisis.
Saturday, July 2, 2011
International Colleagues - The Search
I began this week putting some feelers out for educators that would enjoy discussing education with me during the following weeks.
First of all since I am here in China, I would like to make contact with a teacher in a public pre-school or kindergarten. I have asked a colleague to check at her son's school to see if anyone would be interested. She thought they would be reticent to do it in person but thought there might be one that would enjoy doing it in print.I would like this to be an on-going relationship. I am waiting to on hear back.
Secondly, a now 3 year old student of our school who began in my class has a grandmother who is a newly- retired educator in Peru. She has 30 years experience with 3 to 5 year olds and she is excited to talk about early education in her country. She is here visiting for a month so we may be able to meet for coffee as well.
Lastly, I have requested if the mother of one of my colleagues would be interested in this project. She is a special education educator in England and also has experience in Hong Kong. Her daughter was quite certain that she would enjoy discussing her field and the changes she has seen over the years with me. However, I have not yet made direct contact with her.
Education Website.
This has been an interesting journey for me.
En route to the international sites, I joined the National Institute for Early Education Research (NIEER) and will be receiving their newsletter.
I also became a member of The National Association for the Education of Young Children (NAEYC) and will be receiving publications from them. I will also be accessing the great ideas that popped out in just a quick pass through.
Since the first course I have been wondering which journals to subscribe and this assignment has helped me make that decision.
I look forward to sharing these articles with my colleagues and parents.
When I arrived in the international territory, I chose the Association for Childhood Education International (ACEI). This is chock-full of ideas and information. Their vision is to support with knowledge communities, families, educators and the early childhood population.
To this end the click areas have names like: Building Community; Engaging Worldwide, which gives information about education in countries around the world; Sharing Knowledge, providing a resource center; Taking Action, which investigates ways to ensure the rights of the child and his family; Advancing Education, projects that put this knowledge into action.
Then there is a radio where there are interviews about current research and issues.
An area topped 'Focus Forum', provides quarterly reviews on age groups up to early adolescence.
In addition to this there is an E-newsletter and a subscription to Journal of Research in Childhood Education. At least I think so. I paid the subscription and they said they would get back to me by mail within 2 weeks. But I do live in China. We'll see.
Another interesting subject on this site's home page was the announcing that 2012-2022 is the Decade of the Child. It will be interesting to find out what that all entails.
I am certain over the next weeks there will be much to report from this already informative site.
First of all since I am here in China, I would like to make contact with a teacher in a public pre-school or kindergarten. I have asked a colleague to check at her son's school to see if anyone would be interested. She thought they would be reticent to do it in person but thought there might be one that would enjoy doing it in print.I would like this to be an on-going relationship. I am waiting to on hear back.
Secondly, a now 3 year old student of our school who began in my class has a grandmother who is a newly- retired educator in Peru. She has 30 years experience with 3 to 5 year olds and she is excited to talk about early education in her country. She is here visiting for a month so we may be able to meet for coffee as well.
Lastly, I have requested if the mother of one of my colleagues would be interested in this project. She is a special education educator in England and also has experience in Hong Kong. Her daughter was quite certain that she would enjoy discussing her field and the changes she has seen over the years with me. However, I have not yet made direct contact with her.
Education Website.
This has been an interesting journey for me.
En route to the international sites, I joined the National Institute for Early Education Research (NIEER) and will be receiving their newsletter.
I also became a member of The National Association for the Education of Young Children (NAEYC) and will be receiving publications from them. I will also be accessing the great ideas that popped out in just a quick pass through.
Since the first course I have been wondering which journals to subscribe and this assignment has helped me make that decision.
I look forward to sharing these articles with my colleagues and parents.
When I arrived in the international territory, I chose the Association for Childhood Education International (ACEI). This is chock-full of ideas and information. Their vision is to support with knowledge communities, families, educators and the early childhood population.
To this end the click areas have names like: Building Community; Engaging Worldwide, which gives information about education in countries around the world; Sharing Knowledge, providing a resource center; Taking Action, which investigates ways to ensure the rights of the child and his family; Advancing Education, projects that put this knowledge into action.
Then there is a radio where there are interviews about current research and issues.
An area topped 'Focus Forum', provides quarterly reviews on age groups up to early adolescence.
In addition to this there is an E-newsletter and a subscription to Journal of Research in Childhood Education. At least I think so. I paid the subscription and they said they would get back to me by mail within 2 weeks. But I do live in China. We'll see.
Another interesting subject on this site's home page was the announcing that 2012-2022 is the Decade of the Child. It will be interesting to find out what that all entails.
I am certain over the next weeks there will be much to report from this already informative site.
Friday, June 24, 2011
The Wonder and Energy of Childhood
We worry about what a child will become tomorrow, yet we forget that he is someone today.
Stacia Tausher
Never help a child with a task at which he feels he can succeed.
Maria Montessori
Necessity may be the mother of invention, but play is certainly the father.
Roger von Oech, President, Creative Think
You are worried about seeing him spend his early years in doing nothing.
What! Is it nothing to be happy?
Nothing to skip, play and run around all day long?
Never in his life will he be so busy again.
Jean Jacques Rousseau
If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult
who can share it rediscovering with him the joy, excitement and mystery of the world we live in.
Rachel Carson
Tell me and I forget. Show me and I remember. Involve me and I understand.
Chinese proverb
A young child is, indeed, a true scientist, just one big question mark,
What?Why? How?
I never cease to marvel at the recurring miracle of growth,
to be fascinated by the mystery and wonder of this brave enthusiasm.
Victoria Wagner
These quotes begin to capture the exuberant time of life that is early childhood. It bursts on the scene and
progresses with every fiber of its being engaged. Lucky for us we get to come along side.
Stacia Tausher
Never help a child with a task at which he feels he can succeed.
Maria Montessori
Necessity may be the mother of invention, but play is certainly the father.
Roger von Oech, President, Creative Think
You are worried about seeing him spend his early years in doing nothing.
What! Is it nothing to be happy?
Nothing to skip, play and run around all day long?
Never in his life will he be so busy again.
Jean Jacques Rousseau
If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult
who can share it rediscovering with him the joy, excitement and mystery of the world we live in.
Rachel Carson
Tell me and I forget. Show me and I remember. Involve me and I understand.
Chinese proverb
A young child is, indeed, a true scientist, just one big question mark,
What?Why? How?
I never cease to marvel at the recurring miracle of growth,
to be fascinated by the mystery and wonder of this brave enthusiasm.
Victoria Wagner
These quotes begin to capture the exuberant time of life that is early childhood. It bursts on the scene and
progresses with every fiber of its being engaged. Lucky for us we get to come along side.
Friday, June 10, 2011
Aptitude and Achievement Testing
A little history
Dr. Alfred Binet , a French psychologist, designed a test to assist in recognizing children who needed the support of special schools. He saw the potential danger of misusing this scale, and in 1904 was already cautioning its use as a measure of intelligence. Intelligence is multidimensional and dynamic, he noted, so any kind of labeling from a single test at a single point in time would be untrue and potentially damaging to the education of the child. ( Audiblox, 2002 )
His test went through revisions in the Americas and for many years became a widespread and widely accepted measure of intelligence (Audiblox,2002). The premise during these early years was that intelligence was genetic and did not change throughout a lifetime. (Audiblox, 2002)
In addition to the revised Binet model, Stanford Binet, other tests have been devised to perhaps better represent intelligence. The Wechsler Intelligence Scale for Children (Wechsler Preschool & Primary Scale of Intelligence), tests ten areas. This test has a verbal and performance score. Howard Gardner proposes a multiple intelligence model seeking to measure academic ability, creativity, practical skills, emotional regulation and perception (Berger, 2009).
Problems
Intelligence is not solely genetic and can change, usually due to an extrinsic force (Berger, 2009)
The tests can be culturally weighted so a child not exposed to that culture is at a loss that has nothing to do with his intelligence (Berger, 2009)
Testing is static measuring a dynamic phenomenon - the human mind.(Berger, 2009)
Labeling a child as deficient lowers expectations preventing him from being supported to be his best Burger,2009).
The tests may measure what the child has learned and if the child has not been exposed to the content of the test, then he is at an unfair advantage (Burger, 2009)
The quality and attitude of the tester, the environment of the test and the people grading are all variables that can effect the scores that have nothing to do with the child's intelligence.
Comments on testing in China
Here in China, the testing of I.Q. has been discouraged for a few decades.(Xinhua, 2008, March). There are tests available . like the Educational Readiness, written by Dr. Mujie Ou, a child psychologist, in 2007 (Luo, Zhang, Liu, Zhoa, Shi, Rozelle & Sharbono, 2008 ) This is a multidimensional test measuring, cognitive, language and communication abilities, independence as well as fine and gross motor skills (Luo et al, 2008). This is for the child entering Primary school. Chats with my colleagues seem to indicate that these are not closely adhered to. For example, while teaching in a local Primary school one of stories was of a little girl being accepted solely on her ability to stay calm focused in an uncontrolled environment. She was with a group of children waiting for an interview for this Primary school. The other children were disrespectful of the space and uncontrolled in their noise and activities. This young one sat quietly until things calmed down then went about straightening the room. This colleague said she was accepted without an interview.
Apparently all children can be accepted into the school in their district. Apparently every child is to be accepted and not graded according to any achievement performance. The lining of the desks from the better achievers to the less is not supposed to happen but old habits are difficult to break. There are regular tests that check what the child has learned.
There are national examinations at the end of the second semester of Grade 3 and Grade 6 that help the child get into the middle school and later university of his choice. These tests are very important and can make huge differences in the child's future chances at education. As one of my colleagues said, it is just academics that are tested, you could be good in music or sports but if your academic scores are not high, you can lose a spot.
There is so much I do not know about what kind and when testing is done in schools either in North America or here. There are a few things that I wonder might make testing useful.
Testing would cover practical as well as academic knowledge.
Testing would be done over a period of time and in a natural setting, by observation rather than a prescribed test sitting.
The results would only be used to support the child within the classroom. The parents would not be given results other than in ways their child could be supported to make his education a rewarding experience. Some children may need to be supported in reading, others in mathematics, others in socializing. Everyone has some area that is weaker than another and seeing the child as a complete, body, soul, spirit and mind entity can perhaps help the education system send better prepared and happier people into the world.
Sources
Audiblox. (2002, March). IQ Test: Where Does It Come From and What Does It Measure? retrieved from http://www.audiblox2000.com/dyslexia
Burger, K. S. (2009) The Developing Person Through Childhood (5th Ed.) New York, NY: Worth Publishers
Dictionary of American History, (2003). Intelligence Tests. retrieved from www.encyclopedia.com.
Luo, R, Zhang, L.,Lliu, C., Zhao, Q., Shi, Y, Rozelle, S.& Sharbono, B. (2008) Behind before they begin: The Challenge of early childhood education in rural China. Australian Journal of Early Childhood.
Xinhua. (2004, March 28). Professional aptitiude test for children induces debate. Peopple's Daily Online. http://english.peopledaily.com.cn/200403/28
Dr. Alfred Binet , a French psychologist, designed a test to assist in recognizing children who needed the support of special schools. He saw the potential danger of misusing this scale, and in 1904 was already cautioning its use as a measure of intelligence. Intelligence is multidimensional and dynamic, he noted, so any kind of labeling from a single test at a single point in time would be untrue and potentially damaging to the education of the child. ( Audiblox, 2002 )
His test went through revisions in the Americas and for many years became a widespread and widely accepted measure of intelligence (Audiblox,2002). The premise during these early years was that intelligence was genetic and did not change throughout a lifetime. (Audiblox, 2002)
In addition to the revised Binet model, Stanford Binet, other tests have been devised to perhaps better represent intelligence. The Wechsler Intelligence Scale for Children (Wechsler Preschool & Primary Scale of Intelligence), tests ten areas. This test has a verbal and performance score. Howard Gardner proposes a multiple intelligence model seeking to measure academic ability, creativity, practical skills, emotional regulation and perception (Berger, 2009).
Problems
Intelligence is not solely genetic and can change, usually due to an extrinsic force (Berger, 2009)
The tests can be culturally weighted so a child not exposed to that culture is at a loss that has nothing to do with his intelligence (Berger, 2009)
Testing is static measuring a dynamic phenomenon - the human mind.(Berger, 2009)
Labeling a child as deficient lowers expectations preventing him from being supported to be his best Burger,2009).
The tests may measure what the child has learned and if the child has not been exposed to the content of the test, then he is at an unfair advantage (Burger, 2009)
The quality and attitude of the tester, the environment of the test and the people grading are all variables that can effect the scores that have nothing to do with the child's intelligence.
Comments on testing in China
Here in China, the testing of I.Q. has been discouraged for a few decades.(Xinhua, 2008, March). There are tests available . like the Educational Readiness, written by Dr. Mujie Ou, a child psychologist, in 2007 (Luo, Zhang, Liu, Zhoa, Shi, Rozelle & Sharbono, 2008 ) This is a multidimensional test measuring, cognitive, language and communication abilities, independence as well as fine and gross motor skills (Luo et al, 2008). This is for the child entering Primary school. Chats with my colleagues seem to indicate that these are not closely adhered to. For example, while teaching in a local Primary school one of stories was of a little girl being accepted solely on her ability to stay calm focused in an uncontrolled environment. She was with a group of children waiting for an interview for this Primary school. The other children were disrespectful of the space and uncontrolled in their noise and activities. This young one sat quietly until things calmed down then went about straightening the room. This colleague said she was accepted without an interview.
Apparently all children can be accepted into the school in their district. Apparently every child is to be accepted and not graded according to any achievement performance. The lining of the desks from the better achievers to the less is not supposed to happen but old habits are difficult to break. There are regular tests that check what the child has learned.
There are national examinations at the end of the second semester of Grade 3 and Grade 6 that help the child get into the middle school and later university of his choice. These tests are very important and can make huge differences in the child's future chances at education. As one of my colleagues said, it is just academics that are tested, you could be good in music or sports but if your academic scores are not high, you can lose a spot.
There is so much I do not know about what kind and when testing is done in schools either in North America or here. There are a few things that I wonder might make testing useful.
Testing would cover practical as well as academic knowledge.
Testing would be done over a period of time and in a natural setting, by observation rather than a prescribed test sitting.
The results would only be used to support the child within the classroom. The parents would not be given results other than in ways their child could be supported to make his education a rewarding experience. Some children may need to be supported in reading, others in mathematics, others in socializing. Everyone has some area that is weaker than another and seeing the child as a complete, body, soul, spirit and mind entity can perhaps help the education system send better prepared and happier people into the world.
Sources
Audiblox. (2002, March). IQ Test: Where Does It Come From and What Does It Measure? retrieved from http://www.audiblox2000.com/dyslexia
Burger, K. S. (2009) The Developing Person Through Childhood (5th Ed.) New York, NY: Worth Publishers
Dictionary of American History, (2003). Intelligence Tests. retrieved from www.encyclopedia.com.
Luo, R, Zhang, L.,Lliu, C., Zhao, Q., Shi, Y, Rozelle, S.& Sharbono, B. (2008) Behind before they begin: The Challenge of early childhood education in rural China. Australian Journal of Early Childhood.
Xinhua. (2004, March 28). Professional aptitiude test for children induces debate. Peopple's Daily Online. http://english.peopledaily.com.cn/200403/28
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