Excerpted from chapter 10 of Alternative Approaches to Assessing Young Children, by Angela Losardo, Ph.D., & Angela Notari-Syverson, Ph.D.

Copyright © 2001 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

Before the Assessment

• Learn about the child’s and family’s cultural and linguistic background, as well as the child’s learning style.
  
  
• Talk directly to the family with an interpreter if necessary.
  
  
• Consult with others who are familiar with the culture.
  
  
• Read and visit local businesses (e.g., ethnic grocery stores).
  
  
• Ask the following questions:
  
  
• What is the family’s level of acculturation to the U.S. culture?
  
  
• What are the literacy practices in the home?
  
  
• Which languages can the child and family understand and speak?

During the Assessment

• Explain the purpose of and procedures for the assessment to the child and family members and others who will participate in the process.
  
  
• Provide the child with meaningful and culturally appropriate learning experiences.
  
  
• Use culturally relevant materials and activities.
  
  
• Be aware of cultural differences in communication styles that may influence the child’s responsiveness to the examiner’s prompts and teaching strategies.
  
  
• Consider having a family member or an interpreter assist in the teaching if the child does not respond well to the examiner.
  
  
• Use visual nonverbal prompts and teaching strategies if the child has difficulty speaking English.
  
  
• If the child speaks more than one language or dialect, observe whether the child is aware of the differences between languages and can translate and explain words.
  
  
• Use simple words and sentences. Try to learn a few words and sentences in the child’s and family’s language.

After the Assessment

• Avoid making assumptions.
  
  
• Take time to reflect on the information gathered during the assessment.
  
  
• Ask caregivers for their opinions on the representativeness of the assessment results.
  
  
• Solicit feedback from the family and/or the interpreter, if present, on the cultural appropriateness of communication and teaching styles.