Observing and Recording Progress and Behavior of Children · Include the following in the observation portfolio: • Photo entries –Throughout the semester, photograph the child

Observing and Recording Progress and Behavior of Children

Include the following in the observation portfolio:

• Photo entries – Throughout the semester, photograph the child

in various activities.

• Compile a minimum of 10 photographs to document learning.

• Add comments that the child makes during the photo and

explain the photo. Journal entries that correlate.

Assessment Portfolio

1


Setting: Give a brief description of

the setting. (birthday party, living

room, backyard play ground).

List the people involved in the

activity, even though they are not

included in the photograph.

Leading a group of kids in a game.Jaynia demonstrates leadership skills. 7/1/2012

Playing outside cool weather. 8/10/2012


2


Activity: Describe the activity.

Identify and describe one specific

evidence of development. Add

comments that the child makes

during the photo, explain the

photo, and or journal entries that

correlate.6/26/2012

Jaynia was using materials offered to engage in creative art. In this photo, she was exploring the idea of Michelangelos Ceiling art.

6/26/2012

Jaynia exploring creative art.


3


Using the portfolio or

observations it is time to

make some judgments on

what you have discovered.

Areas in which you may apply the information.• Child Growth and Development• Cognition (Executive Function)• Curriculum and Learning • Environment• Families• Health & Nutrition• Interactions• Professional Development• Program Planning and Development


3


On going observation of children participating in everyday activities is the most

reliable way of building up an accurate picture of what children know, understand,

feel, are interested in and can do.

Effective assessment takes equal account of all aspects of the child’s development and

learning. Accurate assessments are reliant upon taking account of contributions from

a range of perspectives.

Assessments must have a purpose.


5


Example: For this example we used the Washington State Early Learning and Development Guidelines Birth through 3rd Grade. The process is the same for any of the developmental and or environmental guidelines.

Subjects

Two 4-year old girls gather at the dramatic

play area. Girl 1 picks up the baby doll and

begins looking for the baby bottle. Girl 2

picks up baby doll and begins looking for

baby bottle. Girl 2 opens kitchenette door

and says, “Here, one for you and one for

me.” Both girls pretend to feed baby.

Comments

The children enter area separately and were the only two there. (Caregiver is standing 10 feet away) The girls engage in conversation about Mommies for about 5-10 minutes. They engage in play with familiarity.

Content Area

Physical Fitness: ‘‘Carries light objects for a short distance’’

Interaction with Peers: ‘‘Separates willingly from adults to play with friends, most of the time’’ ‘‘Cooperate ‘s with other children’’


6


Collect the data for each child and

create individual portfolios.

Review the following Portfolio


7

Child Profile

Andrea MuellerBd. 2/2/2010Kindergarten ClassMrs. Jones

Check Point Dates

9/15/12

12/15/12

3/15/13

6/15/13

Contents

1. Child Profile2. Milestone Chart3. Observations4. Assessments5. Learning Plan6. Follow-up7. Communication8. Artifacts9. Resources

8

Siblings: TJ 18, Keith 17, Tina 15, Brad 13, Gavin 8, Kris 7, Amber 2, Jake 1

Mother AliceFather Alfred

Interested Animals:Family pets include dog, cat, fish, parrot.

Wears glasses Hearing aid

Independent Learning Plan: 9/7/12

Child Profile

Andrea MuellerBd. 2/2/2010Kindergarten ClassMrs. Jones

9

5-Year-Olds 5-Year-Olds

Physical development

• weight: 27-50 pounds• height: 37-46 inches• uses a spoon, fork, and

dinner knife • needs 10-12 hours sleep

each night • dresses self without much

help• walks a straight line• hops on 1 foot• pedals and steers a tricycle

skillfully

Physical development

• jumps over objects 5-6 inches high

• runs, jumps, hops, skips around obstacles with ease

• stacks 10 or more blocks• forms shapes and objects out of

clay or play dough• threads small beads on a string• catches, bounces, and throws a

ball easily

10

Cognitive development

• can place objects in a line from largest to smallest

• can recognize some letters if taught and may be able to print name

• recognizes familiar words in simple books or signs (STOP sign)

• understands the concepts of tallest, biggest, same, more, on, in, under, and above

• counts 1-7 objects out loud• understands order of daily

routines (breakfast before lunch, lunch before dinner, dinner before bedtime) speaks fairly complex sentences

• enjoys singing simple songs, rhymes, and nonsense words

• adapts language to listener’s level of understanding. To baby sister: “Daddy go bye bye.” To Mother: “Daddy went to the store to buy food.”

• learns name, address, and phone number if taught

• asks and answers who, what, when, why, where questions

• continues 1 activity for 10-15 minutes

• names 6-8 colors and 3 shapes• follows two unrelated

directions: “Put your milk on the table and get your coat on”


11

Social and Emotional

• takes turns and shares (most of the time); may still be bossy

• understands and obeys simple rules (most of the time)

• changes the rules of a game as she goes along

• likes to talk and carries on elaborate conversations

• persistently asks why; may name call, tattle freely

• enjoys showing off and bragging about possessions

• fearful of the dark and monsters• begins to understand danger at

times can become quite fearful

• has difficulty separating make believe from reality

• lies sometimes to protect self and friends, but doesn’t truly understand the concept of lying — imagination often gets in the way

• likes to shock others by using “forbidden” words

• still throws tantrums over minor frustrations

• expresses anger verbally rather than physically (most of the time)

• pretending goes far beyond “playing house” to more elaborate settings


12

13

Assessment Assessment

After reviewing the observations the following are the recommendations.

StrengthsMeets the general developmental milestones for a 5 year old except for the following.

ChallengesInitiative: Andrea does not readily engage in activities. When approached by a child to play she ignores them or moves away.

Goal

How to help Andrea engage in activities and interact with peers.

1. Peer to peer mentoring2. Find his interests and

provide activities, equipment and material.

3. Shadow and assist in engagement

4. Re-assess in 4 weeks

14

Learning Plan Week One

Peer Mentor: SueAsk Sue to be Andrea’s friend for a day. Set up an activity for two children. Invite Sue and Andrea to the activity.

Activity: In water table provide ocean animals and other animals that swim and styrofoam blocks.

Stay with the pair to provide support and assist in initiating conversation between the two girls as needed.

Because Andrea is interested in all types of animals.

Gathering time: Use animal puppet to introduce concepts. Use a song, finger-play or game that emphasizes animals.

Transitions: Let’s all be (select an animal) as we go to recess, etc.

Learning area: Create an emphasis display with the book Owl Moon: include owl’s of different sizes, feathers in a basket, flashlights (2 to encourage peer relationships), medium size nest, small trees, 2 chairs. If possible provide a media device that has owl sounds.

15

Follow upCommunication

Sue and Andrea played at the water table for 15 minutes. Interactions were limited to animals sounds and actions, and visual cues.

Shortly after Andrea arrived she saw the Owl Moon table. She watched from a distance for awhile, but slowly made her way to the table. She played there for 10 minutes until Sue came over. The two of them interacted with the materials for another 10 minutes.

Mrs. Sullivan was enthusiastic when she told us how excited Andrea was when telling about the owl’s she found in class.

Monday Week One

Tuesday Morning Week One

16

Andrea sitting next to Sue at snack time.

Andrea working on a craft project.

Andrea smiling at her teacher.

Andrea using peppermint play dough.

17

Andrea’s story about the tigers and the monkeys.

“The tigers saw the monkeys, the monkeys were in the trees.”

The Tigers and the Monkeys

We were learning about the jungle. Andrea was very interested in the tigers and monkeys. She drew this picture and then wrote a story about it. (See right)

18

Observing and Recording Progress and Behavior of Children 19

Documents

Observing and Recording Progress and Behavior of Children · Include the following in the observation portfolio: • Photo entries –Throughout the semester, photograph the child