用目标聚焦观察
Using Goals to Focus Observations
儿童发展与学习目标为组织观察提供了框架。教育工作人员通常与家庭合作，为每个孩子确立个别化目标，以指导日常的婴幼儿照护与教育工作。除了家庭提供的信息，这些目标还可能依据儿童发展知识、《Head Start 早期学习成果框架：出生至五岁》（ELOF）、项目采用的婴幼儿课程，以及为残障儿童制订的个别化家庭服务计划（IFSPs）等。
Goals for children's development and learning provide a structure for framing observations. In partnership with families, education staff typically establish individual child goals that guide their daily work with infants and toddlers. In addition to family input, these goals may also come from sources such as knowledge of child development, the Head Start Early Learning Outcomes Framework: Ages Birth to Five (ELOF), the program's infant/toddler curriculum, and Individualized Family Service Plans (IFSPs) for children with disabilities.
各项目也会确立入学准备目标及可衡量的具体目标。《Head Start 项目绩效标准》（HSPPS）45 CFR §1304.11(b)(1) 要求所有 Head Start 项目，包括服务婴幼儿的项目，制订项目目标，以提升参与儿童的入学准备水平。这些目标必须：
Programs also establish school readiness goals and measurable objectives. HSPPS 45 CFR §1304.11(b)(1) requires all Head Start programs, including those serving infants and toddlers, to develop program goals for improving the school readiness of children participating in its program. These goals must:
恰当体现所有参与儿童的年龄特点。
Appropriately reflect the ages of all children who participate in the program
与 ELOF、所在州的早期学习指南，以及学校的要求与期望相衔接；衔接的范围应以这些内容适用于参与项目的出生至五岁儿童的相应年龄为限。
Align with the ELOF, the state's early learning guidelines, and the requirements and expectations of schools to the extent that they apply to the ages of children, from birth to 5, participating in the program
至少涵盖语言与读写能力发展、认知与一般知识、学习品质、身体健康与动作发展，以及社会性与情绪发展这几个领域。
At a minimum, address the domains of language and literacy development, cognition and general knowledge, approaches toward learning, physical well-being and motor development, and social and emotional development
与参与项目的儿童家庭协商制订。
Be established in consultation with children's families participating in the program
各项目设有相应机制，监测目标实现的进展，并运用数据持续改进质量（45 CFR §1302.102(a)(3)、(c)(1)及(2)(i)–(v)）。
Programs have systems in place to monitor progress toward the goals and use data for continuous quality improvement (45 CFR §1302.102(a)(3), (c)(1), and (2)(i)–(v)).
除了在五个核心领域确立目标，早期开端计划（EHS）和流动及季节性务工家庭开端计划（MSHS）还可以明确其他方面的目标，例如生活自理和艺术。在大多数情况下，目标是开展更正式的、以观察为基础的评估的起点。教师、家访人员和家庭式托育服务提供者会采取措施，将观察与目标联系起来，以追踪孩子在一段时间内的进展。
In addition to establishing goals in the five central domains, EHS and MSHS programs may also specify goals related to other areas, such as self-care and the arts. In most cases, goals are the starting points for more formal, observation-based assessment. Teachers, home visitors, and family child care providers take steps to link their observations to the goals to track children's progress over time.